School-Age & Adolescent Development

School-age children (6–12 years) are in Erikson's industry versus inferiority stage. They measure self-worth through competence — schoolwork, sports, hobbies. Failure or negative feedback during this stage breeds lasting feelings of inferiority. Cognitively, Piaget places them in concrete operational thinking: they understand rules, cause and effect, and conservation, but struggle with abstract hypotheticals. Peer relationships become increasingly influential, with peers beginning to rival family as a primary reference group by late school age. Adolescents (12–18 years) shift to Erikson's identity versus role confusion. The central task is forming a coherent self-identity — sexual, vocational, and moral. Piaget's formal operational thinking emerges, enabling abstract reasoning, future planning, and idealism. Puberty drives dramatic physical changes: Tanner staging tracks progression, with girls typically beginning at 8–13 years and boys at 9–14 years. Privacy and confidentiality become nursing priorities because body image concerns intensify. Risk-taking behavior peaks due to an incompletely developed prefrontal cortex governing impulse control. Adolescents should be interviewed separately from parents for sensitive topics like substance use, sexual activity, and mental health screening.