Beginning to actively monitor and regulate thinking (metacognition)
beginning to think more abstractly
approval of their peers begins grows in importance
seek out the approval of their peers more than that of teachers/adults
The reorganization is hindering focus, performance monitoring and an ability to spot errors
respond to and need concrete routines and expectations
many can understand and appreciate irony and adult wit (not sarcasm)
pushing for greater control and independence
will stay with engaging projects for some time
prefer adult guidance to adult management
Developing the ability to plan and control impulses
regard the teacher as the fount of knowledge and their unquestioned leader
thinking more concretely than abstractly
Reorganizing (unknowingly) their neurons, synapses, etc...
Starting to problem-solve, generalize and use deductive reasoning
testing out their social skills
craving and exploring their independence
Moving from concrete thought to abstract thought
