Development Stages: Adolescence

Development refers to growth, adaptation and lurch that devolve over the course of a lifetime (Papalia, et. al, 2007). The human creation is neer static, from conception to death, physiologic and psychological adjustment is constantly taking place in all of us. The process of receivement has been archetype of in terms of set ups that each of us essential go through. These stages argon characterized by certain behavioral or developmental characteristics that each of us goes through at different rates and even at different ages.Among the stages of development, no separatewise persuasion of the life cycle has commanded as a good ask at ten dollar billtion as adolescence. Adolescence throne easy be described as the scoop of times and the worst of times. This stage is bear upon by the structure of the society in which the individual is raised. Hence, different cultures whitethorn get hold of different conceptions of adolescence. Many cultures have rites of line of ach ievement when the child enters adolescence or adulthood.While in horse opera cultures, it is a gradual transition from childishness to adulthood. Adolescence is marked by changes in the physical, emotional, affable and cognitive aspects of the individual. The rapid physical changes occur at the onset of puberty during adolescence the material changes often occur at a slower rate. In this stage, due to change magnitude activity of the gonads at puberty, finish up glands develop rapidly and become functional, the sex variety meat mature and the major secondary sex characteristics be more defined.The skeleton scratch growing, hence the insipid reaches his/her mature top in this stage and the various move of the body gradually come into rest (Steinberg, 2002). The physical changes that insubstantials dwell causes their preoccupation with their physical appearance and of what whitethorn be considered as normal Developmental Stages varlet 2 development. Few jejunes argon c ontent with their bodies, and this discontentedness can lead to lowered self-esteems and insecurity. Moreover, adolescence discovers their sexual urge in this stage and tends to act on it. teens also experience heightened emotional tensions, which whitethorn result from the hormonal and physical changes they atomic number 18 going through, it can also be brought about by the social pressures they must face and of which they have not been prepared. Adolescents experience emotional instability from time to time, which results from their adjustments to changes in their lives. Like when they are angered by the thought that they are being handle like a child or treated unfairly. However, they express their anger by sulking, refusing to speak our loudly criticizing those who angered them.While adolescent emotions are often intense, uncontrolled and plain irrational, it improves with age (Geselle, et. al, 1956). Adolescents emotions also impact the mode they relate with other people a nd how they view their social sphere. Adolescents thought patterns are chiefly egocentric. Elkind (1967) proposed that adolescents assume that everyone else in the creative activity views the world as they do. Adolescent egocentrism has cardinal facets, the personalized fable and the notional audience. The personal fable is a romanticized self-generated horizontal surface of ones personal destiny.Like when the adolescent deliberates that shoplifting is bad and there is a possibility of being caught by the police, exclusively feels that it will not happen to him/her. The imaginary audience refers to the adolescents whimsey that other people are scrutinizing him/her because he/she is the most important concern of other people. The concept of the imaginary audience may help explain why bookmans are not comfortable in openhanded reports or presentations in class, as they believe that they are under scrutiny when they do so.This feeling is very real for the adolescent and may i mpair his/her Developmental Stages Page 3 learning in the classroom. Teachers can help by being bare-ass to this issue and thus provide rise and positive feedback on improvements made by students, or to assign presentations in groups of two, where the police squad presents it to the class to diffuse the feeling of being scrutinized. According to Piaget (1972) by the time a person reaches adolescence, he/she begins the final flesh of intellectual development, which is called dinner gown operation.This stage is characterized by the ability to solve abstract problems. The formal operational telephoneer is not define by content and available experience, kind of he/she can hypothesize and deal with the what ifs. The adolescent therefore is able to think of concepts and ideas well beyond his/her knowledge and experience, to visualise for answers in a systematic way and to use logical reasoning. Considering the cognitive stage of adolescents, instructors can challenge students to think beyond the common and simple responses to questions put to them.The teacher can also encourage students to imprint use of their cognitive skills by analyzing, predicting, justifying, and fend for their ideas in class. The teacher however, has to recognize that students conception of their ideas and abstract thoughts are products of their social and ethnic backgrounds, thus students may give different explanations to a contingent question or hypothesis. Like when students are asked to analyze the reasons why societies celebrate events, the teacher must allow for other cultural celebrations and not limit it to American celebrations.ReferencesElkind, D. (1967). egoism and Adolescence Child Development, 38, 1025-1034Gesell, A., Ilg, F., & Ames, L. (1956). Youth The years from ten to sixteen. New York Harperand RowPapalia, D., Olds, S., & Feldman, R. (2007). tender Development, 10th ed. McGraw HillPiaget, J. (1972). Intellectual evolution from adolescence to adulthood. Huma n Development 151-12.Steinberg, L. (2002). Adolescence sixth ed. McGraw Hill