DEVELOPMENTAL PROFILE
FOR 1ST GRADE STUDENTS
AGE 6

Physical Development

• May seem "hyper" and fidgety.
• Growth rates differ markedly between individual children.  Many become very lean.
• More physical illness is common and mild "feigning" (pretending to be ill) is common.
• Increase in allergies and upper respiratory complications.
• Good large motor skills (jumping, running, etc.).  Child loves to use the body in broad strokes.
• Small muscle (e.g., cutting with scissors) and eye-hand coordination (effective use of sight to manipulate objects with hands) just beginning.
• Few toileting accidents, but boys may still tend to wet the bed.
• Innocent awareness of opposite sex and interest in body-- make play “doctor”.
• Interest in learning how babies are made and born.
• Plays best in "twos".
• Hates to lose at games.
• Messiness is common.
• Intensity in work, play, and refusals.

Emotional Development

• Loving and defiant (challenging).
• Falsely sure of self or brash (does things in haste without regard for consequences).
• Seems warm and enthused when getting own way, but slightest turn of events may turn on tears, anger, and/or temper tantrums.
• Oppositional more often than complaint or cooperative.
• Very extreme in emotions-- loving one moment but hating the same person the next.
• Wants to be loved "the most", do the "best", and receive everything he or she sees.
• Winning becomes crucial-- naturally competitive.
• Bravado (daring and boasting) mixed with many anxieties and fears-- many of them new to the child.
• General fidgeting and may chatter constantly.
• Motivation to work and “do” is easily frustrated.

Philosophical/Moral Development

• Usually unaware of second person perspective-- so still premoral (does not understand intentions behind behaviors).
• Sways to extremes of egocentricity (belief that others are experiencing the world as they themselves are).
• Engages in many power struggles.
• High levels of structure and rituals calm and soothe the child.
• Specific rules and consistent consequences help.
• Child may tend to express a pessimistic (gloomy) view of life.
• Needs help overcoming own rigidity or inflexibility.
• Petty theft and lying begin or frequently increase-- child expresses embarrassment if caught.  Recognition and repayment work best to effect change.
• Cheating usually increases since child "must" win.

Social Development

• Parent is no longer “center of the world”, and child may place self as “center of the world”.
• Often does not like self.
• Has difficulty being social.
• "Reverts" to poor manners, antisocial behaviors, and rudeness.
• Child insists on being right and "knowing".  May tell parent, "My teacher said…", and the teacher may hear, "My dad knows!"
• If child did not build a sense of trust as a young child, may be "streetwise".
• Poor at adapting to friend's needs or admitting any guilt.
• Child tends to boss others, begins to tattle and encourages others to fight, then cries and blames.

Intellectual/Cognitive Development

• Usually still in the intuitive stage (thinking creatively).
• Mental imagery may be used to begin integration of ideas (understanding the relationships between two or more things).
• Practice of logic may be helpful during a task, but child is seldom ready to initiate.
• Concentration of energy is focused on either reading or handwriting for mastery (instead of both).
• Child wants to learn to read if he doesn’t find it too hard.
• Thinking process is very susceptible to "shutting down".  If child does not feel successful, emotions may cause a shunt closure in the brain.