wants to figure things out for self in ethical and religious matters . . . girls usually more physically and emotionally developed than boys . . . more sensitive to criticism . . . capable of great anger, fear, dejection, and elation . . . growing ability for abstract thinking . . . relationships with peers can be both exciting and painful . . . critical of adults . . . open to ideas that will realize more mature values but must reach them by oneself . . . sees connection between religious teaching and personal problems

girls are about a year ahead of boys in intellectual and physical development . . . with guidance, can see relationship between different events . . . resentful of repetitive, childish activity . . . beginning of search for philosophy of life . . . can be encouraged to express abstract values . . . receptive to social action projects . . . enjoys responsibility that gives a sense of achievement

physical changes become more pronounced . . . leadership potential is emerging . . . receptive to learning from stories of courageous deeds . . . especially proud of new skills . . . can relate God and prayer to personal problems and harsh realities . . . insecurities manifest in complaining, withdrawal, sarcasm . . . some linguistic skills appear particularly strong . . . word games can be effective learning tools . . . judges religion by the examples of its representatives . . . greater interest and power in reasoning and discussion . . . language can be useful tool for expressing values