School age refers to the period between the ages of 6 and 12, when children enter elementary school, called school age. This is a period of relatively stable development in all areas. On the one hand, the continued development of the nervous system and body structure lays the material foundation for children’s ability to improve in the areas of cognition, memory, attention, thinking and activity; on the other hand, the school environment and learning activities promote the further expansion of children’s range of social interactions, and further enhancement of independence. I. First of all, we should understand the process of physical and psychological development: 1. The growth of height and weight is relatively even, and its growth rate is lower than that of infancy, early childhood and adolescence. The development of small muscles has already begun in early childhood, and the speed of development accelerates and the strength increases after entering the school age, and this period is a process of gradual improvement. Teachers should be careful not to place too high a demand on the accuracy of children’s movements when they start school by exercising their small muscles through writing and drawing. After the second and third grades, children’s cell phone flesh is more developed, then he (she) can let him (she) more detailed and flexible manual exercise. The brain development of school-age children shows two characteristics: the weight of the brain gradually approaches that of an adult. The growth of all parts of the brain is most dramatic in the frontal lobe. children’s brain weights are slightly lower than adult brain weights at age 6 or 7, and develop to the same level as adults by age 12. The increase in brain weight indicates an increase in the volume of brain cells and the growth of cellular fibers, and also indicates that the child’s brain is basically equipped to engage in the material conditions of various human activities. The frontal lobe is the most recently developed part of the cerebral cortex and the newest cortical structure of the brain in evolution, and this evolutionary and developmental feature means that the frontal lobe’s functions are more advanced and more complex. Scientific research has demonstrated that the frontal lobe performs the function of coordinating and integrating the functions of the various parts of the brain and issuing commands, hence the name volitional and decision-making centers. The development and maturity of the frontal lobe enables children to think comprehensively and make decisions on their own initiative, and the cultivation of independent thinking and activity has become an important goal of primary education. 2, school-age children in the learning process, sensory perception and memory capacity continues to develop, this stage of development focuses on the integrated use of different sensory perception, the coordinated movement of all parts of the body and the training of different memory methods. The development of children’s attention transitions from unintentional to intentional attention, and the duration of attention is gradually lengthened. Children’s attention in the early grades is often emotionally charged, and it is easy to concentrate on fresh stimuli and favorite things, but not easy to maintain attention on monotonous and boring contents.c The development of thinking in the school age is in the transition stage of concrete image thinking to abstract logical thinking, and students in the early grades think in terms of intuitive images, and in the upper grades, they can gradually obtain the ability to form concepts and make comprehensive and inductive judgments and deductions. Abstract thinking ability. Attention Deficit Disorder and Learning Difficulties 1. After entering elementary school, learning becomes the main content of children’s activities and they need to adapt to this change as soon as possible. Children often have such and such problems in learning, some problems are caused by the development of asynchrony, each child in the development of different aspects of the speed and sequence of the existence of certain differences, with the passage of time, the development of asynchrony gradually reduced, the problem can be solved naturally, for example, learning language, the girl’s development is a little faster than the boy’s mastery of the language is better than that of the elementary school, the upper grades, the gap is gradually narrowed In the upper grades, this gap gradually narrows. Problems arising from normal developmental differences are not a cause for concern, but some problems are due to abnormalities in physical or psychological development and need to be identified and treated appropriately. 2. One of the more common psychological disorders among elementary school students is also called ADHD. The main manifestations of the obvious inability to concentrate, too much activity, do things without finishing, indiscipline, etc., often seen by teachers or parents as naughty, disobedient, do not love to learn, to criticize and blame, in fact, this is a multi-factorial disease, the need for multi-faceted examination and treatment. It is worth noting that children are naturally lively and active, attention is easily diverted, can not be rashly to the active child labeled “ADHD” hat, must go to the regular hospital for special examination before making a clear diagnosis. 3, children in learning problems may be due to intellectual or other ability defects. Learning difficulties due to low intelligence are easier to detect, but some children with normal intellectual development but with a particular ability defect can also have learning difficulties. The latter type of situation is easy to be overlooked, and can be mistaken for naughtiness, carelessness, and should be recognized as early as possible. 4, children’s learning disabilities have many forms of expression, some manifested in reading aloud difficulties, some often appear copying errors, some do the problem of losing, if not found obvious intellectual problems, repeated emphasis can not be improved, should be timely to the children’s education experts to consult. Learning disabilities are not to be feared. Nowadays, there are many ways to provide specialized training for different kinds of learning disabilities, and most children’s learning can be improved to varying degrees.