In a sample of 578 children assessed in kindergarten through the eighth grade, we usedgrowth modeling to determine the basic developmental trajectories of mother-reported andteacher-reported externalizing and internalizing behaviors for three physical maltreatment groupsof children—early-harmed (prior to age 5 years), later-harmed (age 5 years and over), andnonharmed—controlling for SES and gender. Results demonstrated that the earlier childrenexperienced harsh physical treatment by significant adults, the more likely they were to experienceadjustment problems in early adolescence. Over multiple domains, early physical maltreatmentwas related to more negative sequelae than the same type of maltreatment occurring at laterperiods. In addition, the fitted growth models revealed that the early-harmed group exhibitedsomewhat higher initial levels of teacher-reported externalizing problems in kindergarten andsignificantly different rates of change in these problem behaviors than other children. as reportedby mothers over the 9 years of this study. The early-harmed children were also seen by teachers,in kindergarten, as exhibiting higher levels of internalizing behaviors. The later-harmed childrenwere seen by their teachers as increasing their externalizing problem behaviors more rapidly overthe 9 years than did the early- or nonharmed children. These findings indicate that the timing ofmaltreatment is a salient factor in examining the developmental effects of physical harm.