early adolescent development
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EARLY ADOLESCENT DEVELOPMENT Sara Marcus, Ph.D.
Nyaka NiiLampti, Ph.D.
Licensed Psychologists
Southeast Psych
28 October 2009
TODAY’S AGENDA
Identification and discussion of the developmental tasks of middle school students
Review of various developmental theories as applied to early adolescent development
Identification and discussion of classroom strategies to increase effectiveness with middle school students
Questions, comments, personal observations
WHY MIDDLE SCHOOL STUDENTS?
CHARACTERISTICS OF MIDDLE SCHOOL STUDENTS
Roughly between the ages of 10-14 Developmental overlap between middle
childhood and early adolescence Beginning to assert independence Focus on self and how they are perceived by
others Academics can often be secondary Want to know that they are loved and
accepted and need constant affirmation
QUESTIONS MIDDLE SCHOOL STUDENTS ARE STRUGGLING WITH
Who am I?
Who am I in relationship to others?
Where do my parents really belong?
What’s going on with my body?
What do others think of me?
What do I do well?
EARLY ADOLESCENT DEVELOPMENT
Psychological
Cognitive
SocialPhysical
Moral
PHYSICAL DEVELOPMENT
Onset of puberty Generally about two years earlier for girls than
boys Can observe the emergence of physical changes
during late childhood Hormones
Heightened emotionality Acne/other skin breakouts
Increase in concern about physical appearance
Increase in weight and height Many middle school students feel awkward or
strange about their developing bodies
COGNITIVE DEVELOPMENT Overlap between concrete operational
and formal operational thinking (Piaget) Increase abstract thinking and problem
solving abilities Inquisitive Short attention span Orientation to the present Prefer active over passive learning
experiences Need relevance in learning Moving towards abstract thinking, with
projections to thoughts about the future, ability to set goals, and metacognitive awareness.
SOCIAL DEVELOPMENT Erikson’s industry vs. inferiority (6-12) and
identity vs. role confusion (12-18)
Increasing desire for independence but a return to dependence on parental values
Increase in sensitivity to peer pressure
“Imaginary audience”; self-consciousness
“Trying on” of new behaviors and attitudes
Frequently changing social relationships
MORAL DEVELOPMENT
Pre-conventional and conventional level (Kohlberg) Punishment and reward Social norms and the expectations of others
Right and wrong is determined by rewards and punishments
Seek approval from others in their choices Begin to ask questions about “fairness” Often idealistic Begin to be reflective and analytical of their
thoughts and feelings
IMPLICATIONS FOR CLASSROOM TEACHERS
Try to avoid “labeling” Design more learning experiences with
opportunities for active learning and development of abstract thinking
Present educationally and environmentally relevant issues
Peers and media are powerful influences- incorporate these voices in your lessons and assignments
Encourage students to “have a voice” Provide opportunities for students to have
positive relations with adults and experience leadership
THE END!
Questions? Comments? Cases to problem solve?
For further information, please contact us at:[email protected]
Thank you!