Late Childhood s4c1p

Late Childhood > 9 – 12 yrs. Old > a TROUBLESOME AGE by which a children are no longer willing to do what they are told to do > at this stage that the children acquire the rudiments of knowledge that are considered as essential for successful adjustment to adult life > there is a gang spirit in this stage in which the major concern is the acceptance by the age-mates in a group; there is a team spirit in play activities and creative works Late Childhood > 9 – 12 yrs. Old > a TROUBLESOME AGE by which a children are no longer willing to do what they are told to do > at this stage that the children acquire the rudiments of knowledge that are considered as essential for successful adjustment to adult life > there is a gang spirit in this stage in which the major concern is the acceptance by the age-mates in a group; there is a team spirit in play activities and creative works

Characteristics of late childhood: Late childhood extends from 6 years to 12 years. By 12, the child becomes sexually mature. For most young children, there is a major change in the pattern of their lives. While adjusting to the new demands and expectations, most children are in a state of disequilibrium. They are emotionally disturbed. Many changes take place in attitudes, values and behavior. During the last year or two, marked physical changes take place. The physical changes at the end of this stage create a disequilibrium resulting in the disturbance of accustomed life style.. It is a troublesome age by which the children are no longer willing to do what they are told to do. Older children, especially boys, are careless about their clothes and other material possessions. Such an age is called as the sloppy age. Again it is regarded as a quarrelsome age because we can see the boy child and girl child often indulged in mini quarrels. It is at this stage that the children acquire the rudiments of knowledge that are considered as essential for successful adjustment to adult life. Again there is a gang spirit in which the major concern is the acceptance by the age-mates in a gang. There is a team spirit in play activities and creative works. Physical growth gives a predictable future in body structure with reference to weight and height. Physical growth in sex matters, become more pronounced. Puberty growth spurt a little later for boys than girls. Skills developed are as follows: i) Play skills ii) School skills iii) Self help skills iv) Social help skills v) Hand skills vi) Speech skills vii) Pronunciation skills viii) Vocabulary skills ix) Health maintenance skills Other notable behaviors are as follows: i) Unpleasant emotions are socially unacceptable ii) Expression of anger in moodiness iii) Heightened emotional expressions iv) Learning to curb external emotional expressions v) Boys have more extensive peer groups than girls vi) Not satisfied with associates vii) Aim for socio-metric status in age-mates viii) Desire for leadership in peers ix) Constructive play activities

x) Exploring and collecting things

LATE CHILDHOOD (9-12) In the years from 9 to 12, most children will begin a rapid phase of transition from childhood to adolescence. The term "Puberty" refers to a stage of biological maturation where a boy or girl becomes capable of reproduction. Although some children will begin the changes of puberty before age 9, most will begin the process of rapid growth and physical change in the years between 9 and 12. For some children, noticeable changes do not begin to occur until age 13 or in rare cases until age 14 or later. On average, girls will begin puberty at age 10 or 11 and boys will begin at age 11 or 12. There are a number of noticeable physical signs that a boy or girl has begun puberty. Overall physical growth will accelerate with some boys and girls growing several inches taller per year. For girls these changes include breast development, the appearance of hair in the genital (pubic) and underarm areas. The sweat glands in the genital and underarm areas become active. This is also the time when most girls will begin menstruating (see below). A girl's internal reproductive organs (ovaries, uterus, vagina) grow rapidly during puberty. The external genitalia (clitoris, labia) will also increase in size. The average age of first menstruation for girls living in North America is about 12 ½ years but it is quite normal if a girl has her first menstruation several years before she reaches the age of 12 or if she has her first menstruation several years afterward. A girl who has begun puberty will experience vaginal lubrication that accompanies sexual arousal. The physical changes of puberty are similar for boys. They will begin to grow hair in the underarm and genital areas. The penis and scrotum will begin to grow larger and many boys will begin growing facial hair that becomes courser and darker over time. A boy who has begun puberty will sooner or later experience ejaculation which may occur while he is asleep (commonly referred to as a wet dream). A boy going through puberty will experience erections much more frequently than he did in the past. Puberty is typically the time where the nature and frequency of masturbation in both boys and girls changes compared to earlier in childhood. The focus of masturbation becomes geared towards pleasure and orgasm. Many girls and boys who did not masturbate earlier in their lives will begin to do so during puberty. While nearly all adolescents will experiment with some form of masturbation, some will masturbate regularly and some will do so infrequently or not at all. Unless an adolescent is masturbating so frequently that it interferes with basic aspects of his or her life (e.g., school, family and social life) it does not cause physical or psychological harm. It is important for parents and educators to make sure that children are fully aware of what changes to expect when puberty begins well before the changes actually begin to happen. After a long period of gradual and predictable growth, during puberty a young person's body begins growing very quickly and in very different ways than it did before. These changes can be confusing and traumatic, particularly if a boy or girl does know they are coming. The first major step a parent or educator can take in assisting a young person through puberty is to make them fully aware of the changes that will occur. Not only should boys and girls be fully aware of the changes that will occur in their own bodies but they should also be provided with opportunities to learn about the changes that occur in the opposite sex. The biological aspects of puberty, while certainly profound, tell only half the story. The emotional/psychological aspects of puberty (many of which are linked to biological maturation: e.g. increases in testosterone) are equally significant, particularly as they relate to sexuality. As they go through puberty, it is typical for young people to develop a heightened, at times seemingly obsessive, preoccupation with their physical appearance. Anxiety over physical appearance can lead to feelings of inadequacy. Relationships with peers are also likely to change. Whereas, in the years leading up to puberty, there is a tendency for children to interact mostly with same sex peers, as youth approach the teen years they begin to increase social interaction with the opposite sex. It is during this period that feelings of attraction may take on an overtly sexual component. The "crush's" that younger children often have will, with the beginning of puberty, evolve into more adult like attractions that may include feelings of sexual attraction. Socially, youth entering puberty will be taking more pronounced steps into adult gender roles and in so doing they may begin dating or more likely in their words "hanging out", or "going with", or "go together". Typically, in the 9 to 12 age group such relationships do not involve sexual intercourse. Youth of this age are much more likely to be kissing and hugging, while breast and genital touching are less likely but not uncommon. For most young people it is likely that the basis of their sexual orientation will have been formed well before puberty. However, as youth begin to experience the more direct sexual attraction and fantasy that accompany puberty, lesbian, gay, and bisexual youth are likely to become more concretely aware of their sexual orientation. In other words, these youth are at the time in their lives where their homosexual or bisexual orientation is leading them to the developmental task of establishing to themselves, and perhaps to others, a self identity as gay, lesbian or bisexual. This may cause added stress to the experience of puberty for homosexual and bisexual youth. It is also not uncommon for heterosexual youth, particularly in early adolescence, to have some same gender sexual attractions or fantasies. This is not unusual and such attractions should be not seen as necessarily indicative of a youth's sexual orientation. Most youth in the 9 to 12 age group will not have experienced sexual intercourse. At present, the median age of first intercourse for males and females in Canada is 17. That is, half of Canadian teens will have intercourse before age 17 and half will have it after age 17. About 5% of boys and 1% of girls will have had intercourse by their 12th birthday. By the age of 14, about 30% of males and 20% of females will have had sexual intercourse at least once. These figures on the age of first intercourse among youth are important for parents/caregivers and educators to consider because they clearly point to the need for youth in the 9 to 12 age group to receive broadly-based sexual health education. It is clear that if sexual health education is to meaningfully assist youth in promoting and enhancing their sexual health it must provide relevant information, motivation, and behavioural skills before they become sexually active. For example, information and skills geared towards helping youth delay first intercourse that is initially provided when they are age 14 will be too late for many. More importantly, since approximately a quarter of youth do have intercourse by the time they are 14, it is vital that those youth who do become sexually active at this point are fully educated and equipped to protect themselves against unintended pregnancy and sexually transmitted diseases. As children enter puberty they enter a period of heightened sexuality. Nearly all youth at this phase of development are

preoccupied to some extent with sexuality. As a result, 9 to 12 is a critical period for the provision of sexual health education.

DEVELOPMENTAL OUTCOMES 

Physical changes associated with puberty

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Psychological/social changes associated with puberty

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Full understanding of rights and responsibilities related to sexuality and relationships.

COMMON BEHAVIOURS 

Dating (i.e., going with)

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Physical intimacy (kissing, petting)

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Masturbation

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Preoccupation with sexuality (e.g., frequently makes references to sexuality)

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Interest in sexual media

CONCERNS 

Premature initiation of adult sexual activity

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Difficulty adjusting to homosexual or bisexual orientation

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Difficulty with body image

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Difficulty with social skills

LEARNING OBJECTIVES 

Complete knowledge of the physical and psychological aspects of puberty.

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Broadly-based sexual health education, including delay of first intercourse and contraception/safer sex.

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Social skills education related to rights and responsibilities in relationships and mutually satisfying interpersonal relationships.

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Development of media literacy skills to understand, interpret, and evaluate media sexuality messages and imagery.

EARLY CHILDHOOD (2-5) In many ways, the development of sexuality during the years 2 to 5 is a continuation of the key developmental processes that began in infancy. For example, by around age 3, children should have a clear sense of whether they are a boy or a girl and have sense of autonomy and confidence in themselves rather than overriding sense of guilt and shame. With respect to gender, most children by the age 3 can identify people in photographs or on television and dolls as male or female and can tell an adult whether they are a boy or a girl. By age 2, children will have become quite familiar with their own bodies. Now, as part of the learning process, children will start to become very interested and curious about the bodies of others, both adults and children. Recognition that opposite sex children, older children, and adults have bodies different from their own feeds this curiousity. Because the genital areas are usually covered by clothing, interest in these areas may be heightened. For example, a child will likely be curious about a mother's breasts and a father's penis and why adults have pubic hair but children don't. Children will engage in "peeking" games during visits to the toilet. These can be opportunities for parents to continue teaching accurate names for the genitals as many children at this age will have developed euphemisms for the genitals. These interactions with parents can also provide an opportunity introduce the concept of privacy. Before age 5, children need to learn that nudity and sexuality are not engaged in publicly. As a part of their intense curiosity about the human body, this is an age period where children may start to play games like "I'll show you mine, if you show me yours" where same sex or opposite sex children of a similar age show each other their genitals. "Playing Doctor" or "Playing House" are similar games. These activities are more about curiosity than they are about sexual activity. Some children will play these games with their friends and similarly aged brothers and sisters. Other children will not play these games. "Playing Doctor" or "Playing House" are typical ways that boys and girls are able to see how other children's bodies, including their genitals, are similar and different from their own or to try out roles such as "Mommy" and "Daddy". As such, these games can be positive learning experiences for the child. Young children may hug, kiss, and touch each other. However, it is important to distinguish between situations where children are engaged in play appropriate for their age and situations where the interaction is more reflective of adult sexual behaviour. For example, toddlers do not typically engage in oral-genital . Children who do exhibit these behaviours may be mimicking what they have seen in sexually explicit media (television, videos, films, ect). In some cases, acting out adult sexual behaviours may be a sign that a child has been sexually abused. It is important that activities like "I'll show you mine, if you show me yours" or other forms of exploratory play are consensual and a child is not being forced or coerced into activities she or he is not comfortable with. For children in the 2-5 age group, their close friends are very likely to be of a similar age and games like "Playing Doctor" usually occur with children who are close in age. Such games that take place where one child is more than a few years older

than another are cause for concern. In these instances, the activity is less likely to involve mutual curiosity between two young same age friends. Significant age discrepancies between children may create a situation where one child is being manipulated or exploited by another. Instances where an older child appears to be forcing a younger child into sexually related behaviour requires adult intervention. Some 2-5 year-olds, both male and female will touch or rub their genitals as a way of relaxing, often before naps or bedtime. Some will rub themselves against furniture or pillows. As with infants, this activity is not arousal or orgasm focused as it is with adults. Some children do not touch their genitals. Children need to learn that touching their genitals is something they should do in private. Excessive genital touching may be a response to emotional turmoil similar to the ways that many children suck their thumbs or compulsively twirl their hair as a response to stress. In some other cases it may be a sign that the child may have been sexually abused. Children at this age may exhibit behaviours that are contrary to the ways we might expect girls and boys to behave. For example, a boy might enjoy wearing his mother's shoes or a girl may prefer playing with trucks and refuse to play with dolls. Children at this age will have a clear sense of whether they are a girl or a boy and cross gender behaviour (e.g., the boy who likes wearing his mothers shoes) is only likely to be a serious concern if it is accompanied by gender confusion (e.g., the boy insists that he is a girl). Many children will not develop a sense of gender constancy (e.g., a girl knowing she will always be a girl) until middle childhood (ages 5-8). A child who consistently insists that they want to grow up to be the other gender should be assessed by a pediatrician. Some children may begin to ask "Where did I come from?" or "Where do babies come from?" Others may be curious at the sight of a pregnant woman. Since the entire and detailed process of human reproduction is complex and requires a level of cognitive sophistication beyond that of many toddlers, a detailed explanation is unlikely to be necessary nor will the child be interested in the details. Basic but accurate descriptions will suffice. However, it is helpful, as a building block for future learning, to be accurate.

DEVELOPMENTAL OUTCOMES 

Ability to identify oneself as male or female

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In process of understanding the basic elements of human reproduction.

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In process of understanding the concept of privacy in relation to nudity and sexuality.

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Enters stage of infrequent to persistent curiosity about genitalia of peers and adults of same and opposite sex.

COMMON BEHAVIOURS 

Occasional masturbation (soothing or relaxation rather than arousal/ sexual pleasure focus).

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Consensual exploration of same age playmates' bodies in a playful, curiosity-focused manner (e.g., playing doctor).

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Enjoys nudity

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Uses slang for bodily functions

CONCERNS 

Signs of possible sexual abuse (e.g., trauma to genitals, developmentally inappropriate sexual behaviours)

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Persistent belief of child that she/he is the opposite gender or he/she wants to be the opposite gender.

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Persistent nudity or sexual behaviour in public after being given privacy guidelines.

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Engaging in physically harmful/painful sexual activity.

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Engaging in oral-genital .

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Engaging in simulated (while undressed) or actual sexual intercourse.

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Penetration of another child's vagina or anus with objects or fingers.

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Verbally or physically coercing another child into sexually related behaviours.

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Obsessive or very frequent talk about sexuality or sexuality related questions.

LEARNING OBJECTIVES 

Teach the basics of reproduction (e.g., babies grow in the uterus of a woman, male and female are required for reproduction).

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Teach basic rules around privacy.

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Teach child "Your body belongs to you".

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Teach child difference between appropriate and inappropriate touching (good touch/bad touch)