| 5 to 6 year old development |
- They learn best through action, and take things literally.
- They need to manipulate concrete objects to help develop abstract thought.
- They have short attention span and enjoy variety. A balance of quiet and noise is best.
- They like their teacher and want immediate attention. This is consistent with their current way of thinking which is still somewhat self-centered.
- They love dramatic play.
- They are very active, exuberant, eager to learn, and easily fatigued. They enjoy group activities.
- They need activities that encourage the use of large muscles.
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| 7 to 8 year old development |
- They begin to have an understanding of time and money values.
- They are enthusiastic to a point that promotes "action before thought". As a result, accident rates are high.
- They begin to develop a capacity for self-evaluation.
- They are alert, friendly, interested in people and their ideas, beliefs, and attitudes. This is a great time to teach about different cultures.
- They are responsive to group activities.
- They develop a reasonable skill in the use of tools.
- They learn best when they can be active while learning.
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| 9 to 14 year old early adolescent development |
- Thinking is characterized in concrete terms. What is real is happening in the present, not the future. Understanding is in literal terms. For example, if the mentor asks a young teen, "What brought you here today?" hoping to find out what help the mentee is seeking, the concrete thinker may answer, "The bus."
- Young teens understand events or problems usually in terms of their own or other's direct experiences. Hypothetical situations and possibilities are not meaningful for them.
- "Egocentrism" is at its peak. This has two aspects:
The "imaginary audience". Young teens assume that they are "on stage" and always the focus of attention. They assume that everyone else is as concerned about their own behavior and appearance as they are. This can lead to extreme self-consciousness which may make it difficult for the teen to do anything which might be viewed as different from anyone else.
The "personal fable". Young teens often feel special or unique. They may thus feel that no one can possibly understand them, and they may also begin to engage in risk-taking behavior: having unprotected sex, driving while drinking, feeling that they are special and invulnerable.
- The ability to think abstractly may begin at the end of this period.
Mary is very self-conscious about her appearance and will not leave her home -- even to empty the garbage -- without being dressed to her satisfaction. She is a high school sophomore, and has no idea about what she would like to do after graduating. She is motivated in school only at report card time so she will not get "grounded" by her parents for failing grades. She has begun to have sex with her boyfriend but has not considered using birth control because she believes that getting pregnant could not happen to her.
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PSYCHOLOGICAL DEVELOPMENT
(Ages 9-14)
Independence & Identity Development |
| -- | Less interested in parent's activities |
| -- | Trying to develop sense of self and independence |
| -- | May exhibit mood swings and impulsive, risk-taking behavior |
Changes in Body Image |
| -- | Preoccupied with their own development and how their body compares with friends. |
| -- | Very self-involved. |
| -- | Sexual curiosity begins |
| -- | Need for privacy heightens |
Peer Relationships |
| -- | Increased concern with peer group values and behavior |
| -- | Same-sex heroes |
| -- | Travel in groups |
| -- | Greater concern for what peers think |
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| 15 to 17 year old middle adolescent development |
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PSYCHOLOGICAL DEVELOPMENT
(Ages 15-17)
Independence & Identity Development |
| -- | Family conflicts increase |
| -- | Increased independence |
-- | Acting out or running away as a way to express a need for independence |
Changes in Body Image |
| -- | Concern for attractiveness to the opposite sex |
| -- | Concern for what it means to be male or female |
| -- | Feeling less anxious about themselves |
Peer Relationships |
| -- | Peers more important for advice and feedback |
| -- | More give than take in relationships |
| -- | Peer group important |
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| 18 to 21 year old late adolescent development |
During this stage there is often a consolidation of gains made in the past with added focus on specific job or career goals. The older adolescent can better understand and incorporate abstract thinking.
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PSYCHOLOGICAL DEVELOPMENT
(Ages 18-21)
Independence & Identity Development |
| -- | Teens may be doing well independently |
| -- | They become more comfortable with who they are as a person |
| -- | Teens can often listen to parental or adult advice; as well as make their own decisions |
Peer Relationships |
| -- | Relationships with opposite sex are usually more intimate, and there is more sharing |
| -- | Peers continue to be important, but the young person can evaluate peer influence and opinions. |
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