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A Guide to Writing Children and Young Teens

Most of this information is derived from the book Yardsticks by Chip Wood, an informational text aimed at educators and parents who are curious as to how children change developmentally from age to age. The book is not just based on the author's observations and experiences as a teacher but on the work of scholars such as Arnold Gesell, Dorothy H. Cohen, William Crain, Maria Montessori, Jean Piaget, Robert Pianta, Caroline Pratt, and many others. Writing Four-Year-Olds:

"Four-year olds are flexible, exciting, and creative creatures who love to exaggerate and engage in imaginative play. A four-year-old's tall tale about an adventure she had with an imaginary friend may puzzle a parent or teacher but delight the four-year-old. And this play is critical for the development of fours' understanding of right and wrong, early application of social rules, and manners. They sometimes can seem especially "bossy" (particularly with their real and imaginary friends), but this assertiveness is positive rehearsal for learning acceptable limits and how to be a real friend and helper." (Wood 2017)

Traits:

Have trouble with reading and writing, as well as most close-up visual activities

Awkward with writing utensils, handcrafts, and small movements

Clumsy; collisions and spills are common

Friendly and talkative; will work near but not with a buddy

Love dress-up games and acting out drama

Enjoy 'potty language' and repeating curse words

Love to be given 'jobs' such as setting the table or folding clothes

Are often fearful at night-time

Writing Five-Year-Olds:

"Five-year-olds take in the world through their senses. They see, smell, touch, hear, and taste just about everything--one thing after another, but only one thing at a time. Their intense focus on detail enables them to see not just the butterfly but the pattern on its wings, its proboscis uncurling into a flower, its antennae waving delicately. Fives can give sustained attention to anything that fascinates them." (Wood 2017)

Traits:

Find it hard to space letters and numbers while writing

Better control when running and jumping than 4 year olds

Often fall or slip out of chairs

Interpret words in the most literal/basic sense

Like to explain things to peers and adults in the most detail possible

Struggle to see accept there is more than one way to play a game or complete a task

May actually believe toys or other objects are alive

Can become stuck in repetitive behavior out of fear of trying new things and failing (such as drawing the same images again and again)

Seek adult approval more than 6 year olds

Writing Six-Year-Olds:

"At six, children's capacity for logical thought begins to blossom. As in Piaget's classic experiment, a six-year-old will tell you that two equal balls of clay remain equal in volume even when one is rolled out into a snake shape. Sixes also begin to grasp cause and effect in the natural world, understanding, for example, that it's the wind that makes the trees move, not vice versa." (Wood, 2017)

Traits:

May experience more frequent illness than earlier years

Are easily upset when criticized by adults or peers

Often in a hurry and sloppy because of it

Teething as they start to lose baby teeth; chew on fingernails, hair, pencils, etc

Start to value competition

Begin to experience anxiety to perform well

Often bossy and critical towards friends

Begin to care intensely about having a 'best' friend

Can understand past and present as a concept and identify historical markers such as year/date

Comfortable working/playing in noisy, busy environments

Writing Seven-Year-Olds:

"Seven-year-olds are serious children who see and feel with a thoughtful intensity. After the outwardly expressive exuberance of six, sevens turn inward to consolidate the enormous cognitive and emotional growth they've just experienced. They become quieter and more sensitive, self-conscious, and self-absorbed as they figure out how to manage new feelings and cognitive structures. Seven is a year of moving forward cautiously, of craving security and structure while avoiding risk and uncertainty." (Wood, 2017)

Traits:

Crave stability and predictability; like knowing their schedule

Become more perfectionist than earlier years and begin to worry about schoolwork for the first time

Usually have a 'best' friend but who that is varies wildly day by day

Love being read aloud to, especially longer books with chapters

Moodier than 6 and 5 year olds

Enjoy being in confined spaces/hiding during games

Start to develop more coordination in sports

Often begin to write far smaller/neater than in prior years

Typically want to keep their personal items neat and tidy

Love secret codes such as Morse code and Pig Latin

Mistakes in schoolwork seriously disturb them

Love to classify and sort things

Begin to enjoy board games and online games

Can memorize poems, songs, and chants easily

Writing Eight-Year-Olds:

"Eight-year-olds wake up in the morning with plans for adventure percolating before their feet hit the floor. To be eight is to be inventive and creative, full of energy, curiosity, and imagination, always in a hurry to try the next new thing--or to create the next new thing themselves. With a friend, or better yet, a group of friends, eights roll along with plans for a parade or a play, thrilled with their truly wonderful ideas for the "what" and blithely unconcerned with the "how"." (Wood, 2017)

Traits:

Develop a love for jokes and sense of humor becomes more refined

Start to care deeply about morality and fairness

Growth spurts can lead to physical clumsiness

Adjust well to change and bounce back faster than 7 year olds

Start to desire the approval of their peers as much as the approval of adults

Begin to form larger friendship groups or cliques

Very talkative and tend to exaggerate about their experiences

Become more ambitious in terms of schoolwork or personal creative projects

Writing Nine-Year-Olds:

"Fairness begins to matter a great deal as nines take on the cognitive task of understanding ethical behavior at a new level. They're concerned about global justice: Why are some people poor? Why are we allowing climate change to happen? Why are some people cruel to animals? Nines show concern about fairness on the local level, too, and often feel singled out for unfair treatment by a teacher, parent, or coach. Their complaints--signs of their increasing understanding of and sensitivity to how the world works--can also be a way for nines to express their growing sense of peer importance and group solidarity." (Wood, 2017)

Traits:

Often eager to try new styles of dress or appearance, such as haircuts or different clothes

May begin to bite nails, twist at hair, make odd expressions to deal with tension or discomfort

Have a general sense of popularity and want to avoid associating with 'unpopular' children

Enjoy negotiating and arguing with adults

Can revert to 'baby talk' when they feel nervous or silly

Begin to appreciate inappropriate/'edgy' jokes, will mimic online trends/memes, especially sexual/racial/body humor

Desire to use social media to express themselves

Start to lose interest in imaginative play; more focused on facts/how things work

Want explanations as to why they have to do homework or chores from adults

Writing Ten-Year-Olds:

"Happy and easygoing tens generally look up to and admire their teachers and parents and take real pleasure in both family outings and teacher-led activities. They enjoy their classmates, too, and can engage productively in collaborative, project-based learning. Because of their relative calmness and instinct for getting along with others, ten-year-olds do well in a variety of group configurations, including mixed-age groups: They can often help elevens and even twelves in cooperative pursuits." (Wood, 2017)

Traits:

Often enjoy reading more than younger years

Ready to start using tools such as compasses, protractors, rulers, and templates

May be hotheaded, but are also quicker to forgive than older children

Are more sensitive and empathetic towards friends than 8 or 9 year olds

Generally like being able to lead/guide younger children

Can concentrate for longer periods of time than younger years

Usually eager to learn new things

Start to enjoy word problems and riddles

Writing Eleven-Year-Olds:

"Elevens are, in a sense, electrified. As adolescence begins, cognitive structures in the brain are rewiring themselves at the same amazing speed at which the body is beginning to transform. Relationships with peers and adults are turning topsy-turvy. At home and in school, academically and socially, eleven-year-olds are busy engaging whole new worlds with a sense of outward boldness, yet inward tentativeness. Their lives crackle with the energy of change as they begin to establish a sense of physical and emotional identity." (Wood, 2017)

Traits:

Stay up late compared to younger children and have more trouble rousing in the morning

Often act out more at home compared to in school

Huge appetites and sleep for longer when given the chance

Often blurt out rude comments without thinking

Cis girls typically have an earlier growth spurt than cis boys

Can become very indecisive and fearful of making mistakes

Like to challenge teachers and parents over rules

Can debate without it becoming personal

Imitate more sophisticated adult language

Begin to focus on what they want to do as adults

Writing Twelve-Year-Olds:

"Along with intense enjoyment of their peers, twelve generally enjoy talking with adults outside the home and can do so with friendliness and a sense of confidence. Yet, twelves can also be unpredictable and hard to read. One day, they fervently want to do schoolwork as part of a group; the next day, they just as fervently want to work alone. They often say "That's not what I meant!" when a teacher misreads their seemingly rude tone or comment. At home, moody, introverted, childish behavior or one-word responses reflect their need to rest and regroup in a safe environment." (Wood, 2017)

Traits:

Want parents and teachers to take them and their ideas seriously

More open to making new friendships than 11 year olds

Often struggle to follow through with practicing a sport or instrument in their free time

Want to help peers with schoolwork

Can appreciate complex moral issues

May begin to discover a subject or talent they excel at

Better able to switch between playful and serious than younger children

Love testing out new slang and pop culture references

Want to make their own money

Writing Thirteen Year-Olds:

"Thirteen is an age of dramatic contrasts. Because thirteen-year-olds commonly slip backward developmentally as well as move forward, they may seem like younger twelve-year-olds one day and more mature than they really are the next. They want adults to notice, listen, and talk to them but also to leave them alone. They're engaged one minute and bored the next, suddenly confident and just as suddenly unsure, alternately outgoing and withdrawn, brooding alone and then shrieking and shouting with friends." (Wood, 2017)

Traits:

May struggle with hygiene and/or acne

Most cis girls have begun menstruating by now

Extremely skilled at mimicking peer behavior

Often mean as a defensive strategy when worried about being ignored or left out

Far more adept at sarcasm than younger children

Can become very quiet and secretive compared to their younger selves

More judgmental of teachers than younger students, will gossip about adults

Interested in global justice issues but struggle with empathy in daily life

Can vary between reserved, stoic behavior and unusual aggression when asked questions by adults

Become messier with their personal belongings

Writing Fourteen-Year-Olds:

"To fourteen-year-olds, the question "Who am I?" seems best answered in terms of "Who are we?" The way that others see these students seems to matter more to them than how they see themselves. Fourteens are moving steadily toward peers and away from parents and teachers as the central figures in their lives. They bond in small social groups, travel street and school together, and pour enormous physical, emotional, and cognitive energy into developing an adolescent subculture." (Wood, 2017)

Traits:

Often embarrassed by the adults in their lives and become very critical of parents

View school as primarily a social experience, don't want to miss out on seeing friends everyday

A small minority will become sexually active

Typically very interested in current events and politics

Will say "I'm bored" when confused, or pretend challenging schoolwork is easy to save face

Love to correct adults and peers on information; hate being lectured

Very expressive faces and body language, can seem contemptuous for no reason

Often become interested in researching various subjects

More willing to admit an error than 12 or 11 year olds; redoing work is not as daunting

Able to joke around with adults

Enjoy mysteries and 'unknown' areas of science/math/history

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