Developmental maps

• Children are affected by experiences and their ability to develop and process information depends on having positive interactions and having their basic needs met.
• They have a strong ability to adapt and change.

• Ensure they have a healthy diet, aligned with Canada’s Food Guide or Canada’s Food Guide for First Nations, Inuit and Métis.
• Emphasize sleep — middle years children function best with nine to 11 hours of uninterrupted sleep per night.
• Ensure they feel safe and are not subject to undue stress. If they have experienced high levels of stress, help them talk about it and develop coping strategies. Access additional supports if needed.

• Children are learning new information and skills more quickly than they did before.
• They are better able to understand new concepts, and they are able to solve more complex problems.
• The more experiences they have, the better their brains will develop.

• Arrange for regular participation in a range of activities, such as arts, music, sports, spending time in nature and learning a second language.

• Children have completed development of basic vision, hearing and touch.
• They are better able to understand, organize and use complex visual information and tools.
• Their ability to judge spatial relationships and depth perception is improving.

• Use visuals when teaching them.
• Encourage middle years children to build things, such as playing with blocks.
• Provide them with an organized workspace for school work.
• Visit an optometrist if you have concerns about their vision.

• Children are better able to remember past events and experiences.
• They can pay attention for longer.
• They can be mindful of multiple thoughts and ideas at the same time.
• They can better reflect on what they are doing and what they want to accomplish.

• Keep instructions short and repeat them as needed.
• Help boost children’s memory by using rhymes and acronyms, encouraging them to paraphrase events and stories, and making lists and notes.

• In the early middle years, children can better understand logic, cause and effect and identify patterns.
• During this time, reasoning skills and abstract thinking skills are still developing.
• Later in the middle years, they are better able to process information, reason, think abstractly, make decisions and consider complex and hypothetical problems.
• They are developing "metacognition" — the ability to reflect on their own thinking.

• Don’t be afraid to challenge your children — give them chances to talk and think about complicated issues.
• Ask children why they think and do things — listen and validate their reasoning.
• Point out where you see they are using good logic and reasoning to work through problems — boost their confidence in their own intelligence.

• They are generally motivated and excited about learning, and are "learning how to learn" by studying, practising and learning from mistakes.
• They are becoming aware of their own strengths and challenges as learners.
• They are developing creative, imaginative and practical solutions to problems.

• Take an interest in what children are learning at school.
• Create different opportunities for them to learn together with you and also by spending time on their own.
• They want to be like you. Demonstrate that you like to learn new things.
• Encourage children to join a homework club/group.

• Children are better able to pay attention and stay on task, but they can still be easily distracted — multi-tasking may be challenging.
• They can complete tasks faster and more consistently.

• Encourage children to do one thing at a time, and keep distractions to a minimum.
• Be cautious about overstimulation from media or other activities that require high levels of prolonged concentration as they can be overwhelming.
• Encourage and provide opportunities for practice and repetition.

• Throughout the middle years, children are getting better at reading and by the end of middle childhood, most should have strong reading skills.
• Similarly, during this period their basic math skills — adding, subtracting, multiplying and dividing — are improving.
• They are comfortable making, describing and comparing measurements of length, area, volume, mass and time.
• They are getting better at using computers.

• Encourage reading whenever you can.
• Find engaging ways for them to practice and improve their math skills.
• Support healthy and appropriate use of computers and technology. (See here for more information.)

• Children can develop plans, collect information, and use it to draw conclusions and plan next steps.
• They can understand more complex instructions and strategies.
• They learn from mistakes and reflect on what could have been done differently.
• They can come up with ideas, experiment and think critically to investigate and solve problems.

• Devise short-term projects and tasks that children can plan and complete.
• Challenge them with puzzles and games that require thinking and logic.
• Ask, "What do you think?" in the face of a problem, and encourage them to identify more than one possible solution.
• Engage middle years children around planning and priority setting.

• Children are able to anticipate the consequences of expressing their emotions.
• They are better able to understand that they are doing something wrong, and better able to stop.
• Though they still desire immediate gratification and rewards, they are better able to regulate, moderate and inhibit impulses.

• Set expectations for behaviour and role model the behaviour yourself.
• Teach them strategies they can use to regulate their own behaviour, such as using words, asking for help, taking deep breaths, counting to three, or choosing to spend a few minutes alone.
• Use strategies such as reward systems to increase prosocial (positive, helpful) behaviour.
• Ensure that children participate in regular physical activity and spend time playing outdoors.
• For Indigenous children, consider involving them in traditional health and healing practices such as tending to a medicine garden.

• Children may not have strong impulse control.
• They may lack understanding of risks and consequences.
• They may have difficulty putting off immediate rewards for long-term goals.

• Talk to children about taking risks, and the importance of thinking about the consequences.
• Give them an outlet for healthy risk-taking, such as climbing and jumping, new social opportunities and activities.

• Growth is relatively constant and stable during the early middle years.
• In late middle years, there is a sharp growth spurt and then growth slows.
  • For girls, the growth spurt occurs at 9-13 years (typically starting at 10 and peaking at 12).
  • For boys, it is between 11-15 years (starting at 12 and peaking at 14).

• Ensure that children have a healthy diet with diverse food choices.
• Teach them about healthy eating.
• Emphasize the importance of exercise and provide them with opportunities to connect with nature.
• Teach them that sleep is very important.
• Facilitate adequate, quality sleep. Make sure there are household bedtime rules, and make very sure there are no computer devices after bedtime or in bed.

• They are slowly and steadily getting stronger.
• They have stable, though limited, muscular endurance.
• They have a hard time sustaining extended periods of exercise.

• Help children learn about their bodies and physical abilities through different activities.
• Provide opportunities for fun, safe physical activities.
• Make sure they avoid over-training or too many repetitive movements.

• Boys begin puberty between 11-15 years (average 14).
• Girls begin puberty between the ages of nine and 13 (average 12).
• They may begin to experience changes in body structure, composition, for example, body fat, and in physical sex characteristics such as breast development and pubic hair.

• Puberty can be a confusing time for children. Talk to them about the changes they are undergoing so they know what to expect.
• Puberty will likely bring with it a greater desire for privacy in children. Within the boundaries of common sense and safety, give it to them.

• They are getting better at fundamental motor skills such as jumping, running, twisting, bending, catching and dribbling a ball.
• They have better control when participating in skills requiring change of speed, direction and height.
• They can throw and catch with control and precision.
• All in all, they have greater speed, strength, endurance, eye-hand and eye-foot coordination, reaction time, balance and agility.

• Work with children on the basic skills needed for sports and recreational activities.
• If children struggle with certain motor skills, have them work on special exercises or activities to help them improve.
• Encourage them in this work.
• Always emphasize that physical activities are meant to be enjoyable and entertaining.

• Simply put, they are moving better.
  • Their movements are being guided by improvements in depth perception.
  • They have better postures and are able to assume and maintain a desired stance or position.

• Help them find physical activities they enjoy, and encourage them to participate as often as possible.
• There should be no such thing as "not being good at" something. If they are doing it, it is good.

• Children begin to understand the connections between diet, physical activity and health.
• They have increased interest in nutrition and healthy eating.

• Explain to them that they can take control of their own physical wellbeing.
• Take children on the land and explore nature, learn how to be safe in nature, and navigate natural terrains.
• Encourage them to take positive steps to promote wellbeing — adopt healthy daily routines, eat healthy meals, walk or bike to school, get a good night’s sleep.
• Model self-care. Show them that you are also committed to a healthy daily routine.
• Teach them to make healthy meals.
• Try to ensure that they get nine to 11 hours of uninterrupted quality sleep per night.

• Children are becoming aware of their body image.
• They may feel self-conscious or less attractive than their peers, they may feel themselves to be within a normal range, or they may feel themselves to be particularly attractive.
• They may appear to be judging the appearance of their peers.
• They may show signs of attaching social importance to being attractive.

• Understand that children are beginning to view others in terms of how attractive they are.
• If they are showing insecurity about how they look, teach them to focus on their assets and qualities.
• Help them understand that attractiveness is subjective, and is not a measure of a person’s worth.
• Be very alert for signs that children are anxious or depressed, e.g., getting significantly lower marks in school, avoiding friends and family, or changes to sleeping or eating habits.
• Create a safe environment for them to openly discuss emotions, feelings and concerns.

• Children regularly engage in moderate to vigorous physical activity.
• They have an increased desire to play and interact physically with their peers.

• Provide children with as many opportunities as possible to be physically active.
• Help them develop habits that support lifelong physical activity.
• Wherever possible, engage in physical activity with them — play games, throw a ball, go on hikes, or go swimming.
• Mix organized sport, unstructured play and active transportation such as walking and biking into their daily activities.
• Provide opportunities for them to be in the outdoors and nature as often as possible.

• They are beginning to think of themselves in terms of their physical appearance, preferences, academic success, athletic skill and social abilities.
• This may result in feelings of confidence and belonging, but it can also result in feelings of insecurity.
• They are beginning to appreciate the ways in which people resemble one another, and the ways in which they differ.
• They have begun to think and talk about what they want to be when they grow up.

• Reinforce for children that they are good at things, and support their development in those areas.
• Reinforce for them that people should not be judged by what they are good at, but instead should be judged for being a good person.
• Give them lots of opportunities to try out different things.
• Once you have identified their areas of interest, help them engage in activities that involve those interests, and make sure they see that those areas of interest are important to you.
• Attempt to connect them with positive role models and mentors, particularly those who reflect their personal and cultural identity.
• Help them learn about truth and reconciliation and Canada’s commitment to Indigenous peoples.

• Children are beginning to see the world as consisting of social and cultural groups.
• They see themselves and their peers as belonging to one or several of those social or cultural groups.
• They show pride in developing a sense of belonging with certain other individuals and groups.
• They are starting to appreciate the values that are important to groups and individuals.

• Cultural identity is a protective factor for children— expose and involve children in their own culture learnings as much as possible.
• Tell children their family story so they get a sense of belonging to their culture.
• Expose children to traditional toys.
• Participate in traditional/culturally grounded parenting classes (for parents and caregivers).
• Start talking to children, in positive ways, about various ways of life, cultural models and identities.

• Particularly in the early middle years, children may not be good at distinguishing between their desire to be good at something and their actual competence, so they often overestimate their abilities.
• In the later middle years, they develop a more realistic level of self-efficacy (their belief in their ability to succeed at something), due to increasing self-awareness, ability to make social comparisons, critical assessment of their competencies and feedback from others.
• They are able to describe what they like about themselves, how they are similar to others and how they are different.

• Acknowledge what children are good at, and support them in doing those activities as often and as well as possible.
• Use the things they are good at, whatever those things might be, to help them build their selfconfidence.
• Support them to develop a realistic selfassessment of their abilities, and take pride in their strengths.
• Provide praise, positive feedback, and encouragement when it is deserved.
• Be a mentor to them. It’s one of the best ways to help them build leadership skills, independence and confidence.

• They are developing social, physical and school-related skills, and are clearly proud of these new abilities.

• Help children understand their strengths, but also their limits.
• Look for ways for children to gain a sense of achievement and proficiency in an activity or skill.
• Watch for signs that they are losing motivation. Look for ways to increase their belief in themselves and their abilities, such as assigning unique responsibilities that you know they can carry out.
• Try to place them in situations where they can learn without worrying about being compared to others.

• They have a willingness to work hard at things.
• They are eager to contribute and show how competent they are.
• Increasingly, they want to take on, and succeed at, more complex tasks.
• They are developing overarching goals, commitments, and a sense of future.

• Encourage practice and hard work.
• Set high but realistic goals that children can achieve.
• Encourage them to set their own goals.
• Encourage children to practice learned techniques.
• Teach them to persevere and see failures as learning opportunities.
• Allow children the opportunity to fail — and to learn from it. Teach them that taking risks is a core part of learning.

• Through the middle years, children will move through clear stages of moral reasoning.
• At first, moral behaviour is based on self-interest and the fear of consequences for breaking the rules.
• Later, behaviour is geared to getting rewards for doing the right thing, rather than avoiding punishment.
• Following this, behaviour is driven by an understanding of duty and justice and a desire for social approval.

• Be firm but fair.
• Create a warm environment that has consistent rules and high expectations for behaviour.
• Discuss values, moral and ethical issues, and social responsibility.
• Children will find themselves wrestling with moral dilemmas. Work with them, but try to ensure that they arrive at their own answers.
• Talk with them and explore their values and how to be inclusive and accepting of difference and diversity.

• They are beginning to appreciate values such as fairness, tolerance, understanding and respect.
• They are interested in the reasons for rules, and are beginning to question rules they believe are unfair.
• They sometimes make suggestions for improving the rules.
• They can act fairly, and when resolving a conflict take fairness into consideration.

• Hold children accountable for their actions in a consistent manner, whether with rewards or consequences as appropriate.
• If there are consequences for bad behaviour, make sure that children understand why and how their behaviour was unacceptable.
• Discuss values and ethical behaviour with them.
• Identify and discuss the values that you share with children and explain why they are important.

• Children begin noticing when others are upset, and understand why.
• They are aware of their own reactions to things.
• They have started developing strategies to help themselves and others.
• Between the ages of five and 10, they show increasing sensitivity to facial expressions of surprise, disgust and fear.
• Between the ages of 10 and 12, they show increasing sensitivity to angry and sad facial expressions.

• Be a model for them. Show children that you are aware of their emotions, and the emotions of others.
• Help them describe their emotions in words, such as sad, angry, and happy.
• Provide opportunities for emotional expression through art, music or movement.
• Help them understand that emotions like fear, sadness and anger will pass.
• Explicitly address and help them understand their anxieties.
• Some children have difficulty recognizing subtle social cues. Take a direct approach and help them learn to recognize and describe facial expressions and body language.

• Children begin to understand that the way they think about things can affect the way they feel.
• They are able to use words to label and discuss their emotions.
• They can discuss how various situations and behaviours affect the way they feel, and they are learning how best to respond to those situations and how to modify those behaviours.

• Help children see the link between changing their thoughts and mood.
• Watch for situations in which children are blaming themselves, blaming others, exaggerating their problems or avoiding them altogether. Try to help them see what they are doing.

• Children start being able to regulate their emotional expression to avoid hurting others or to protect themselves.
• They understand the difference between experiencing an emotion and expressing it.
• They dwell and obsess less than they used to on mishaps and challenges.

• Set a good example by being a consistent and strong role model. Show children that you can manage your emotions.
• Make sure that home is a positive and safe emotional environment.
• Show warmth and affection to children.
• Help children by talking them through adverse emotional events.
• When an emotional experience occurs, help children to understand it and express their feelings, as well as talk through ways to cope or be comforted when difficult emotions arise.
• Teach children mindfulness techniques.

• Middle years children are becoming less and less self-centred.
• They can sense the feelings and needs of others and react to other people’s distress.
• They are sensitive to the needs of others, and consider these needs even in pursuit of their own interests.
• They are beginning to understand about discrimination that is based on race and gender.

• Be a role model. Show your children that you care deeply about the feelings of others.
• Discuss bullying with them, with an emphasis on how it would feel to be bullied.
• Encourage them to think about social exclusion and social justice issues and how it impacts them as well as their peers.

• Middle years children are beginning to realize that people may have their own views, desires and emotions.
• They are starting to understand how their words and behaviour can affect others.
• They can take into account other people’s intentions when making decisions or relating to others.
• They understand the consequences of cyberbullying and other kinds of inappropriate online behaviour.

• Let them know that different perspectives are a normal part of life. Emphasize conflict resolution skills, as opposed to "us and them" attitudes.
• Talk to children about how their actions can affect others’ thoughts and feelings.
• Talk to them about the needs, feelings and desires of friends and family members.
• Explain to them about how easy it can be to hurt or scare someone online.

• Children are learning strategies for how to manage and resolve conflicts with others.
• They are aware of, and can appreciate, different cultural behavioural norms and expectations.
• They understand the different forms of bullying, and are aware of their negative impact.
• They are beginning to behave appropriately in various social situations, and beginning to exhibit appropriate behaviours for maintaining positive relationships.

• As always, be a role model. Use your own actions and those of other caring adults to show children what positive social behaviour and positive conflict resolution can look like.
• Teach them conflict resolution skills tailored to their needs and level of development.
• If you hear someone saying that bullying is "just a stage," explain that it won’t be unless the child doing the bullying is supported in learning how to stop.
• Discuss ways that children can prevent bullying and victimization, and how they can intervene when they occur.
• Discuss electronic bullying with them, and explore ways of preventing it.

• They interact positively, in a range of contexts, with friends, older and younger students, and adults.
• They can identify a range of groups, including cultural groups, to which they, their family members and friends belong.
• They are learning to work in teams in order to complete activities within a set timeframe.

• Encourage children to join in different kinds of groups, and participate in different types of team activities.
• Always emphasize to them the importance of connecting with other people, being productive and making a contribution to society.
• Attend cultural events, or social events for families with special needs children, so that special needs children and their families can socialize in a supportive and informal atmosphere.

• Middle years children are beginning to appreciate common society values such as fairness, equity and inclusion, tolerance, understanding and respect.
• They have begun to understand their own and other people’s rights and responsibilities.
• They are beginning to question rules which they believe are unfair, and make suggestions about improving the rules.
• They have begun to understand people’s different needs, and are using that understanding to resolve conflicts fairly.

• Discuss topics like ethics, politics and religion with children.
• Help them learn how to stand up for their own and other people’s beliefs and values.
• Talk to them about family, social and community responsibility.

• Children have become aware that different people have differences in their cultural practices, and in the way they dress, eat, greet one another and in their social norms.
• They have begun to appreciate both the similarities and differences between individuals and groups, specifically language, cultural and religious groups.
• They understand and value social inclusion, racial and cultural diversity, sexual and gender diversity and ability.

• Try to ensure that children feel as if they belong in whatever groups or contexts they find themselves in.
• Talk to them about the importance of belonging, and how important belonging is to other people in other groups.
• Have discussions about the dignity of all people and diversity and inclusion as core values.
• Be a role model to children in terms of how you deal with, and talk about, other groups and cultures.

• Children have begun to understand that to participate in society, they need to be aware of their rights and responsibilities.
• They have learned to contribute and share responsibility.
• They participate in civic-minded activities at home and school, such as recycling, composting, and taking responsibility for resources.
• They are exploring ways in which they and others can work to improve their community and environment.

• Model social inclusion and support diversity.
• Be a role model to children in terms of how you deal with, and talk about, other groups and cultures.
• Support equity and inclusion, in whatever social groups or contexts they participate in.
• Have discussions about the dignity of all people, and equity and inclusion as core values.
• Talk with them about how they can support equity and inclusion.

Early middle years:

• Children are developing an identity independent from their parents/caregivers.
• They are spending more and more time with peers, other adults and in activities outside the home.

Later middle years:

• They have an increased desire and readiness for greater autonomy and independence.
• They are expressing attitudes and beliefs that are different from those of their parents/caregivers.
• They want more freedom, responsibilities and rights.

• Provide guidance that is warm and safe, but also firm and structured, with consistent rules and high expectations about behaviour and personal conduct.
• Do activities together as a family or extended family to keep children engaged:
  • Consider traditional or cultural activities.
  • Go on family walks or road trips to explore new places together.
• Create a safe environment in which children can openly discuss emotions, feelings and concerns.
• Encourage children in independent problem-solving, critical thinking and proactive exploration of ideas.
• As they mature, give them increasing responsibility, autonomy and leadership (e.g., maintain a chore chart).
• Start teaching children about financial responsibility from a young age by setting up a bank account for them.
• Balance your desire to supervise them with the need to encourage their growing desire to explore relationships outside the home.
• Talk with them about who they can go to if they have a problem they need help with. Include various contexts including home and school.

• Children are beginning to form more intimate friendships.
• They have begun to display appropriate behaviours for maintaining positive relationships.
• Their sense of self and self-worth is now partly associated with group values and norms.
• They give greater priority to social activities with peers, peer acceptance and their own appearance.

• Try to teach children to value respectful, reciprocal friendships.
• Encourage them to always be mindful of their values and ethics, and keep the lines of communication open so children will confide in parents when their values are challenged or they need help.
• Discuss their friends with them, in the context of what it is to be a good friend.
• Talk to them about the role of emotions in interpersonal relationships.
• Monitor their friendships and interaction with peers as much as you can.

• They are developing a sense of being a part of larger networks of children, friends and acquaintances.
• They have diverse groups of friends.
• They are able to discuss their various groups of friends and how they fit in with them.

• Talk to children about group dynamics.
• Support their exploration of different types of friends, and groups of friends.
• Friendships are very important. If your children have trouble making friends, try to place them in situations, such as sports or other afterschool activities, in which they will interact with other children.

Early middle years:

• Children are increasingly aware of gender identity.
• They are developing high quality friendships, and are accepted in a peer group, mainly with the same sex.
• Some are beginning to have interactions with the opposite sex, and have a greater awareness of romantic relationships.

Later Middle Years:

• They are starting to have romantic interests.
• They understand romantic relationships and what makes them different from friendships.
• Some enter into "boyfriend/girlfriend" relationships, often within a larger peer group.
• They are participating in, and becoming more skilled in, mixed-gender peer groups.

• Model healthy relationship behaviour for them — show them how important respect and kindness are in relationships between people.
• Make sure that they are getting relationship and sexual education.
• Talk to them about romantic relationships, and ask about their feelings and experiences.
• Talk to them about consent, peer pressure and dating violence.
• Make sure they know to talk to an adult if they are aware of, or part of, an inappropriate, unhealthy or abusive relationship.
• Remain open-minded to children’s self-identity and gender fluidity.

• Children can speak fluently, with no articulation errors.
• Children who are Deaf/hearing impaired are signing confidently.
• Children who have limited/no verbal skills are able to use a communication device confidently.
• Their vocabulary is increasing, and they use longer and more complex sentences.
• They can keep their part in a conversation going by giving reasons, explaining choices, and asking questions.

• Listen to children when they are communicating and show them that you are interested in what they are telling you.
• Encourage them to tell you about their experiences and opinions.
• Use prompts such as "and?" and "go on" to extend conversations and get them to finish their thoughts.
• Involve Inuit children in culture and Inuktitut language programs, activities and events.

• Throughout the middle years, children are getting better at writing, both on paper and on the computer.
• Gradually, they get better at reading independently and confronting unfamiliar words.
• They learn to spell words they use often first, and use known spelling patterns to try spelling words they don’t know.

• Read to children as often as you can.
• Encourage them to read things that interest them, and read aloud.
• Encourage them to write as often as possible, and take an active interest in anything they write.

• They can understand stories that are more and more complex.
• They can identify when information is an opinion as opposed to a fact.
• They can express ideas that are complicated, and can use colloquial speech.

• Engage children in discussion and debate.
• Explain the use of words with multiple meanings.
• When explaining new concepts, try to link them to things or ideas they already know.
• Encourage children to learn how to use the library and Internet for research.

• Children are communicating with others in more sophisticated ways and for a range of purposes.
• They have begun trying to express and communicate specific ideas and feelings to particular audiences or for particular purposes.
• They are able to persuade by presenting a well-formed, convincing argument.
• They can use visual aids to present information in an engaging manner.

• Encourage and be receptive to communication that they initiate.
• Use prompts such as "and?" and "go on" to extend conversations and get them to finish their thoughts.
• Promote the use of their first language or traditional Indigenous language, and support them in learning a second language.

• Children are expressing ideas using various media and materials.
• They try to communicate ideas, concepts, observations, feelings and experiences through art.
• They effectively use information and communication technologies for research, and to communicate their thinking.
• They compose and send electronic messages.

• Expose them to other forms of media, such as video, animation, and texting.
• Encourage them to create printed documents and presentations.
• Encourage them to explore online activities, while monitoring to ensure that they make safe choices.

• Children are able to start conversations with adults and children they don’t know.
• They understand other points of view, and can show they agree or disagree.
• They understand tone and body language, social conventions and most social cues.
• They can carry out "small talk."

• Eat meals together and focus on having good conversations.
• Make conversations challenging, but always fun.
• Encourage children to communicate with other children.
• Provide children with opportunities for various types of social interaction.
• Encourage them to initiate communication.
• Encourage children to ask questions and ask for help when needed.