Physical and Motor Development Characteristics of Children Aged 7–12 Years and Their Implications for Learning in Primary Schools
DOI:
https://doi.org/10.62448/episteme.v2i2.407Keywords:
Physical Development, Motor Development, Primary School Children, Learning Implications, Systematic Literature Review, PRISMAAbstract
Understanding the physical and motor development characteristics of children aged 7–12 years is essential for designing effective learning in primary schools. However, previous studies have generally examined these aspects separately, with limited discussion of their implications for classroom practice. This study aims to synthesize current evidence on children’s physical and motor development and its implications for primary education through a Systematic Literature Review (SLR). The review followed the PRISMA guidelines, analyzing peer-reviewed articles selected based on predefined inclusion and exclusion criteria from major academic databases. The findings indicate that physical growth and motor competence significantly influence students’ learning readiness, classroom participation, cognitive engagement, and social interaction. These developmental characteristics require teachers to implement age-appropriate, movement-based, and differentiated learning strategies. This review contributes by integrating current evidence into a comprehensive framework that supports curriculum development and instructional planning, while providing practical recommendations for creating developmentally responsive learning environments in primary schools.
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