Editing Preadolescence

{{Short description|Stage of human development}}
{{Redirect|Tween}}
{{Redirect|Tweenie|the TV show|Tweenies|the domestic worker|Between maid}}

{{Human growth and development}}
'''Preadolescence''' is a stage of [[Human development (biology)|human development]] following [[Child#Developmental_stages_of_childhood|middle childhood]] and preceding [[adolescence]].<ref name="NOAD2">New Oxford American Dictionary. 2nd Edition. 2005. Oxford University Press.</ref> It commonly ends with the beginning of [[puberty]].<ref name="Cox">{{cite book|author=Frank D. Cox |author2=Kevin Demmitt |title=Human Intimacy: Marriage, the Family, and Its Meaning|isbn=978-1-285-63304-6|page=76|year=2013|access-date=February 25, 2017|publisher=[[Cengage Learning]]|url=https://books.google.com/books?id=pccWAAAAQBAJ&pg=PA76}}</ref> Preadolescence is commonly defined as ages 9–12<ref name="MW">{{cite web | url=https://www.merriam-webster.com/dictionary/preadolescence#:~:text=Definition%20of%20preadolescence,ages%20of%209%20and%2012 | title=Definition of PREADOLESCENCE }}</ref> ending with the major onset of [[puberty]]. It may also be defined as simply the 2-year period before the major onset of puberty.<ref>{{cite web | url=https://dictionary.apa.org/childhood | title=APA Dictionary of Psychology }}</ref> Preadolescence can bring its own challenges and [[anxiety|anxieties]].

==Terminology==
{{Globalize|section|date=November 2024}}
A term used to refer to the preadolescent stage in everyday speech is '''tween''' and its perhaps older variants '''tweenie''', '''tweeny''', '''tweenager''', '''preteen''' and '''tweener'''. It's a blend ([[portmanteau]]) of the words "teen" and "between" in the sense of "between childhood and adolescence" and refers to 9- to 12-year-olds.<ref>{{Cite web |date=2015-06-12 |title=What Does Tween Mean? Definition & Examples |url=https://grammarist.com/words/tween/ |access-date=2024-05-20 |website=grammarist.com |language=en-US}}</ref><ref name="MW" /><ref>{{Cite web|title=tween noun - Definition, pictures, pronunciation and usage notes {{!}} Oxford Advanced American Dictionary at OxfordLearnersDictionaries.com|url=https://www.oxfordlearnersdictionaries.com/us/definition/american_english/tween|access-date=2021-09-10|website=www.oxfordlearnersdictionaries.com}}</ref> Sometimes the terms ''tweenie'' and ''tweenager'' are used to differentiate between older (10 to 15) and younger (7 to 11) age groups, respectively.<ref>{{cite web | url=https://www.worldwidewords.org/turnsofphrase/tp-twe1.htm | title=World Wide Words: Tweenie }}</ref><ref>{{cite web | url=https://www.worldwidewords.org/turnsofphrase/tp-twe2.htm | title=World Wide Words: Tweenager }}</ref>

While known as ''preadolescent'' in psychology, the terms ''preteen'' or ''tween'' are common in everyday use. A '''preteen''' or '''preteenager'''<ref name="NOAD2" /> is a person below 13 years of age.<ref name="MWCD11" /> Generally, the term is restricted to those close to reaching age 13,<ref name="NOAD2" /> especially ages 9 to 12.<ref name="MW" /> ''Tween'' is an American [[neologism]] and [[marketing]] term<ref name="FamiliarWithTweens">[http://tourismintelligence.ca/author/maithe/ Levasseur, Maïthé] (2007-02-09). [http://tourismintelligence.ca/2007/02/09/familiar-with-tweens-you-should-be/ Familiar with tweens? You should be...]. The Tourism Intelligence Network. Retrieved on 2007-12-04.</ref> for ''preteen'', which is a [[Blend word|blend]] of ''between'' and ''teen''.<ref name="MWCD11">Merriam-Webster's Collegiate Dictionary. Eleventh Edition. 2003. Merriam-Webster.</ref><ref name="AHDEL4">The American Heritage Dictionary of the English Language. Fourth Edition. 2000. Houghton Mifflin Company.</ref> People within this age range are variously described as '''tweens''', '''preadolescents''', '''tweenies''', '''preteens''', '''pubescents''', '''middle schoolers''',<ref>{{cite book|last1=Krafft|first1=Bob|title=Coping With Your Feelings: Five Active Meetings for Your Junior Highers|date=1994|page=55}}</ref> or '''tweenagers'''.<ref>{{cite book|last1=Thornburg|first1=Hershel|title=Preadolescent development|date=1974|page=291}}</ref><ref>{{cite book|last1=Hjarvard|first1=Stif Prof|title=The Mediatization of Culture and Society|date=2013|page=107}}</ref>

A [[junior high school]] can sometimes be confused with a [[middle school]].{{Citation_Needed|date=November 2024}} Though serving a similar purpose in bridging a gap between [[elementary school]] and [[high school]], a junior high school typically serves 7th to 9th grade students, whereas a middle school serves 6th to 8th grade students. Therefore, middle schools serve a slightly younger demographic, more befitting of preadolescents, while junior high schools typically serve young adolescents.

==Prepubescence, puberty, and age range==
{{wide image|Child development stages.svg|1100px|Approximate outline of development periods in [[child development]]. Preadolescence and preteen marked at center right}}
[[File:Tanner_scale-male.svg|thumb|260x260px|Illustration of the Tanner scale for males]]
Being prepubescent is not the same thing as being preadolescent. Instead, ''prepubescent'' (and sometimes ''[[child]]'') is a term for boys and girls who have not developed [[secondary sex characteristic]]s,<ref name="Manske">{{cite book|author=Robert C. Manske|title=Fundamental Orthopedic Management for the Physical Therapist Assistant|isbn=978-0-323-29137-8|page=110|year=2015|access-date=February 25, 2017|publisher=[[Elsevier Health Sciences]]|url=https://books.google.com/books?id=NszECQAAQBAJ&pg=PA110}}</ref> while ''preadolescent'' is generally defined as those ranging from age 9 to 12 years.<ref>{{cite web | url=https://www.care.com/c/care-stages-how-does-my-tween-grow-ages-8/ | title=Raising a tween: Here's what parents can expect from ages 9-12 | date=13 July 2022 }}</ref>
Preadolescence may also be defined as the period from 10 to 13 years.<ref name="dictionary.reference.com">[http://dictionary.reference.com/browse/preadolescence?qsrc=2446 Dictionary.com --> Definition of preadolescence] (Based on the Random House Dictionary, 2009) Retrieved on July 5, 2009</ref><ref name="Hatfield">{{cite book|author=Nancy T. Hatfield|title=Broadribb's Introductory Pediatric Nursing|isbn=978-0-7817-7706-3|page=588|year=2007|access-date=February 25, 2017|publisher=[[Lippincott Williams & Wilkins]]|url=https://books.google.com/books?id=WMsWpXjnWWYC&pg=PA588}}</ref> 

The point at which a child becomes an adolescent is defined by the major onset of [[puberty]].<ref name="Cox"/><ref name="Manske"/> However, in some individuals (particularly females), puberty begins in the preadolescence years.<ref name="Breinbauer">{{cite book|author=Cecilia Breinbauer|title=Youth: Choices and Change: Promoting Healthy Behaviors in Adolescents|isbn=92-75-11594-X|page=303|year=2005|access-date=February 25, 2017|publisher=[[Pan American Health Organization]]|url=https://books.google.com/books?id=goqyfO8KkFIC&pg=PT303}}</ref><ref name="Appelbaum">{{cite book|author=Heather L. Appelbaum|title=Abnormal Female Puberty: A Clinical Casebook|isbn=978-3-319-27225-2|pages=23–24|year=2016|access-date=February 25, 2017|publisher=[[Springer Publishing|Springer]]|url=https://books.google.com/books?id=E9j7CwAAQBAJ&pg=PA23}}</ref> Studies indicate that the onset of puberty has been one year earlier with each generation since the 1950s.<ref>G. Ryan et al., ''Juvenile Sexual Offending'' (2010) p. 42</ref>

One can also distinguish middle childhood and preadolescence<ref name="Corsaro">William A. Corsaro, ''The Sociology of Childhood'' (2005) p. 191 and p. 124</ref>&nbsp;– middle childhood from approximately 5–8 years, as opposed to the time children are generally considered to reach preadolescence.<ref name="Freeman">Donald C. Freeman, ''Essays in Modern Stylistics'' (1981) p. 399</ref> There is no exact agreement as to when preadolescence starts and ends.

===Hormonal development and the development of secondary sex characteristics===
Early puberty begins as the result of the initiation of the pulsatile gonadotropin-releasing hormone (GnRH) secretion by the hypothalamus; the exact mechanism of this initiation is currently unknown and remains under investigation.<ref>{{Cite journal|last1=Livadas|first1=Sarantis|last2=Chrousos|first2=George P.|date=August 2016|title=Control of the onset of puberty|url=http://journals.lww.com/00008480-201608000-00023|journal=Current Opinion in Pediatrics|language=en|volume=28|issue=4|pages=551–558|doi=10.1097/MOP.0000000000000386|pmid=27386974|s2cid=25664322|issn=1040-8703|url-access=subscription}}</ref> Pulsatile GnRH secretion results in the pulsatile secretions of gonadotropins Luteinizing Hormone (LH) and Follicle Stimulating Hormone (FSH), which act on the gonads (ovaries in females or testicles in males) to cause increase secretion of sex steroids. In females, the predominant sex steroid released is [[estrogen]] and in males, the predominant sex steroid released is [[testosterone]]. These sex hormones then lead to the development of secondary sex characteristics.<ref>{{Cite journal|last1=Wood|first1=Claire L.|last2=Lane|first2=Laura C.|last3=Cheetham|first3=Tim|date=June 2019|title=Puberty: Normal physiology (brief overview)|url=https://linkinghub.elsevier.com/retrieve/pii/S1521690X19300089|journal=Best Practice & Research Clinical Endocrinology & Metabolism|language=en|volume=33|issue=3|page=101265|doi=10.1016/j.beem.2019.03.001|pmid=31000487|s2cid=122553967|url-access=subscription}}</ref>
[[File:Tanner_scale-female.svg|thumb|187x187px|Illustration of the Tanner scale for females]]
The stages of puberty can be described with the [[Tanner scale]], also known as the Sexual Maturity Rating, which incorporates measurements and characteristics of [[Sex organ|primary]] and secondary sex characteristics. For example, genital and [[breast development]], as well as [[pubic hair]] growth. Pubertal development is regulated by the [[Hypothalamic–pituitary–gonadal axis|hypothalamic-pituitary-gonadal]] (HPG) axis.<ref>{{Citation|last1=Emmanuel|first1=Mickey|title=Tanner Stages|date=2021|url=http://www.ncbi.nlm.nih.gov/books/NBK470280/|work=StatPearls|place=Treasure Island (FL)|publisher=StatPearls Publishing|pmid=29262142|access-date=2021-09-13|last2=Bokor|first2=Brooke R.}}</ref> Tanner staging ranges from 1 through 5 (with 5 being the most developed).<ref>{{Cite web|title=The Tanner Stages|url=https://www.medschool.lsuhsc.edu/medical_education/undergraduate/spm/SPM_100/documents/tannerstagescard.pdf|access-date=2021-09-13|website=LSU School of Medicine}}</ref>

With regards to pubic hair development, the scale goes as follows: Stage 1-no hair; 2-downy hair; 3-scant terminal hair; 4-terminal hair overlying the pubic triangle; 5-terminal hair extending to the thigh. With regards to male genitalia development, the scale goes as follows: 1-testes at the same size and proportion of early childhood; 2-enlargement of the [[scrotum]]/change in texture of scrotal skin; 3-growth of the [[Human penis|penis]] length-wise; 4-growth of the penis in terms of length and circumference; 5-adult-sized genitalia.

With regards to female breast development, the scale is as follows: 1-no palpable gland tissue; 2-palpable breast bud under [[areola]]; 3-breast tissue palpable outside of areola; 4-areola elevated above breast contour; 5-areolar mound recedes into single breast contour. The average age in which both males and females reach Tanner stage 5 of pubertal development is around 15–16.<ref>{{Cite journal|last1=Brix|first1=Nis|last2=Ernst|first2=Andreas|last3=Lauridsen|first3=Lea Lykke Braskhøj|last4=Parner|first4=Erik|last5=Støvring|first5=Henrik|last6=Olsen|first6=Jørn|last7=Henriksen|first7=Tine Brink|last8=Ramlau-Hansen|first8=Cecilia Høst|date=January 2019|title=Timing of puberty in boys and girls: A population-based study|journal=Paediatric and Perinatal Epidemiology|volume=33|issue=1|pages=70–78|doi=10.1111/ppe.12507|issn=0269-5022|pmc=6378593|pmid=30307620}}</ref>

== Neurological development ==
There are significant [[Neurology|neurological]] changes that are expressed during preadolescence. [[White matter]] refers to the region of the nervous system corresponding to neuronal axons, which form fibers that convey information across different regions of the brain. In contrast, [[grey matter]] refers to the region of the nervous system corresponding to neuronal cell bodies, which process and relay neuronal signals. White matter volume increases at a relatively linear rate of about 12% from ages 4 through 22, specifically focused in the [[Frontal lobe|frontal]], [[Parietal lobe|parietal]], and [[Occipital lobe|occipital]] lobes.<ref>{{Cite journal|last1=Giedd|first1=J. N.|last2=Blumenthal|first2=J.|last3=Jeffries|first3=N. O.|last4=Castellanos|first4=F. X.|last5=Liu|first5=H.|last6=Zijdenbos|first6=A.|last7=Paus|first7=T.|last8=Evans|first8=A. C.|last9=Rapoport|first9=J. L.|date=October 1999|title=Brain development during childhood and adolescence: a longitudinal MRI study|journal=Nature Neuroscience|volume=2|issue=10|pages=861–863|doi=10.1038/13158|issn=1097-6256|pmid=10491603|s2cid=204989935}}</ref> Increases in white matter volume may be correlated to improvements of fine motor performance, auditory processing, as well as sensory information transfer between language areas of the brain. In contrast, [[Cerebral cortex|cortical]] gray matter increases in early life, peaks in preadolescence, and declines through adulthood, with the exception of occipital lobe gray matter. For example, parietal lobe gray matter peaks at age 10 in girls and 12 in boys, while frontal lobe gray matter peaks at age 11 in girls and 12 in boys. Such changes might reflect overproduction of synapses in the preadolescent years; in subsequent years, there seems to be pruning dependent on environmental context, corresponding to increased synchronicity of neuron firing. A key caveat from these imaging studies, however, is that there exists significant variability in the timing and characteristics of neurological change in preadolescents. Neurological changes, particularly in the prefrontal cortex, appear to be highly dependent on [[Social determinants of health|environmental input]].<ref>{{Cite journal|last1=Casey|first1=B. J.|last2=Giedd|first2=J. N.|last3=Thomas|first3=K. M.|date=October 2000|title=Structural and functional brain development and its relation to cognitive development|journal=Biological Psychology|volume=54|issue=1–3|pages=241–257|doi=10.1016/s0301-0511(00)00058-2|issn=0301-0511|pmid=11035225|s2cid=18314401}}</ref> Toxins, hormones, and lifestyle factors including stress and nutrition impact neurological maturation, demonstrating the importance of early lifestyle health interventions in preadolescence with regards to neurological and psychological development.<ref>{{Cite journal|last1=Immordino-Yang|first1=Mary Helen|last2=Darling-Hammond|first2=Linda|last3=Krone|first3=Christina R.|date=2019-07-03|title=Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education|journal=Educational Psychologist|volume=54|issue=3|pages=185–204|doi=10.1080/00461520.2019.1633924|s2cid=199147626|issn=0046-1520|doi-access=free}}</ref>

==Psychological and social development==
{{Main|Developmental psychology}}
{{See also|Socialization}}
Of the 'two major [[socialization|socializing]] agents in children's lives: the family environment...and formal educational institutions,'<ref>Dafna Lemish, ''Children and Television'' (Oxford 2007) p. 181</ref> it is 'the family in its function a primary socializer of the child'<ref>David Cooper, ''The Death of the Family'' (Penguin 1974) p. 26</ref> that predominates in the first five years of life: middle childhood by contrast is characterized by 'a child's readiness for school...being self-assured and interested; knowing what kind of behavior is expected...being able to wait, to follow directions, and getting along with other children.'<ref>Daniel Goleman, ''Emotional Intelligence'' (London 1996) p. 193</ref>

Preadolescent children have a different view of the world from younger children in many significant ways. Typically, theirs is a more realistic view of life than the intense, fantasy-oriented world of earliest childhood. Preadolescents have more mature, sensible, realistic thoughts and actions: 'the most "sensible" stage of development...the child is a much ''less emotional being'' now.'<ref>Mavis Klein, ''Okay Parenting'' (1991) p. 13 and p. 78</ref> They will often have developed a sense of ' ''intentionality''. The wish and capacity to have an impact, and to act upon that with persistence';<ref>daniel Goleman, ''Emotional Intelligence'' (London 1996) p. 194</ref> and will have a more developed sense of looking into the future and seeing effects of their actions (as opposed to early childhood where children often do not worry about their future). This can include more realistic [[job (role)|job]] expectations ("I want to be an engineer when I grow up", as opposed to "I want to be a wizard"). Middle children generally show more investment 'in ''control over external reality'' through the acquisition of knowledge and competence':<ref>Mavis Klein, ''Okay Parenting'' (1991) p. 13</ref> where they do have worries, these may be more a [[fear]] of [[kidnapping]]s, [[rape]]s, and scary media events, as opposed to fantasy things (e.g., witches, [[monster]]s, ghosts).

Preadolescents may well view human [[Interpersonal relationship|relationship]]s differently (e.g. they may notice the flawed, human side of [[authority]] figures). Alongside that, they may begin to develop a sense of [[self (psychology)|self]]-[[Identity (social science)|identity]], and to have increased feelings of [[independence]]: 'may feel an individual, no longer "just one of the family.{{" '}}<ref>E. Fenwick/T. Smith, ''Adolescence'' (London 1993) p. 29</ref> A different view on [[morality]] can emerge; and the middle child will also show more ''cooperativeness''. The ability to balance one's own needs with those of others in group activities'.<ref>Goleman, p. 194</ref> Many preadolescents will often start to question their home life and surroundings around this time and they may also start to form opinions that may differ from their upbringing in regards to issues such as [[politics]], [[religion]], [[sexuality]], and [[gender roles]].  

They may choose their own activities, though they are still susceptible to pressure from others around them.<ref name="mental health">{{Cite journal |last1=Daley |first1=Mary M. |last2=Shoop |first2=Jamie |last3=Christino |first3=Melissa A. |date=September 2023 |title=Mental Health in the Specialized Athlete |journal=Current Reviews in Musculoskeletal Medicine |volume=16 |issue=9 |pages=410–418 |doi=10.1007/s12178-023-09851-1 |issn=1935-973X |pmc=10427563 |pmid=37326758}}</ref><ref name="Myer">{{Cite journal |last1=Myer |first1=Gregory D. |last2=Jayanthi |first2=Neeru |last3=Difiori |first3=John P. |last4=Faigenbaum |first4=Avery D. |last5=Kiefer |first5=Adam W. |last6=Logerstedt |first6=David |last7=Micheli |first7=Lyle J. |date=2015 |title=Sport Specialization, Part I: Does Early Sports Specialization Increase Negative Outcomes and Reduce the Opportunity for Success in Young Athletes? |journal=Sports Health |volume=7 |issue=5 |pages=437–442 |doi=10.1177/1941738115598747 |issn=1941-0921 |pmc=4547120 |pmid=26502420}}</ref>  Many preadolescents play organized sports, but necessary [[free play]] ([[Self-directedness|self-directed]], freely chosen, independent play) may get overlooked.<ref name=":4">{{Cite book |last1=Bauer |first1=Andrea S. |title=Upper Extremity Injuries in Young Athletes |last2=Stracciolini |first2=Andrea |date=2018-11-13 |publisher=Springer |isbn=978-3-319-56651-1 |editor-last=Bauer |editor-first=Andrea S. |pages=2–3 |language=en |chapter=Introduction: Early Specialization and the Rise of Upper Extremity Injuries in Young Athletes |editor-last2=Bae |editor-first2=Donald S. |chapter-url=https://books.google.com/books?id=BqR5DwAAQBAJ&pg=PA2}}</ref><ref name="Council">{{Cite journal |last1=Brenner |first1=Joel S. |last2=Council On Sports Medicine and Fitness of the American Academy of Pediatrics |date=2016-09-01 |title=Sports Specialization and Intensive Training in Young Athletes |url=https://publications.aap.org/pediatrics/article/138/3/e20162148/52612/Sports-Specialization-and-Intensive-Training-in |journal=[[Pediatrics (journal)|Pediatrics]] |language=en |volume=138 |issue=3 |doi=10.1542/peds.2016-2148 |issn=0031-4005 |pmid=27573090 |doi-access=free|url-access=subscription }}</ref>  [[Early sports specialization]] (choosing a single sport to play intensively or year-round) before puberty has a high risk of injuries.<ref name="Council" />  Youth sports organizations recommend a minimum of five hours of free play per week for preadolescent athletes.<ref name="Council" />

Greater responsibility within the family can also appear, as middle children become responsible for younger siblings and relatives, as with [[babysitting]]; while preadolescents may start caring about what they look like and what they are wearing.

Prior to adolescence, children may have a dependence on their family as their main agent of socialization. This helps the child establish their attitudes, viewpoints, social norms, and societal roles.{{citation needed|date=September 2021}}

Among these changes is the shift from elementary to middle (or junior high) school. In this unfamiliar environment, the child may find the pressure to rapidly adapt and fit in.<ref>{{Citation|title=Preadolescence|date=2013-10-10|url=https://psychiatryonline.org/doi/10.1176/appi.books.9781615370979.kg07|work=Normal Child and Adolescent Development|series=Psychotherapy Collection|publisher=American Psychiatric Publishing|doi=10.1176/appi.books.9781615370979.kg07|isbn=978-1-58562-436-2|access-date=2021-09-20|url-access=subscription}}</ref> Children start to spend less time with family and more time with friends. At this time, socialization by the school and peer environment can become more predominant, as the preadolescent starts to learn more about how they would wish to hold themselves during interpersonal relationships.{{citation needed|date=September 2021}}

While children find this need to fit in, preadolescents have a conflicting desire to establish their own individualism.<ref name="scholastic.com">{{Cite web|title=Social Development in 11-13 Year Olds|url=https://www.scholastic.com/parents/family-life/social-emotional-learning/development-milestones/social-development-11-13-year-olds.html|access-date=2021-09-20|website=www.scholastic.com}}</ref> As the child grows into the transitionary period of preadolescence, the child often starts to develop a sense of autonomy as the child is exposed to a larger world around them full of sudden and unfamiliar changes. Compounded with a sense of self-consciousness, the preadolescent starts to explore their own self-identity and their role in society further.<ref name="scholastic.com"/>

=== Development of sexual orientation ===
During preadolescence (early adolescence), individuals may become more preoccupied with body image and privacy, corresponding to physical changes seen during [[adrenarche]] and puberty. Early adolescents may become aware of their sexuality for the first time, and experience attraction towards others.<ref>{{Cite journal|last1=Tulloch|first1=Trisha|last2=Kaufman|first2=Miriam|date=2013-01-01|title=Adolescent Sexuality|url=https://pedsinreview.aappublications.org/content/34/1/29|journal=Pediatrics in Review|language=en|volume=34|issue=1|pages=29–38|doi=10.1542/pir.34-1-29|issn=0191-9601|pmid=23281360|s2cid=32816589 |doi-access=|url-access=subscription}}</ref> Homosexual and heterosexual experimentation is not uncommon, although it is important to note that many teens who eventually identify as [[LGBT]] do not always do so during adolescence. On average, gay, lesbian, and bisexual individuals report experiencing same-sex attraction in early adolescence, at age 12. About 4 in 10 gay men, and 2 in 10 lesbian women report experiencing same-sex attraction before age 10.<ref>{{Cite web|date=2013-06-13|title=Chapter 3: The Coming Out Experience|url=https://www.pewresearch.org/social-trends/2013/06/13/chapter-3-the-coming-out-experience/|access-date=2021-09-20|website=Pew Research Center's Social & Demographic Trends Project|language=en-US}}</ref> For individuals who begin to experience same-sex attraction, familial support and acceptance consistently predicts positive outcomes.<ref>{{Cite journal|last1=Mills-Koonce|first1=W. Roger|last2=Rehder|first2=Peter D.|last3=McCurdy|first3=Amy L.|date=September 2018|title=The Significance of Parenting and Parent-Child Relationships for Sexual and Gender Minority Adolescents|journal=Journal of Research on Adolescence|volume=28|issue=3|pages=637–649|doi=10.1111/jora.12404|issn=1050-8392|pmc=7087348|pmid=30515946}}</ref> Parents and guardians can support preadolescents, regardless of sexual orientation, by having honest conversations about sex. Specifically, parents can talk and listen in a way that invites preadolescents to have an open discussion about sexual orientation.<ref>{{Cite web|date=2021-08-18|title=Parents' Influence on the Health of Lesbian, Gay, and Bisexual Teens {{!}} Adolescent and School Health {{!}} CDC|url=https://www.cdc.gov/healthyyouth/protective/factsheets/parents_influence_lgb.htm|access-date=2021-09-20|website=www.cdc.gov|language=en-us}}</ref>

===Home from home===
Where development has been optimal, preadolescents 'come to school for something to be added to their lives; they want to learn lessons...which can lead to their eventually working in a job like their parents.'<ref>D. W. Winnicott, ''The Child, the Family, and the Outside World'' (Penguin 1973) p. 207</ref> When earlier developmental stages have gone astray, however, then, on the principle that 'if you miss a stage, you can always go through it later,'<ref>Skynner/Cleese, p. 24</ref> some middle children 'come to school for another purpose...[not] to learn but to find a home from home...a stable emotional situation in which they can exercise their own emotional liability, a group of which they can gradually become a part.'<ref>Winnicott, p. 208</ref>

===Divorce===
Children at the threshold of adolescence in the nine-to-twelve-year-old group<ref>Ann Charlton, ''Caught in the Middle'' (London 2003) p. 90</ref> would seem to have particular vulnerabilities to parental separation. Among such problems were the very "eagerness of these youngsters to be co-opted into the parental battling; their willingness to take sides...and the intense, compassionate, caretaking relations which led these youngsters to attempt to rescue a distressed parent often to their own detriment".<ref>Charlton, p. 90</ref>

===Media===
Preadolescents may well be more exposed to [[popular culture]] than younger children and have interests based on internet trends, television shows and movies (no longer just cartoons), fashion, technology, music and social media. Preadolescents generally prefer certain [[brand]]s, and are a heavily targeted market of many advertisers. Their tendency to buy brand-name items may be due to a desire to fit in, although the desire is not as strong as it is with teenagers.

Some scholars suggest that 'pre-adolescents&nbsp;... reported frequent encounters with sexual material in the media, valued the information received from it, and used it as a learning resource&nbsp;... and evaluated such content through what they perceived to be sexual morality.'<ref>Dafna Lemish, ''Children and Television'' (Oxford 2007) p. 116</ref>  However, other research has suggested that sexual media influences on preadolescent and adolescent sexual behavior is minimal.<ref>Steinberg, L., & Monahan, K.  2010.  Developmental Psychology.</ref>

==Freud==
[[Sigmund Freud|Freud]] called this stage the ''[[latency stage|latency]]'' period to indicate that sexual feelings and interest went underground.<ref>Robin Skynner/John Cleese, ''Families and how to survive them'' (London 1994) p. 271 and p. 242</ref> [[Erik H. Erikson]] noted that latency period children in middle childhood can then direct more of their energy into asexual pursuits such as school, athletics, and same-sex friendships.<ref>Lisa Miller, ''Understanding Your 8 year old'' (London 1993) p. 26</ref> Nevertheless, recent research contradicts these notions—suggesting that sexual development, interest, and behavior among latent period children does not cease. Instead, the apparent lack of sexual interest is due to children not sharing their sexual interests/emotions with adults.<ref>Ryan, ''Juvenile'' p. 41-42</ref>

==See also==
*[[Precocious puberty]]

==References==
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  discussion of different citation methods and how to generate
  footnotes using the <ref>, </ref> and  <reference /> tags
----------------------------------------------------------- -->
{{Reflist|30em}}

==Further reading==
* {{Wiktionary-inline|Wikisaurus:preteen}}
* Myers, James. "Tweens and cool", ''Admap'', March 2004.
* G. Berry Brazelton, ''Heart Start: The Emotional Foundations of School Readiness'' (Arlington 1992)

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[[Category:Human development]]
[[Category:Puberty]]
[[Category:Adolescence]]
[[Category:Childhood]]
[[Category:Youth]]