Middle childhood is a fascinating stage of brain development. Children think more logically, solve complex problems, and refine their social skills during this time. As the brain matures, it now emphasizes strengthening neural pathways rather than rapid growth. This period lays the foundation for academic success, emotional regulation, and social relationships.
More Efficient Thinking
In middle childhood, synaptic pruning continues primarily in the prefrontal cortex, which governs reasoning, decision-making, and impulse control (Giedd, 2004). The unused neural connections diminish, while the most frequently utilized ones strengthen.
Simultaneously, myelination, the process that coats nerve fibres in a fatty substance called myelin, continues. This enhancement boosts the brain’s processing speed, similar to upgrading a computer’s internet connection (Nagy et al., 2004). Consequently, children can think more quickly, retain more information, and tackle problems more efficiently.
Cognitive Advancements: Learning and Memory
One of the most significant changes during this stage is the improvement in executive function, which includes working memory, flexible thinking, and self-control (Diamond, 2013).
Memory improves: The hippocampus, which helps store and organize memories, becomes more efficient. This allows children to recall information more accurately, making schoolwork easier (Gogtay et al., 2006).
Problem-solving skills develop: Children begin to understand cause-and-effect relationships and can think more logically, following structured steps to solve problems (Piaget, 1964).
Attention span increases: The brain focuses better, filtering distractions and switching between tasks as needed (Posner & Rothbart, 2007).
This is why children in this stage thrive in structured learning environments. They can follow instructions, organize their thoughts, and apply knowledge more effectively.
Emotional Growth and Social Understanding
The limbic system, which controls emotions, continues to mature. At this stage, children:
Develop better emotional regulation, allowing them to control impulses and express emotions in healthier ways (Steinberg, 2005).
Enhance their understanding of others’ perspectives and emotions, improving their ability to form friendships (Blakemore, 2010).
Learn social rules and adapt their behavior based on their environment, becoming more aware of what is considered appropriate (Killen & Smetana, 2015).
As friendships become more meaningful in middle childhood, social experiences significantly shape emotional intelligence and confidence.
Motor Skill Development and Brain-Body Coordination
The cerebellum, which controls coordination and movement, continues developing. As a result, children:
Improve fine motor skills, making handwriting, drawing, and using tools easier.
Develop better balance and coordination, aiding in sports and physical activities (Payne & Isaacs, 2017).
Achieve greater muscle control, refining physical skills like running, jumping, and catching.
Due to these improvements, physical activity is essential during this stage, as it enhances motor skills while also boosting cognitive abilities and mental well-being (Hillman et al., 2008).
Overall, the phase of middle childhood focuses on efficiency and refinement. During this time, the brain enhances crucial neural connections, improving memory, logical reasoning, and social skills. Emotional regulation stabilizes further, friendships evolve, and children develop greater bodily control. This stage lays the groundwork for abstract thinking and independence, which are encountered in adolescence.
Understanding the Link to Mental Health
As the brain develops, thinking, emotion and behaviour changes often become more noticeable. Sometimes, these changes are linked to feelings of anxiety or difficulties with focus, memory, or decision-making. If you’re curious about how brain development might relate to your own experiences or those of someone you care about, speaking with a mental health professional can be a helpful step. They can offer insight, support, and practical tools to navigate challenges and build emotional well-being.
References
Blakemore, S. J. (2010). The developing social brain: Implications for education. Neuron, 65(6), 744-747.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Giedd, J. N. (2004). Structural magnetic resonance imaging of the adolescent brain. Annals of the New York Academy of Sciences, 1021(1), 77-85.
Gogtay, N., Nugent, T. F., Herman, D. H., Ordonez, A., Greenstein, D., Hayashi, K. M., & Rapoport, J. L. (2006). Dynamic mapping of normal human hippocampal development. Hippocampus, 16(8), 664-672.
Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.
Killen, M., & Smetana, J. G. (2015). Social-cognitive domain theory: Consistencies and variations in children’s moral and social judgments. Handbook of Moral Development, 2, 105-131.
Nagy, Z., Westerberg, H., & Klingberg, T. (2004). Maturation of white matter is associated with the development of cognitive functions during childhood. Journal of Cognitive Neuroscience, 16*(7), 1227-1233.
Payne, V. G., & Isaacs, L. D. (2017). Human motor development: A lifespan approach. Routledge.
Piaget, J. (1964). Cognitive development in children: Piaget. Journal of Research in Science Teaching, 2(3), 176-186.
Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1-23.
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69-74.
