This topic examines what the physical development of children in “middle childhood (6-10 years)” is and how their physical needs in the learning environment can be satisfied. The key elements considered would be the development of motor skills for the selected age group and the influences of the specified group. The benefits of physical activity and the consequences of prolonged inactivity, how a student's development may be facilitated or limited by development in other areas with the use of physical activity, and problems of health and well-being in the learning environment to meet or support physical needs. and the development of students in the specified age group. Testimonials and insights from physical development specialists and the relevant group have been documented to show how these factors can work together. These elements are necessary to understand how a child's environment and developmental levels enable them to learn effectively. The development of fine motor skills in middle-aged students gradually improves throughout their learning period. Throughout their "middle childhood", students' writing becomes smaller, neater and more coherent with fewer spelling and grammar errors and the drawings contain more detail and are "supported by physiological maturation and cognitive progress” (McDevitt and Ormond, 2010, page 161). Their ability to attempt successful fine motor skills such as: arts and crafts, knitting and beading projects increases. It is imperative to increase children's writing tasks, from shapes, letters and numbers to words, sentences and sums, to improve both fine motor skills and cognitive skills. Physical development can affect other areas...... middle of paper ..... Great Britain: Oneworld PublicationsLucas, RW (2005). Human strategies for trainers. 176 tips and techniques for dealing with DIFFICULT situations in class. United States: AMACOM American Management AssociationMcDevitt, TM & Ormrod, JE (2010). Child development and education. United States: S4 Carlisle Publishing ServicesMcInerney, DM & McInerney, V. (2002). Educational psychology Constructing learning. Frenchs Forest, NSW: Catherine GodfreyShilton, T. & Naughton, G. National Physical Activity Program Committee, National Heart Foundation of Australia. Physical Activity and Children A statement of importance and call to action from the Heart Foundation. (2001). Retrieved from http://fulltext.ausport.gov.au/fulltext/2001/nhf/call_to_action.aspEarly Childhood Education (2012). Retrieved from http://en.wikipedia.org/wiki/Early_childhood_education