'Typical' Development: Primary Age Children (6-12 Years)

Social and Emotional Development
Begins to develop a sense of competence and pride in accomplishments
Forms stronger, more complex friendships and peer relationships
Shows increased concern about others’ feelings and social approval
Enjoys playing in groups and cooperates more with rules and fairness
May develop a best friend or small friend group
Begins to compare themselves to others (academically, socially)
Wants to fit in and be accepted by peers
Develops a clearer sense of right and wrong
Can better manage emotions, but may still have difficulty with frustration or disappointment
May become more self-conscious or sensitive to criticism
May show interest in team sports, clubs, or group hobbies

Language and Communication
Speaks clearly and confidently in a variety of settings
Understands and uses increasingly complex grammar and vocabulary
Uses language to explain ideas, express feelings, and problem-solve
Tells well-organised stories with a beginning, middle, and end
Asks thoughtful questions and engages in back-and-forth conversation
Can follow multi-step instructions with increasing independence
May begin to enjoy wordplay, jokes, and riddles
Uses reading and writing to gather and share information
May start using language more for social bonding and humour
Shows interest in learning new words and concepts

Cognitive (Thinking and Learning)
Develops stronger thinking and reasoning skills
Can see things from others' points of view (perspective-taking)
Begins to think more logically and understand cause and effect
Learns to plan, organise, and carry out tasks
Improves problem-solving and decision-making abilities
Can focus attention for longer periods (30–60 minutes depending on age)
Becomes more independent with schoolwork and homework
Begins to understand concepts of time, money, and measurement
May enjoy collecting, categorising, and ordering objects or information
Begins to set goals and evaluate their own progress

Motor / Physical Development
Improves coordination and balance
Becomes more skilled at sports and physical games
Has better control over handwriting and fine motor tasks
Can ride a bike confidently and swim with instruction
Enjoys physical activity and games that require endurance and strategy
May experience growth spurts and changes in strength or stamina
Begins to show interest in personal hygiene and grooming
May start showing early signs of puberty toward age 11–12
Participates in structured physical activities like sports or dance

Home strategies
Support peer relationships through playdates, group activities, and problem-solving support
Encourage independence with homework, chores, and daily routines
Provide opportunities for success and praise effort, not just outcomes
Help your child manage disappointment and frustration in healthy ways
Stay involved in school and social life while respecting growing independence
Talk openly about feelings and challenges; normalise ups and downs
Model emotional regulation and respectful communication
Encourage hobbies, reading, and creativity outside of school

Classroom strategies
Foster a supportive classroom environment focused on inclusion and respect
Provide structure with consistent rules and routines
Use positive reinforcement and recognition of effort
Support group work and cooperative learning activities
Offer choices where possible to support autonomy
Encourage problem-solving and perspective-taking
Support students with varying learning paces and social development
Use structured breaks and movement opportunities throughout the day

ERIKSON’S PSYCHOSOCIAL STAGE: INDUSTRY VS INFERIORITY (6–12 YEARS)

Healthy development – Industry
Enjoys learning and mastering new skills
Takes pride in accomplishments
Demonstrates persistence with challenging tasks
Seeks feedback and aims to improve
Values rules and structure
Cooperates well in group activities
Develops sense of responsibility and contribution

Unhealthy development – Inferiority
Lacks confidence in abilities
Avoids academic or social challenges
Compares self negatively to peers
Gives up easily on tasks
Feels isolated or excluded
May exhibit poor academic motivation
Overly sensitive to criticism

RESPONSE TO PARENTAL SEPARATION (6–12 YEARS)

Common signs
May worry about the wellbeing of both parents
Can feel torn between loyalty to each parent
May experience anger, sadness, or guilt
Might try to “fix” the situation or take on adult roles
Can show changes in appetite, sleep, or academic performance
May withdraw from peers or show aggression
Might ask persistent questions about the cause or future of the separation

Home strategies
Provide age-appropriate, honest information—avoid blaming language
Encourage open discussion of feelings without judgment
Avoid using the child as a messenger or source of emotional support
Maintain consistent routines and clear expectations
Ensure regular, predictable contact with both parents when possible
Reassure the child they are not responsible and are loved by both parents

BEHAVIOURAL DIFFICULTIES (6–12 YEARS)

Common signs in primary-aged children
May resist authority or rules—especially during times of stress
Peer conflicts or exclusion can cause intense emotional reactions
May demonstrate anxiety through physical complaints (e.g., stomach aches)
Can show defiance or withdrawal if feeling overwhelmed
Attention and focus difficulties may emerge, particularly with emotional stress
May internalise distress—resulting in sadness, low self-esteem, or irritability

Home strategies
Support problem-solving and conflict resolution skills
Set consistent expectations and logical consequences
Use praise and encouragement for effort and persistence
Provide opportunities for independence and responsibility
Monitor for signs of stress and offer emotional support when needed
Encourage participation in structured activities or hobbies

Classroom strategies
Use clear rules and routines with positive reinforcement
Support emotional expression through writing, drawing, or discussion
Foster inclusion and teamwork through group tasks
Address social dynamics (e.g., bullying or exclusion) promptly
Be alert to changes in concentration, mood, or behaviour
Maintain communication with caregivers to support consistency

Online resources for parents
Raising Children Network – www.raisingchildren.net.au
Parentline – www.parentline.com.au
Kids Helpline – www.kidshelpline.com.au

The Australian Parenting Website (for learning and school resources) – www.learningpotential.gov.au

Books: Hey Warrior by Karen Young
Books: What’s Going On Down There? by Karen Gravelle (for preteens starting puberty)