Developmental Considerations and Accommodations
The following chart summarizes useful developmental considerations and accommodations for
preschool through secondary students as described in Chapter 3. This information is helpful to
keep in mind when talking with young people regardless of your specific role—teacher, school
administrator, parent, school counselor, social worker, school psychologist, day care worker, etc.
Early Childhood
(4-6 years)
Physical
Social
Substantial motor
development
 Take a walk
 Allow chairs
that move
 Incorporate
games and art
activities
 Use hands-on
props and
materials
Social play
 Integrate roleplaying
activities
 Acknowledge
likes and
dislikes about
school
 Play games
Psychological Development of
distinct, unique
identity
 Identify
Middle
Childhood (7-10
years)
Control and
coordination of
muscles
 Watch for
small muscle
control in
handwriting
 Be aware of
early signs
of puberty
Increased social
activities
Early Adolescence
(11-14 years)
Mid-Adolescence
(15-18 years)
Puberty
Continuation of
physical changes
 Expect some
typical
concerns about
physical
appearance
 Be aware of
rapid physical
growth and
changes
Desire for social
acceptance
 Expect and
 Acknowledge
acknowledge
the interplay
increased
between
power of
individual and
peers
social needs
 Invite active
 Identify and
participation
utilize
in the
influential
conversation
peers
Increased
Wide variations in
awareness of
mood and selfothers
esteem
 Expect
 Expect some
 Acknowledge
concerns and
questions about
physical
appearance
Importance of
peers
 Be open to
discussing
friendships and
gender
identification
issues
More enduring and
stable patterns of
self-identity
 Validate
Copyright © 2013, John J. Murphy. From Conducting Student-Driven Interviews: Practical Strategies for Increasing
Student Involvement and Addressing Behavior Problems, by John J. Murphy (2013). New York: Routledge.
Intellectual
unique
strengths,
interests, and
talents
 Allow for
imagination
and creativity
in the
conversation
students to
compare
themselves
to peers
 Appeal to
students’
internal
locus of
control
 Encourage
responsibilit
y and
accountabilit
y for actions
Thinking is very
concrete
Increased
abstract thinking
 Discuss the
future in
literal,
concrete ways
 Use clear,
jargon-free
language
 Use creative
questions that
capture
students’
interest and
imagination
 Invite
students to
consider the
impact of
behavior on
others
 Continue to
use clear and
simple
language
“magical
thinking,”
feelings of
invincibility,
mood swings,
and risk-taking
 Acknowledge
students’
suspicion and
distrust of
adults
 Compliment
students on
strengths and
successes
Growing ability to
think in complex,
abstract ways
 Have students
describe the
future and how
they can
influence it
ambivalence
and distress
about the future
 Openly discuss
goals and
values
 Expect a strong
commitment to
independence
 Work within
students’ frame
of reference
Increased ability to
participate in
complex
discussions
 Explore
students’
deepest values
 Explore
connections
between big
values and
school
performance
Copyright © 2013, John J. Murphy. From Conducting Student-Driven Interviews: Practical Strategies for Increasing
Student Involvement and Addressing Behavior Problems, by John J. Murphy (2013). New York: Routledge.