7 year olds in the classroom

Seven Year-Oldsin the classroom

“Sevens Soccer” A game of soccer in which the field is

broken up into 3 equal sections, and the class is split up into 2 teams and then each team is broken up into 3 separate groups and each has a designated section. Once the ball crosses the line, the only people who can touch it are the children playing in that box.

“Sevens Soccer” This game is for practicing the

concept of RESTRICTIONS. According to the text, “Seven year-

olds [have a] need for restriction, a need related to their tendency toward self-absorption and self-consciousness (Wood, 2007)”.

Growth Patterns

Physical They prefer closed and confined

spaces They can be very moody and are

sensitive to all types of situations. And, they can have improved

physical abilities. For example, are better at playing sports.

Social-Emotional Can be very moody Friendships start and end fast Prefer to not do something that

they aren’t sure about Need constant reassurance Have well developed opinions

(likes and dislikes)

Language Can listen and speak very well Like talking to each other, person-

to-person, but also like notes Great vocabulary growth at this

time Growth in knowledge of meanings

of words and situations

Cognitive Learn by repeating and reviewing Prefer to work alone Don’t like to make mistakes and are

sometimes perfectionists Good at grouping things together and

classifying Like to read Enjoy cognitive games Very hands on And like to reflect on what they’ve done

In The Classroom

Vision and Fine Motor Ability Letters, numbers and drawings

and neat and small Learning script is difficult for them Anchor print and drawings to the

baseline, making it difficult or them to fill up the lines or space

Gross Motor Ability “Prefer board games to gym

games; playground games such as jump rope, four square, and hopscotch are more popular than team or large-group activities (Wood, 2007)”.

Cognitive Growth Like routines and reassurance Don’t like to be timed for tests or work Like to work alone or partnered. Like to memorize through codes or

“secrets” Like “discovery center” learning Still may whisper to themselves

during silent reading activities

Social- Emotional Behavior Forever changing friends, but

adhere to teacher’s seating chart Don’t like change, prefer a “heads

up” before making a change Close contact between teachers and

parents to ensure that the students are having their needs met.

Curriculum

Reading More independent reading More phonics work, in small

groups Reading comprehension in

written formats

Writing Stories with a beginning, middle and

end Spelling and grammar skills develop Writing themes that they are familiar

with: family, friends, pets, etc. Small and neat handwriting, staying

in the lines

Thematic Units Your Neighborhood “How systems work”: plumbing,

lighting, heating, etc. Professions Things they are good at Diversity and Discrimination Ponds, Forests, Meadows, etc.

Math Money Time Complex mental math Fractions through comparing,

weighing and measuring Symmetry Geometry

Works Cited Wood, C. (2007). Yardsticks: Children in

the classroom ages 4-14. (3 ed., pp. 85-95). Turner Falls, MA: Northeast Foundation for Children.