Age Characteristics of Young Learners

The Eight-Year-Old
Characteristics of the Child

Is becoming more coordinated. Wiggles and squirms. Has nervous habits. Plays organized games
that require physical skill. Has a good attention span. Wants to be included.
Wants to know the reasons for things. Is anxious to share his or her knowledge. Thinks he or she
knows much, but is beginning to recognize that others may know even more. Is judgmental. Has
heroes. Enjoys writing, reading, and pretending.
Enjoys group play with simple rules. Prefers to be with own gender in group play. Is more
cooperative and less insistent on having his or her own way. Wants to have a best friend. Has a
strong need for independence, but also relies on adults for guidance and security.
Is usually affectionate, helpful, cheerful, outgoing, and curious, but can also be rude, selfish,
bossy, and demanding. Is sensitive to criticism. Criticizes self and others. Is sometimes giggly
and silly. Experiences guilt and shame.

Suggestions for Parents and Teachers

Use activities that require coordination and allow the child to use his or her energy. Be patient
with clumsiness, unpleasant habits, and squirming. Alternate quiet and active periods. Praise
good behavior.
Use games, stories, pictures, and problem-solving activities to encourage learning. Use reading,
writing, and role playing. Encourage the child to be more concerned about his or her own
behavior than that of others.
Provide opportunities for group interaction, cooperation, and sharing. Supervise activities closely.
Praise the child for positive behavior.
Show interest and enthusiasm. Praise and build self-confidence; do not criticize or compare the
child with other children. Recognize the child’s efforts and accomplishments. Let the child enjoy
humor when appropriate, and be patient with giggling.

The Nine-Year-Old
Characteristics of the Child

Enjoys team games. Has good body control. Is interested in developing strength, skill, and speed.
Likes more complicated crafts and handwork.
Is able to remain interested in subjects or activities for a longer period of time. Seeks facts; does
not enjoy much fantasy. Likes memorization. Has definite interests and curiosity. Likes reading,
writing, and keeping records. Is interested in the community and other cultures and peoples.
Enjoys learning about the past and the present. Likes to collect things.
Enjoys being with groups of people of the same gender. Likes group adventures and cooperative
play, but also likes competition. Tests authority and exercises independence. Spends much time
with friends.
Has some behavior problems, especially if he or she is not accepted by others. Is becoming very
independent, dependable, and trustworthy. Is concerned about being fair, and argues over

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 fairness. Is better able to accept his or her own failures and mistakes and take responsibility for
personal actions. Is sometimes silly.
Is well aware of right and wrong. Wants to do right, but sometimes rebels.

Suggestions for Parents and Teachers

Provide a variety of activities, including team games, to sustain interest and help the child
develop skills.
Give specific information and facts rather than fantasy. Do not give all the answers; allow the
child time to think about and discuss answers. Encourage him or her to memorize quotations and
scriptures. Respect individual differences when making assignments and giving responsibilities.
Provide opportunities for reading, writing, and record keeping. Teach about other people and
cultures and about history.
Recognize the child’s need for peer acceptance. Establish and maintain reasonable limits, but
allow for independence.

The Ten- or Eleven-Year-Old

Characteristics of the Child

May be experiencing rapid growth. Enjoys sports that require strength, speed, and skill. Has
periods of playing, pushing, wrestling, poking, and giggling. Is restless, active, and impatient.
May differ from peers in physical size and coordination. Does not like to be treated like a child. Is
concerned about physical appearance.

Enjoys abstract concepts and ideas. Makes conclusions based on prior learning. Likes to be
challenged in mental tasks. Is decisive and reasonable. Enjoys memorization. Likes to set goals.
Thinks more logically. Enjoys learning. Has a good attention span. Understands more precisely
the meanings of words, and can define abstract terms. Has humor that may seem ridiculous to
adults.
Is social and competitive. Possesses strong loyalty to groups. Has much positive and negative
interaction with peers. Has friendships that are more complex and intense. Relies on best friends.
Values peers’ opinions and standards more highly than those of adults. Is sometimes critical of
adults’ judgments and of others’ feelings. Likes to tease or play roughly. Is sometimes rude and
uncooperative, and at other times is friendly and cooperative.
Is critical of self and resentful of others’ criticism. May feel that everything he or she does is
wrong, especially if criticized. Has worries and fears about school and friends. Is very sensitive,
especially about self. Has doubts and insecurities. Is sometimes touchy and irritable, and is very
conscious of being treated fairly. Is able to be polite, serious, honest, and sincere. Desires to be
independent and have responsibilities.
Has a strong moral sense and conscience. Is interested in self-improvement. Does not like to
admit when he or she has behaved badly. Is ready to learn more about the doctrines of the gospel.

Suggestions for Parents and Teachers

Recognize that he or she is growing and maturing. Do not force interaction with the opposite sex.
Provide opportunities for him or her to participate in physical activities that provide outlets for
his or her energy. Give little attention to minor misbehavior. Teach fairness and the value of
participating in activities. Show interest in his or her life. Value individual differences.

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Stimulate thinking by using questions, stories, memorization, problem-solving activities, and
discussions. Allow him or her to make decisions and set goals. Use new words, and allow him or
her to define and explain their meanings. Use visuals, stories, and games.
Respond to the need to belong to groups and be influenced by them. Provide activities that allow
interaction with peers. Encourage group planning and group work. Teach him or her to be
sensitive to those who are not accepted by others. Give responsibilities and assignments, and help
ensure follow-through. Use examples and lessons to teach sensitivity and kindness. Praise
courtesy, unselfishness, loyalty, and friendliness.
Do not compare him or her to others. Encourage him or her, and praise accomplishments. Show
confidence in him or her as an individual. Reinforce positive behavior, and try to ignore negative
acts of small consequence. Allow for independence and expression of personal feelings. Try to
understand his or her worries and what makes him or her unhappy.