NVQ Level 2 Children’s learning, care
and development
Children at 7–9 years
Children’s development in this period continues but is more gradual. While children continue to
grow in height, the main changes are in the way they think and reason. This can be seen in the
way that their games and play become more organised and they make up rules as well as follow
rules. Children start to be able to solve simple problems and enjoy practical situations in which
they have to work things out for themselves. Most children are co-operative and enjoy being
given responsibility. They respond well when adults give clear explanations for rules and when
their behaviour is praised.
Reading and writing become easier, although there will be
variations in the speed at which children become competent
and confident.
Children are also becoming more physically skilled. This results
in children being able to do things more quickly, confidently
and accurately. Putting on a coat, for example, is now an easy
task, as is cutting out with scissors or drawing a simple picture.
Friendships are becoming increasingly important. Many will have
groups of close friends and some girls will have ‘best friends’.
The lack or temporary absence of a friend starts to become an
issue. Children may only want to attend a club if they know a
friend is also likely to be there.
As most children are at school, life in the classroom and playground is a major
influence on them. This is also a period in which children really start to compare
themselves with others. They may notice which children are the fastest runners, best
readers or quickest at finishing tasks. This can start to affect their confidence and
even enthusiasm.
What you might observe in children of 7–9 years
• Clear differences in play activities that interest boys and girls,
for example boys might enjoy kicking a ball around while girls
might prefer acting out characters
• Co-operative play with children having stable friendships
• Verbal arguments, persuasion and negotiation
• Telling jokes and enjoying chatting
• Play that involves turn taking
• Enjoyment of playing and making up games with rules
• Understanding of rules and consequences
• Children who tell others the rules and are keen to point out
when rules have been broken
• Skilful, precise and confident hand movements, for example
detailed drawing, colouring and making models
• Co-ordinated physical movements including aiming and
throwing a ball, moving their legs to make a swing move,
riding a bicycle
• Beginning to read books silently
• Writing short stories and text with less adult help required
• Painting, drawing and making models independently
• Enjoyment of stories, imaginative play and small world play
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Children of 7–9 years need:
• sensitive adults who can spend time
listening to children
• opportunities to play with other children
• toys and equipment that stimulate
children’s development
• opportunities for creative play
• times to organise own play and games
• adults who can support, but not interfere
in children’s play
• praise and acknowledgement that makes
children feel special and nurtured
• support and encouragement during tasks
that the child finds difficult.
Children at 9–11 years
This period in most children’s lives can be summed up as the ‘calm
before the storm’. Most children are fairly confident and have
mastered many skills, and they will often have decided what they
are good at. They can now read, write, draw and use some logic.
They are often skilled communicators and enjoy having friends.
This is a time when many children feel quite settled, although
early puberty in girls is not uncommon.
What you might observe in children of 9–11 years
• Detailed and representational pictures where children
enjoy drawing
• Stories and writing that show imagination as well as being
easy to read and reasonably grammatical
• Problem-solving, for example how to play co-operatively, use
materials fairly
• Strong and consistent play preferences, for example collecting
cards or stickers, playing football, acting
• Enthusiasm when given areas of responsibility
• Growing organisational
skills
• Greater co-ordination and
speed when carrying out
both fine and large
movements, for example
making models from kits,
swimming, playing chase
• Stable friendships that are
usually same sex
• Awareness of consequences
of behaviour and increased
thoughtfulness
Children of 9–11 years need:
• information about puberty
• opportunities to try new activities and experiences, and develop new ideas
• time to be with friends
• opportunities to develop problem-solving and organisational skills
• praise and encouragement from adults
• adults who look for ways of encouraging independence
• a range of toys and equipment that will stimulate children including books,
drawing materials and construction toys
• opportunities to make dens, hideouts and engage in physical play.
Support children’s development
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