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Early Childhood - Adolescent Development

EDCI 3200
by

Deanna Dobbs

on 9 January 2015

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Transcript of Early Childhood - Adolescent Development

Cognitive
Cognitive
Early Childhood ~ Adolescence
(cc) photo by Metro Centric on Flickr
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
SElf-Esteem
by: Team B
Adolescence Emotions
Morals
Physical

-greatly value social acceptance
- main focus = friends and peers
- Peer pressure plays important role,
{whether good or bad}
- "Differentiated self:" proclivity of youth to alter behavior depending on social context and audience presence (Brighton Ch.2)
Identity Development
- Egocentric at this age, as well as moody
"Imaginary Audience:" everyone's attention is centered on you when you're in the presence of others" (Brighton Ch. 4)
-Aren't cognitively mature enough to take other's perspective into consideration
- "Personal Fable:" artifically elevated sense of uniqueness >> no one has experienced anything that is remotely similiar to their 'traumatic situations'
- Straddle fence regarding (independence) from family vs. needing the (security) and support of their family
-begin constructing personal identity: gender, culture, religion, sexuality, socio-economics
-self-perception is based on opinion formed by peers and adults rather than from that of parents and family
-In order to form true identity <<< they try multiple identities
-Erikson 4 stages of Identity Formation:
{Diffusion, Foreclosure, Moratorium, Achievement}
- Identity Development different for People of Color
- Identity closely related to the formation of self-esteem
- closely related to the formation of Identity
- more confidence = more responsive in class
- Reflected in their behavior and the way they conduct themselves with others
- High Status in Social Hierachy >>>
can contribute to Positive Self Esteem
vs.
- Low Status in Social Hiearchy (rejection& isolation) >>>
can contribute to Low Self Esteem
-First and most influential teachers= families
- develop the notion of right and wrong
- Piagnet "Moral Terms become more sophisticated as one matures" (Brighton Ch. 5)
- focus on consequences of behavior rather than the motivation behind it
-Hoffman (Cognitive Disequilibrium Theory): 'Adolescents begin to adapt and adjust their thinking as they become exposed to more diverse ways to consider moral and ethical issues'
- As their cognitive abilities matures = their ability to make solid moral and ethical decisions matures
{Piaget & Kohleberg}
-skeletal and muscular change>>> 'awkward stage'
- change in hormones
-secretion of adrenaline
-sweat glands very active
- maturation (puberty)
-They need a lot of rest and nutrition to support their rapid growth
-hormone melatonin secretion late at night, deprives them of sleep
- fusing of the tailbone
Ethnic groups experience more challenges
-Black Racial Identity Development:
1. Preecounter 2. Encounter 3. Immersion/emersion 4. Internalization 5. Internalization + Committment
-Oppositional Identity: disregarding European American characteristics
- Loss of Voice: young girls trade in authenticity of self in order to identify with the subordinate woman trope ascribed to them by their culture
Racial Identity
-still developing cognitively
-not able to 'go the extra mile' yet,they follow directions down to a tee
-Lev Vygotsky ' one's culture and social contacts significantly impact one's cognitive development; knowledge is individually constructed through collaboration with peers and adults (Brighton Ch. 1)
- They are idealistic
-Their perceptoin of others, specifically teachers, is very keen
- They are qrgumentative
-Seek relevance to their lives
- peer association now more heterogenous
- peer groups >> cliques, rejected vs neglected
-struggle with conformity vs. non-conformity
-Dating serves as litmus test to rate one's attractiveness to others
Picture #3 : Cognitive (Adolescent's brain)
Picture # 4 : Identity (Questiioning Identity)
http://writingourwayhome.ning.com/group/identityfound
http://www.greatschools.org/parenting/social-skills/slideshows/2739-friendship-skills-for-tweens-and-teens.gs
Picture #5 :Social (teens talking)
Picture #6 Physical (Puberty)
http://alfin2100.blogspot.com/2010/07/knocking-out-puberty.html
Picture #1 : Morals(Values)
Identity
Cognitive
Emotions
Physical
Morals
Social
Sources:
-Brown,D.F., & Knowles, T (2007). What every middles school teacher should know. Portsmouth, NH: Heinemann.
-Brighton, K (2007). Coming of age: The Education and development of young adolescents. Westerville, OH: NMSA.
http://copypassion.com/?tag=teen-angst
Picture #2 (Upset teenager)
Deanna Dobbs
Cortney Knudsen
Tiffany McGillvery
Jillian Rafferty
EARLY CHILDHOOD
Physical Changes
Changes in Height and weight
Motor Coordination
How physical appearance begins to change

EARLY CHIDHOOD
Cognitive Changes
Problem Solving Skills
Memory
Process and store information
How they observe the world around them
Early Childhood
SOCIOEMOTIONAL CHANGES

More aware of surroundings
Independency
Temperament changes
Enjoy pretending
Negative experiences impacts behaviors
Middle Childhood
Physical Changes
"Physical growth is steady in Mid-childhood. Due to advances in medicine, there are very few serious illnesses, however obesity and ADD/ADHD are a concern for many school age children".
Reaction times are increased and automatization advances significantly.
This results in better coordination of many parts of the brain
Middle Childhood
Middle Childhood
Social - Emotional Development
During this stage of development, children show more independence from parents; start to think about the future; understand more about their place in the world; pay more attention to friendship and teamwork; desire to be liked and accepted by friends; rapid development of mental skills; express thoughts and feelings better; shoe more concern for others.
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