...Childhood and Adolescence Paper Christina Williams PSY/280 July 13, 2015 R. Adinah Johnson Childhood and Adolescence Paper “Child development does not mean developing your child into the person you think they should be, but helping them develop into the best person they are meant to be” (Sorenson, 2005). Statistics say that in the stages in middle adolescence 30% of the child’s social life and interactions there are a great stage of peer pressure. These results were compared to the 10% that is experienced during the early childhood. They show that they are competent by demonstrating their behaviors in these peer groups. During the elementary years in school, children have to prove to others that they understand and that they are capable of handling the different situations they find themselves in. They must keep a certain criteria in order to have friends. The main concern during these peer groups is to be accepted and most of these concerns are experienced during middle childhood. Researchers have been focusing in the friendship among the children. Friendship is one of the most important parts of the social group between early stages of childhood. Friends fill that special need we have inside and for a child’s development that is one of the most important parts. They fulfill the special needs and they help with communication, interaction, acceptance, companionship and social skills. Peer is more related to the social and popularity status and its acceptance...
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...child’s interaction and acceptance with peers rises during middle childhood. During middle age friendship is an important development. Friendship also fulfills needs of middle childhood such as communal, intimacy, companionship, and acceptance. Adolescent egocentrism is an adolescent thinking intensely about him or herself while wondering what others think about them (Berger, 2008). An adolescent will practice new thinking skills on his or herself, which helps with detachment. The adolescent child worries about how other’s perceive them, and thinks about their conflicting interests in school, close friends, family, and about their own future. All of this thinking of self, refection of experiences, and self-awareness is a distinct to adolescence and egocentrism. These changes for the young adolescent often bring rebellion, low motivation, drugs, alcohol, pregnancies, rocky emotions, and peer pressure. Life for the adolescent can be a conflicting demand of tug of war, filling the adolescent life with demands, mixed messages, and forcing a path of reliance on others and independence while creating stress and depression for the inexperienced adolescent to handle. Relationships in middle childhood and adolescence Peer relations are important aspect of human development. During middle childhood, children typically hang out with other children of the same gender. Friendships require a deeper understanding in middle childhood than it does in earlier stages. Peer groups are based on common...
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...children as adulthood is the next big thing to them. Peer pressure in most cases supports individual development among adolescents. However, influence of significant others may not allow individual peer pressure to take effect in a teen’s life. Adolescence stage is characterized by immense influence of age-mates. It involves high levels of self-consciousness and self-centeredness. These two groups can be disturbed greatly by social pressures like drug use and abuse, sexuality and opposite sex relationships. When such pressures creep in the only remedy to these teens is normally close family guidance, which aims to mitigate stress and depressions (Jack W. Finney, 1998). There are several changes in children. Teens at this age attempt to fit into a specific social group. Peer relationships provide better social and moral climates in the society. Such climates will enable development of peer interactions within the society. The interactions lead to social support and friendships that play a vital role in middle childhood development. Adolescents develop significant relationships called peers. During these two stages significant friendships and even relationships developed normally last for very many years. Children aged four years or more usually have friends. Teenagers develop friendship preferences. As children grow up, their acceptance of maturing adolescents enable them to improve interactions and participations in various activities. Recent studies show that peer relationship...
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...attending the alternative school, Precious is taken under the wing of her teacher, Blu Rain, and is eventually able to learn to read and write. After delivering her second child, Precious escapes from her abusive mother, and with the help of Ms. Rain, seeks shelter in a halfway house. Mary eventually seeks Precious out to inform her of the death of her father from AIDS. Precious later discovers that she too is HIV-positive. The film ends with Precious completely severing ties with her mother, and taking custody of her first child, Mongo and her baby, Abdul. She is focused on improving life for herself and her children by making plans to complete a GED test to receive a high school diploma equivalency. The movie Precious describes a girl in the adolescent stage of development who, despite the traumatic events in her life, is able to change her life and overcome many of the threats to her biosocial, cognitive, and psychosocial development. According to the textbook, The Developing Person Through the...
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...Adolescent Egocentrism PSY 357 When the self-conscious of individual adolescents is heightened, it is called adolescent egocentrism. There are two key components to adolescent egocentrism according to David Elkind, and they are the imaginary audience and the personal fable. (Santrock, 2011). It is these two components that David Elkind discusses and is the topic throughout which will be further explained through reflection and examples of personal experience or fictitious case studies. The first component that will be looked at is of the imaginary audience. Elkind points out that this when adolescents believe that others are interested in them as much as they are themselves. The adolescent will make attempts at trying to get noticed as well as behaving in ways that could draw the attention of others. (Santrock, 2011). The main theme of the imaginary audience is that the individual always feels visible in that he or she is the most important while others are all looking at them like an audience, hence the name of the manifestation. At times it feels as this concept of the imaginary audience does not end with adolescence but only gets greater as we age. As we age do we not continue to feel that people are watching us and therefore try to look our best most of the time in public? The next type of manifestation is called the personal fable. According to Santrock (2011), Elkind describes this as a time when adolescents feel a sense of uniqueness and invincibility. As individuals...
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...After leaving the adolescence stage, entering into young adulthood, I was not prepared mentally to handle adult duties. Therefore, the stage called emerging adulthood happened prior to me entering adulthood. Many feel they stepped they’re way into adulthood by the end of their 20’s or early 30. During this period, changes took place in educational paths, jobs, love partners, and identity. Also, many people make changes their majors several times, and after graduating enter graduate school which delays settlement into the desired career path. Since young adults are always on the move, they move in and out of homes and resident halls. Due to unsettlement in career and being on the move, results in delay marriage as well. However, not every young adult in the world goes through this process of emerging adulthood. Many young adults in non-western countries have no emerging adulthood. They enter marriage, parenthood, and lifelong work early. In low income families, young people do not finish high school or are unprepared for college, and are less likely to leave home, therefore emerging adulthood is nonexistent. Emerging adults also begin too to build intimacy and trust in relationships that will last a lifetime. However, individuals in emerging adulthood think of intimacy in a different way than in the past. Emerging adults have created a new shift during the period of adolescence and young adulthood in which they are more open to and accept uncommitted sexual activity during...
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...Cognitive Development in Middle Childhood and Adolescents This essay demonstrates ideas on the intellectual or cognitive developmental abilities in both children and adolescents. Children are not considered little adults, and they are not capable of reasoning like any adult until they reach the age of 15. Children’s brain is never fully developed until late adolescents or in the case of males sometimes early adulthood. The most common problem among all parents is that parents often expect their children to act more like adults when they are not yet capable of doing so. Therefore, it is important that parents know what to expect from their child as they develop. According to Piaget, school age children (6-12) years old, enter Piaget’s Concrete Operational stage. "During concrete operational…became reversible,” (Usha 260). Thought is now more logical, flexible, and organized than it was during early childhood. Children are now able to logically discuss ideas and any topic. School age children also are capable of Decentration. It means they can now focus on several aspects of a problem and relating them, rather than centering on just one. They can also demonstrate Reversibility. Which is the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point. We can demonstrate this on children by watching them do a double chain knot bracelet. The child will be able to put the strings in front of them so they can have string A to...
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...as well as negative consequences of important developmental choices during this time phase. In addition detailed depictions of the changes adolescence come into contact with in regards to peer relationships in middle childhood and as well as youth. The scrutinizing aspects of adolescent egocentrism also the pressures often faced in adolescence, such as peer pressure, substance use and abuse, dating, sexuality, and changes within family relationships. My split portion for bullet point three When analyzing the reality of the pressures often faced within the adolescence community. It has been found, peer interaction can determine a type of association to fit in a particular social group. Peer relationships endow with optimistic growth. As well as foster peer interaction (Blume, 2006). As youth indwell on having meaningful friendships because of their constant interaction it would lead to an important development in their life. Therefore peers later on in life have these important dealings with one another because it was maintained while they were an adolescent. Another difficulty that is equally exposed to adolescents is the pressure of substance abuse. The history of substance abuse in adolescents over time found that when children leave the nest and the security they always once were use too, they have are a target for a much higher risk in trying to fit in and experiment with addictive drugs, i.e. Illegal or non illegal drugs the chances are far greater higher...
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...feels comfortable in their setting they tend to focus more and have a greater feeling towards learning. Demonstrate comes in handy with children during these ages, because again children look up to the adults in their life to be their role model and guide the in the right direction. I think that demonstrating things to the children will also be beneficial because at this stage in Piaget’s theory he explains that the children will mimic and copy what the adult is doing. So if the teacher was to demonstrate and walk the child through the process I think it would allow the child to get a better grasp on the meaning and the purpose behind the activity. Asking questions is always my favorite, because I think that it has several beneficial aspects to it. I think when asking children questions you give them an opportunity to express themselves...
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...Touching Spirit Bear Summary and Analysis There are many aspects of the Touching Spirit Bear novel that highly correlate with the subject we are learning about the psychological developments of adolescents. Along with the readings completed in class, there is a lot of valuable insight that has been brought forth and can be interpreted as essential for obtaining a better understanding. The story begins somewhat in the center of the action, with Cole on the island as a result of the decision made by the circle. A troubled kid, this is his last chance before being sentenced as an adult for the past transgressions that he has committed. On the island, he is told about a “spirit bear” which from a psychological standpoint can be viewed as an animal representation of Cole, and forebodingly suggests the possibility of a future interaction with the animal. We begin to learn a little more about Cole in the subsequent chapters, as he attempts to escape the island and begins to have flashbacks to how he arrived there in the first place. His vicious attack of Peter has left him with very few options, one of which is being sent to Alaska to participate in the various “circles” which ultimately should help to decide if he is going to change, or if the path of prison is the right one for him. He facetiously feigns remorse in order to get to go to the island. Once there, he resists the whole idea and plans to escape. This is where we begin to understand Cole as a more complex character...
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...CHILD DEVELOPMENT Principles & Perspectives © 2005 Joan Littlefield Cook Greg Cook 0-205-40028-0 Exam Copy ISBN 0-205-31411-2 Bookstore ISBN Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. s a m p l e c h a p t e r The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com Cognitive Development Piagetian and Sociocultural Views CHAPTER PREVIEW Piaget’s Constructivist View of Cognitive Development Vygotsky’s Sociocultural View of Cognitive Development • Piaget as a Child Prodigy • Constructivism and Interaction with the Environment Piaget’s Stages of Cognitive Development • Vygotsky’s Background: The Sociocultural Context for a New Theory • The Role of Speech and Language • Mediation: With a Little Help from Your Friends • The Zone of Proximal Development • Scaffolding: Support during Learning Recent Sociocultural Views of Cognitive Development • Stage 1: Sensorimotor Thought (Birth to 2 Years) • Stage 2: Preoperational Thought (2 to 7 Years) • Stage 3: Concrete Operational Thought (7 to 11 Years) • Stage 4: Formal Operational Thought (Approximately Age 12 and Above) • Evaluation of Piaget’s Theory • Piaget’s Legacy • Situated Cognition • Guided Participation • Thinking as Socially Shared Cognition: Two Heads Are Better than One “Maria wants to pick the best school for her sons, so she...
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...Infancy and Early Childhood Development Developmental Stages Essay Adolescence is probably the most difficult period in life of every individual since it is a transitional stage between childhood and adulthood. In this period adolescent undergo significant changes in physiological, psychological and social aspects. Naturally, these changes produce a significant impact on their lifestyle, behaviour, psychology, etc. Traditionally, adolescence is considered to start at preteens, i.e. from 9-10 years of age till 19-20 years of age. Basically, adolescence may be divided into three main stages middle childhood (8-11), early adolescence (11-14), and middle adolescence (15-18) while the last years of adolescence may be characterised as the last years when individuals completely grew into adults. Middle Childhood The first stage when children actually start to transform into adolescents begins at preteens and lasts until 11 years of age. This stage marks the start of a fast physical growth since at this stage uneven growth of bones, muscles, and organs starts that may result in certain awkward appearance. Some children, especially girls begin puberty at this age that creates certain difficulties for them, so they need access to information about sexuality appropriate for their age. On the cognitive level, some elements of childhood are combined with elements of adolescence. To put it more precisely, logical thinking starts to develop, though children are still have limited...
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...Adolescent times of storm and stress revised Hanne Op de Beeck Leuven Institute of Criminology (LINC) Hanne.Opdebeeck@law.kuleuven.be ABSTRACT This paper focuses on two issues regarding theories of adolescence. The first one, which has been a topic of discussion for a long time, concerns whether adolescence should be regarded as either an uncomplicated or a turbulent period. In the latter case, it is aspired in this paper to find out which factors account for such turbulence. The second issue, which arose more recently, concerns the continually longer postponement of the transition to adulthood. These topics are empirically addressed using the data of the second Flemish Youth Monitor. Analyses indicate that the loss of childhood innocence causes adolescents to have a more realistic evaluation of live, self and relationships. For adolescents whose ties with parents and their school environment are less tight, this can cause heightened stress in terms of lowered selfesteem and negative future prospects. These stresses, however, cannot account for the rise in delinquent activity during this developmental stage, for the analyses indicate that adolescent delinquency rather results from a more outgoing lifestyle. Finally, the idea of a prolongation of ‘storm and stress’ cannot be supported by the data, since it is found that most youth find their balance back around age 22. 1. STORM AND STRESS? The idea of adolescence being a period of ‘storm and stress’ – a perspective which was introduced...
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...TEACHING FUNDAMENTAL MORAL PRINCIPLES TO Page 2 STUDENTS AT DIFFERENT AGE GROUPS Introduction Educational psychology is a branch of psychology concerned with developing effective educational techniques and dealing with psychological problems in schools. It’s a study of methods of training, teaching and their effectiveness. Also, the problems experienced in learning formal material; in particular, the study of how to help people, especial school children, with their learning problems to overcome their difficulties. (Definition) Fundamental moral principles are the principles of right and wrong that are accepted by an individual or a social group. (Definition) Moral education is an increasingly popular topic in the fields of psychology and education. It’s been constantly debated in our daily lives. For instance, increased suicide cases, juvenile crimes such as: drug abuse, gang fights, theft and also teen pregnancy and inclining abortion rates have caused many to question the morals of the upcoming generation. This is not only faced in Singapore, but many other nations are also facing serious moral issues with the children these days. Therefore, for today’s programme, I will be focusing on different age groups; children between the age 3 and 5, Primary 5 students (10-11 years old) and High School Seniors/Junior College students (16-17 years old), and teach these students about right or wrong of fundamental moral principles. To learn about cognitive...
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...Adolescent Stages of Development Adolescence is probably the most difficult period in life of every individual since it is a transitional stage between childhood and adulthood. In this period adolescents undergo significant changes in physiological, psychological and social aspects. Naturally, these changes produce a significant impact on their lifestyle, behaviour, psychology, etc. Traditionally, adolescence is considered to start at preteens, mostly from around 9-10 years of age till 19-20 years of age. Basically, adolescence may be divided into three main stages middle childhood (8-11), early adolescence (11-14), and middle adolescence (15-18) while the last years of adolescence may be characterised as the last years when individuals completely grew into adults. Adolescence is a time of great change for a child. It is a time where they begin to explore who they are as individuals and develop their own identities as they get closer into adulthood. Erik Erikson theorized that in adolescence “the main task is developing an identity” and that a healthy identity is developed when they try on alternate identities and reflect on these experiences (Pressley &ump; McCormick, 2007, p.147). Michael Nakkula says “identity is not the culmination of a key event or series of events, although key events can play an important role in the larger process. It is rather, the lived experience of an ongoing process-the process of integrating successes, failures, routines, habits, rituals,...
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