Adolescent development is such a familiar terminology for human development. Majority of the people are aware of this concept or have at least touched based on it. People also know adolescent development as people going through puberty, identity crisis, etc. Even though this idea and concept of adolescent development are very common today, surprisingly, the concept and the idea of adolescent development were neither heavily researched nor valued. This is because “prehistoric and ancient civilizations did not think that individuals developed through a number of stages” (Steffof, 1990, p. 15). Long time ago, people believed if you were a small person, then you were known as a child; if you were a bigger person, then you were known as an adult. …show more content…
17). He was responsible for “[planting] the seed of the modern concept of adolescence” (Steffof, 1990, p. 17). He was the founder of adolescent development as he was the first person to recognize and research the “physical changes of puberty”, along with adolescents’ “sexual urges, [their] confusion, the conflict[s they] felt between childish and adult desires and behaviors, and [their] emotional turmoil” (Steffof, 1990, p. 17). Jean-Jacques Rousseau was great at recognizing the very obvious aspect of adolescent development: the physical changes. One of Jean-Jacques Rousseau’s works is Emile, or On Education. This book is a “fictional account of the upbringing of a boy named Emile” (Steffof, 1990, p. 17). Through this fictional account, Jean-Jacques Rousseau describes and illustrates adolescents and their development. Rousseau believed adolescent development to be “a second birth” because this is when a “child is born into the world of independent life with his or her own values and virtues” (Steffof, 1990, p. 17). He does a good job of explaining this and even giving a metaphor. He explained how adolescent development is “like a ship”; “with the approach of puberty, the ship left the serene waters of childhood and entered a region of tempests and powerful waves” (Steffof, 1990, p. …show more content…
The adolescent feels the urgency of new sexual feelings and powers, but society’s customs and rules inhibit those urges or work to prevent the adolescent from acting upon them” (Steffof, 1990, p. 20). This means there are certain things adolescents want to do. However, because they are afraid of how the society would react if they do those things, they are prevented from what they really want to express. Hall explains this further as he states how “the adolescent is torn between the desire to remain in the protected, dependent, comforting world of childhood and the even stronger desire to enter the independent but sometimes frightening world of adulthood” (Steffof, 1990, p. 20). The most significant aspect of Hall’s research on adolescent development is he “demonstrated that adolescents are different from both children and adults not simply in their level of physical development and their age but in the way they feel and think” (Steffof, 1990, p. 21). Hall was the first person to actually recognize and realize adolescents are in different in that they think completely differently compared to both children and adult. This idea of cognitive thinking and emotional state for adolescent development is very significant because this idea is the core and the main aspect of what it means to be an adolescent and what adolescents go
The 40 Developmental Assets is a list of assets that help young children to understand how relationships with your family and friends work and how teens can live a healthy life with them. One way to better understand the Assets is to look at how the appear in novels. One novel the assets can be seen is The Pigman by Paul Zindel, a book about parents influences on kids and shows childrens care for people they love. Three assets from 40 Developmental Assets were Other Adult Relationship,Honesty,and Caring. This three assets are shown in book when Mr.Pignati buys Love’n nuts for Lorraine,John telling Mr.Pignati that Lorraine and him is not Charity Workers,and John lying to Norton to protect Mr.Pignati.
We are introduced to adolescence in the 5th stage of development. Adolescence begins for boys around the age of 14 and continues up until the age of 21 years of age. At this stage of development, there are many changes that occur emotionally, physically, sexually and spiritually (McGoldrick, Carter, & Garcia Preto, 2011). At this time, adolescent kids are going through changes in their body. They are dealing with coming into their own sexuality. Skills pertaining to social skills and social relationships are being developed through experience. Adolescents are also increasing their skills of physical and mental coordination, such as learning about the world and working on their own coordination. Adolescence is also characterized by learning their own identity and where they fit in the world, as well as learning their relationship with peers and those around them. Spiritual identity is also developed along with a deeper understanding of life. Independence is something that is also weighing on the mind of an adolescent. Overall changes in the family structure can also occur when a child of this age reaches this
Steinberg, Laurence & Morris, Amanda Sheffield. “Adolescent Development.” Annual Review of Psychology, (Annual 2001): 83-110. [E Journal]
According to Steinberg (2014) adolescents is a time of growing up, of moving from the immaturity of childhood into the maturity of adulthood, of preparation for the future. It is a period of transitions: biological, psychological, and social. Adolescence can begin as early as ten years of age and not end until the adolescent is in their early twenties. It is important to note that adolescent development occurs at different times for each individual. Therefore, students in the same grade that are around the same age may be going through different developmental stages of adolescents. The purpose of this analysis paper is to discuss the different stages of adolescent development, how they affect the maturity of the students and to determine
This period is marked by physical, social, moral and emotional development (Davies, Hartdegen, Haxell, Le Geyt & Mercier, 2012). It is a time when the adolescent’s sense of self or identity is becoming much more clear and they are beginning to understand their role in society, starting to question the morals of others and contemplating their own moral and ethical beliefs (Davies et al., 2012). During this time Erik Erikson believed that adolescents are faced with the psychosocial stage of identity versus role confusion (Berk, 2008). Adolescents explore their values and role in society, overcoming this conflict to better understand their own identity, however if they do not fully overcome this conflict, Erikson believed that the adolescent would be confused about their values and future adult roles (Berk, 2008). This conflict was clearly demonstrated in my own development during the late teenage years when I experienced both the results of failing to overcome and then overcoming Erikson’s fifth psychosocial stage. At age eighteen I finished secondary school and began my tertiary studies, I had been accepted into the degree I had wanted to study since middle childhood, however I quickly learnt that I was enjoying neither my studies nor my experience of life in halls of residence. I discontinued my studies after only
Jean Jacques Rousseau in On Education writes about how to properly raise and educate a child. Rousseau's opinion is based on his own upbringing and lack of formal education at a young age. Rousseau depicts humanity as naturally good and becomes evil because humans tamper with nature, their greatest deficiency, but also possess the ability to transform into self-reliant individuals. Because of the context of the time, it can be seen that Rousseau was influenced by the idea of self-preservation, individual freedom, and the Enlightenment, which concerned the operation of reason, and the idea of human progress. Rousseau was unaware of psychology and the study of human development. This paper will argue that Rousseau theorizes that humanity is naturally good by birth, but can become evil through tampering and interfering with nature.
A famous Swiss educator, Rousseau was considered to raise the Copernican Revolution after he came up with a theory “children-centered”. In his famous book Emile, he severely criticized rigid and inflexible traditional education which seriously distorted and suppressed the natural world of children. He called for “regard children as children” and asked people to teach children according to children’s physical and mental development rule. (Liu, 2014)
Adolescence is a transition which has no fixed time limits. However, the changes that occur at this time are so significant that it is useful to talk about adolescence as a distinct period of human life cycle. This period ranges from biological changes to changes in behavior and social status, thus making it difficult to specify its limits exactly (Damon, 2008). Adolescence begins with puberty, i.e. a series of physiological changes that lead to full development of the sexual organs and the ability to breed and sex. The time interval that elapses begins at 11 to 12 years and extends to 18 to 20. However we cannot associate to a 13 with one 18 years. Let us talk about early adolescence between 11 to 14 years, which coincides with puberty, and after a second period of youth, or late adolescence between 15-20 years. Its extension to adulthood depends on social, cultural, environmental as well as personal adaptation.
Successful resolution of this psychosocial stage of development is imperative in order to acquire an enduring incorporated sense of self and to progress to the next stage of development. Society and one’s culture also contributes enormously to the commitment or prevention of dealing with the challenges faced during adolescence. Regardless of what challenges are faced during this stage of development, overcoming it is a fundamental necessity in order to progress into a strong-willed and stable individual in
Keating, D. (1990): Adolescent thinking, in: S.S. Feldman and G.R. Elliott (eds.) At the threshold: The developing adolescent , Cambridge, MA: Harvard University Press, 54-–89.
Overall, adolescent development is a turbulent time of change and growth for a person. It is a time where a lot of qualitative and quantitative changes are happening. Finding yourself, as an adolescent, is just a small fraction of the picture. Yet, adolescence is just one piece of the puzzle to development of the lifespan.
In example, according to the Euro-Western view, adolescence is characterised by the interaction between the individual’s biological development and the demands requested by the industrial and post-industrial societies. Although adolescence is globally referred to as the period in life that groups individuals from 12 to 18 years, each individual’s development varies within different countries and cultures. According to the Euro-Western world, adolescence is a time in life that is characterised by experimentation, fun as well as personal growth that will later lead the individual to become a full adult. However, not every young individual experiences this positive and fun side of this life stage. In fact, adolescence is characterised by the hormonal changes that occur during puberty, which are argued to influence adolescents’ behaviour. Hall (cited in Drewery and Claiborne, 2010) argued that due to the effects caused by puberty, young individuals often experience tension, conflicts with their parents and peers, as well as critical mood changes. In line with Hall, Freud (cited in Drewery and Claiborne, 2010) argues that adolescence is a life stage in which it is hard to maintain a steady equilibrium. For these reasons, adolescence can still be considered a “problematic” stage in life, yet it is not necessary true that these conflicts are triggered by biological changes (Drewery and Claiborne,
Snowman, J, McGowan, R, & Biehler, R. (2009). Psychology applied to teaching. New York: Houghton Mifflin.
Adolescence is the transitional stage from childhood to adulthood, commonly occurs amongst individuals aged between 12 to 18 years (Hoffnung et al., 2016, p. 350). It is a developmental period characterised by hormonal changes that result from the onset of puberty, which is defined by the emergence of secondary sexual characteristics, such as growth of body hair and deepening voices in males, and breast development and menstruation in females (Jones & Creedy, 2012, p. 28). The timing in the onset of puberty differs in gender, girls generally reach pubertal development at an earlier age than boys (on average 13 years old for girls, and 14 years old for boys). In addition, environmental variables also influence the timing of puberty. For example,
Throughout our life, it can be marked by developmental changes in every domain of life: our physical, cognitive, social, personalities, and morals. Due to some important researchers such as Erickson, Freud, Piaget we are able to understand the development of each of these domains. Each stage of it’s life has it’s own difficulties and events that can determine a person’s life (Mogler, 2008). During the stages of adolescence, they are very vulnerable to a lot going on in their life such as fitting in, peers, family, school, activities, and society, and not to forget the ups and downs of puberty. Adolescence can be viewed as a huge part of many children’s lives where in this part of their life they try to find teenagers experience physical, cognitive,