What to Expect in the 8th Grade

Developmental Characteristics of 8th Graders

Every child’s development is unique. Although children develop through a generally predictable sequence of milestones, we cannot say exactly when a child will reach each and every stage. Every child has his or her own timetable. The characteristics below are offered only as a reference to give you a better understanding of your child. 

Reference: "GCISD - Curriculum Guides and Developmental Characteristics." 2002. Grapevine-Colleyville ISD. 7 Dec. 2007.

The Thirteen-Year-Old

Physical Development

•  Wide differences in the rate of physical growth among individuals; girls 95% of mature height is average; boys - voice change; growth about a year behind girls

• Skin problems emerging; hygiene a key issues

• Eating patterns change

• Uneven coordination

• Worry about being normal, physically

•  Feel awkward about body

• Most social/emotional/cognitive developments directly related to physical changes

• Hormonal/physical demands of puberty may slow intellectual growth

• Short-term thinking may predominate over long-term planning

• Abstract reasoning and “formal operations” begin to be functional in some thirteen year olds.  

Social and Emotional Development

• Concerned about physical attractiveness to others; the mirror is their best friend and worst enemy

• Struggle with sense of identity

• Increased distractions from doing homework: Sports, dress, telephone, computer, video games

• Music becoming a major preoccupation

• One word answers to adult questions (minimal feedback)

• Feel unique, believing that no one has ever felt as they do, suffered so much, loved so deeply, or been so misunderstood

• Peer relations/peer pressure (being “cool”)

Intellectual Development

• Hormonal/physical demands of puberty may slow intellectual growth

• Short term thinking may predominate over long term planning

• Abstract reasoning and “formal operations” begin to be functional in some thirteen year olds. 

• Not willing to take big learning risks (adolescent insecurity)

• Like to challenge answers

• Withdrawn and sensitive nature is protective of developing self-concept and intellectual ideas that are not fully formed yet

• Tentative approach to difficult intellectual tasks; not willing to take big learning risks; this has usually caused the fears and self-consciousness of adolescence

• Risk-taking behaviors spring from lack of cause-effect thinking; highest incidence of experimentation with drinking, drugs, smoking, etc. takes place between ages 12 and 16

•  Concerns with rules/fairness; idealistic

The Fourteen-Year-Old

Physical Development

• High energy and need for physical exercise and snacking

• Generally healthy; want to be able to participate with peers

• Girls: full development is nearly complete

• Boys:  growth spurt continues; upper body strength begins to develop in boys

• Feel awkward about body

• Worry about being normal

Social and Emotional Development

• Concerned about physical attractiveness to others

• Like to do as much as possible--cram as much into the day as they can

• More of their own adult personality evident

• Loud

• Close friendships gain importance

• Search for new people to love in addition to parents

• Show-off qualities

• Rules and limits are tested

• Feel unique: No one else has ever felt as they do, suffered so much, loved so deeply, or been so misunderstood.

• Focus on self, alternating between high expectations and poor self-concept

• Often embarrassed to be seen with parents; critical of parental dress, habits, friends, ideas

• Struggle with a sense of identity

• Peer group influences interests and clothing styles

• Striving for independence and autonomy is greatly increased

• Complain that parents interfere with independence; rules and limits are tested

• Resent criticism and put-downs even though they use them themselves

Intellectual Development

• Developing formal operational thinking, but also thinks in concrete terms

• Learn best when actively involved with ideas connected to their personal lives

• Learn well in cooperative groups

• Respond well to academic variety and change

• Interested in technology and how things work

• Easily “bored”

• Idealistic, offering “ideal” solutions to complex problems

• More consistent evidence of conscience

• Often the greatest experimental, risk-taking time.  Drinking, drugs, smoking and sexual experimentation of the highest interest to those between 12 and 16 years.

• Undeveloped understanding of cause and effect as well as feelings of omnipotence and invulnerability (“It can’t happen to me.”) may lead to the inability to link behaviors to negative consequences--drinking to auto accidents, etc.

• Do not distinguish between what others are thinking and what they are thinking themselves; assume every other person is as concerned with their behavior and appearance as they are

• Want to try new things; but are often afraid because of fear and self-consciousness 

• May question parents’ political beliefs, religious beliefs, and values

• Have a longer attention span (up to 30 or 40 minutes) than younger children

• Are better at planning than carrying out the plan