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Timeline of Typical Student Behavior
4
Transcript
Timeline of Typical Student Behavior
Ages 5-7
Typical Behaviors:
- Investigates everything, including dangerous things like fire
- Always in motion, often clumsy
- Complain all the time, mostly about parents
Developmental Assets
Developmental Assets
Investigation:
- Achievement Motivation - The child is encouraged to remain curious
- Learning Engagement - The child is enthused about learning
Always in Motion:
- Child programs and activities - Participates in at least one sport, club, organization, etc. outside of school
Complaining:
- Children as resources - Contributes to family decisions
Ages 8-10
Typical Behaviors:
- Believes rules are black and white and has trouble playing with peers
- Telling lies to avoid consequences or get attention
- Accepts parents wishes and generally obeys
Developmental Assets
Developmental Assets
Black and White Rules:
- Family and School Boundaries - Both the family and the school have clear and consistent rules and consequences to monitor child behavior
Telling Lies:
- Peaceful Conflict Resolution - Child seeks to resolve conflict nonviolently
- Interpersonal competence - Child cares about and is affected by other people's feelings
Obeying:
- Positive Family Communication and Support - Family provides high levels of love and support; parents and child communicate positively
Ages 11-13
Typical Behaviors
- Want to make their own decisions, choose their own friends
- Worrying about big picture issues such as war and poverty
- Withdrawal from family and want to spend more time with friends
Developmental Assets
Developmental Assets
Making Own Decisions:
- Planning and Decision Making - Child makes own decisions and is usually happy with the results
Worrying About Bigger Picture Issues:
- Equality and Social Justice - Parents tell the child it is important to stand up for equal rights for all people
Withdrawal from Family:
- Positive Peer Influence - Child's best friends model responsible behavior
Ages 14-17
Typical Behaviors:
- Low impulse control and acting on desires such as skipping school, experimenting with alcohol, or lying
- Abandoning Commitments and struggling to find what is important to them
- Greater interest in privacy
Developmental Assets
Developmental Assets
Low Impulse Control:
- Resistance Skills - A young person can resist negative peer pressure and dangerous situations
Abandoning Commitments:
- Responsibility - A young person accepts and takes personal responsibility
Greater Interest in Privacy:
- Family Boundaries - Family monitors the young person's whereabouts
- Personal Power - Young person feels that he or she has control over "things that happen to me"
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