Child Development

Room 21: Ages 10 to 13 years

Periods of Development

Middle Childhood 6 to 11 years

Adolescence 11 to 18 years

Room 21: ‘Tweens’ (pre & early teens)

Berk (2010)

Identity vs. Identity ConfusionStart asking themselves:

What kind of person am I? What am I good at?  How do others perceive me?  What will I do in the future?  What are my personal characteristics? 

* (Bio-Cube)

They may have asked themselves some of these questions before, but did not have the mental capacity to process the answers very deeply.

Now, as adolescents, the journey toward self-reflection and self-identity begins.

They are beginning to develop emotional understanding, and awareness of how their own emotions and feelings affect their daily lives.

They strive to learn how to make good choices and decisions toward their future as a responsible citizen.

However, this can be a difficult, tumultuous and confusing process.

ERIKSON’S PSYCHOLOGICAL STAGES

Berk (2010); & www.education.com

Physical Development Experiencing significant growth spurts (weight gain, muscle growth & genital

maturation)

Entering puberty, increased hormone production: Girls 9-12yrs | Boys 11-14yrs

Joints may ache due to rapid growth

May be a little awkward or clumsy as brain adjusts to longer limbs and bigger bones – regular moderate exercise can help improve coordination, & to build healthy habits (Friday circuit)

Health, nutrition, regular daily exercise & adequate sleep are required for healthy development & functioning (require more sleep, but don’t always get it!) * 20mins moderate exercise per day is also linked to reducing depression, anxiety & stress; and helps to boost energy & mood for up to 12hrs

Body changes can lead to self-consciousness, & negative body image – seek ‘normality’ and to look like ‘everyone else’

(Friday Circuit, Healthy Eating Habits, Creative Cooking Challenges)

Berk (2010); & www.education.com

Cognitive Development Brain develops the abilities to think, learn, reason, & remember (recall via connections) Typically focus on the present, but are starting to understand long-term effects Move toward independence and autonomy Continue developing decision making skills (links to independence) Shift their school focus from play-centred activities, to academics Develop increasing capability for social conscience & for abstract thought *still ltd

Beginning to see issues are not just clear-cut, and that information can be interpreted in many ways

Seek & take on increased responsibility (Class Leader, SRC Meetings)

Promote growth through: Helping develop more mature ways of thinking (Reflective Questioning, Metacognition) Involve in setting rules, schedules & consequences (clear, fair & consistent) Offer open and positive communication Allow freedom to make own decisions (within set boundaries) Brainstorm different ways to solve problems, and discuss possible outcomes Introduce to the concept of financial responsibility (Berros) Promote discussion about current issues and world affairs (Civic Citizenship – BTN)

Berk (2010); & www.education.com

Piaget’s Formal Operational Stage: 11yrs+

Previous: Concrete Operational (7-11yrs):

Logical & organised thought, related to concrete things and events … but not yet capable of abstract thought

Spatial reasoning, ability to give directions, & concept mapping improves

Now: Formal Operational Stage (11yrs+):

Abstract, systematic, & scientific thinking develops, along with sarcasm and satire

Become capable of deductive reasoning (deducing hypothesis from general theory)

Develop propositional thought – the ability to evaluate the logic of statements without referring to real world circumstances

However 2 distorted images appear: Imaginary Audience: everyone is looking at them and paying attention to everything that they do,

say, and wear (extremely self-conscious). Desperate to avoid embarrassment and are also very sensitive to public criticism (hypersensitive)

Personal Fable: inflated opinion of themselves and invincibility (i.e. “That will never happen to me”, “I’m going to be rich & famous” -> risk-taking, carelessness

Because abstract thinking fosters idealism, teenagers become faultfinding critics of the real world, and are still mastering the ability to consider diverse aspects & perspectives

Berk (2010); & www.education.com

Language Development Ability to reason abstractly leads to:

Expanded vocabulary (40,000+ words)

Appreciation of subtle meanings (e.g. irony, sarcasm, figurative language, idioms, proverbs, metaphors etc)

Syllable stress patterns signalling subtle differences in meaning (e.g. homonyms, homophones, homographs)

Ability to communicate in accordance to social expectations (audience, modality, context, persuasive language etc)

Continue to refine complex grammatical structures

Reflected in NC English Achievement Standards & Content Descriptors

Berk (2010)

Social & Emotional Development Friends become primary source for support, advice and disclosure

Seek to be more independent from families (however family support is still important to help build strong sense of self)

At home, may prefer spending time alone, and value privacy Emotional upheavals, feelings of inadequacy, depression, low self-esteem, and isolation

are common emotions -- struggle between Identity vs. Identity Confusion

Support healthy development through: Help to develop a strong sense of self, belonging and contribution to strengthen self-

esteem Promote a healthy body image, & acknowledge unrealistic and unattainable images

promoted through media. Emphasise health over appearance Actively work on building trust and mutual respect; offering open, positive channels of

communication (non-judgemental) (Diaries, Student Concern Forms, Approachability) Discourage involvement in violence, bullying, aggressive behaviours

(STAMP Out Bullying, conflict resolution skills, keeping in control of your emotions/ Unit Planning/ Wheel of Choice, acknowledging others point of view etc)

Talk about healthy relationships (dating, peer pressure, positive friendships)

Acknowledging these social & emotional developments will help us to better understand student behaviours, and how to interact more

effectively, to create productive and inclusive learning environments (& positive S-T Relationships)

In The Classroom: Develop healthy self-esteems by creating a strong sense of…

BELONGING | LEARNING | CONTRIBUTION

BELONGING(feel loved and respected)

LEARNING(self efficacy & ability)

CONTRIBUTION(enhances belonging & self-

worth)

Encourage positive peer relationships & allow time for play (Friday sports)

Confidence to try, and to learn new things (“Can’t do it YET!”)

Age appropriate responsibilities (Class Leader, Maths Leaders, SRC)

Foster respect, individuality, and value of other’s opinions (no personal attacks, positive role modelling)

Balance challenge with achievability (so everyone can experience success)

Involve in setting class rules, expectations & logical consequences (displayed)

Focus on the behaviour, not the individual (replace don’t with will)

Break up complex tasks into simple steps (guided instruction)

Encourage participation & cooperation (group discussion, tasks)

Acknowledge positive behaviours and make explicit comments

Praise accomplishments & effort(Avoid saying no, wrong)

Express appreciation. Offer praise at least twice as often as criticism

Provide opportunities for children to share experiences, opinions & ideas in a supportive environment(Monday Weekend Whip Around)

Be patient, and allow time for child to try by themselves (don’t take over – use questioning instead of telling so can achieve themselves – Vygotsky’s Z.P.D.)

Expect accountability (learning contracts, diaries, behaviour book, reflective questioning, metacognition)

Praise behaviour & effort, not just academic (no Berros for academic achievement, so fair for all)

Encourage practice, & give opportunity to practice new skills(“10,000 hrs to develop a talent”)

Schedule regular class meetings(Friday SRC Meetings)

www.education.comA sign of a quality educator, in that these values are intrinsic in your classroom and personal teaching style!

Developmental Focus…Social & Emotional Development:

Development in Context: Teen Depression & Suicide - after puberty, depression

occurs twice as often in girls than in boys Bullying (inc. Cyber Bullying) Peer Pressure Eating Disorders Dating Abuse (physical, emotional, mental, & sexual) - is

unfortunately common among preteens & teens

Adolescents endure internal struggles establishing identity, belonging, self-efficacy, self-worth, social acceptance, value/contribution, and to be seen as responsible adults – healthy development is therefore greatly affected and influenced by interactions with adults, peers and trusted network members

Discussions developing understanding and awareness of healthy relationships is therefore an important aspect in supporting adolescents during this developmental stage. Exploring topical issues such as dating, peer pressure, healthy friendships, negative & positive behaviours, and trust networks; and brainstorming strategies to deal with, manage and/or seek support regarding these issues

…… KEEPING SAFE CURRICULUM

Berk (2010); & www.education.com

Foster healthy social & emotional development, by helping students to develop a strong sense of :

• Self Esteem & Self-Identity• Self Efficacy (ability to achieve)

-‘I Can’ attitude / positive self-talk

• Self-Worth & Value (‘I matter’)

• Belonging & Acceptance• Pro-Social skills & effective

communication skills• Social & Civic Conscience• Moral & Ethical Judgements/

Responsible Decision Making• Become aware of, and able to

express feelings & emotions in a mature, respectful & productive manner

• Acknowledge & respect multiple perspectives & differing points of view

• Strengthening peer relationships, interaction, & mutual respect

• Cooperation & Teamwork skills• Resilience, Persistence & Coping

Strategies (change & adjustment)

• Effective Problem-Solving Strategies (for independence & autonomy)

• Be accountable for, and in control of, actions, emotions & reactions – to make good choices (responsible adult)

• Establishing Trust Networks for support & advice in times of need

Keeping Safe Curriculum Aimed at Middle Years Band: Yrs 6-9

Specific aim is to help children and students from preschool to senior secondary learn to recognise abuse and develop ways of protecting themselves from abuse

Its wider focus covers rights, responsibilities, relationships and ethical behaviour (links to slide 8 & 10 - Social & Emotional Development)

Takes into account the developmental stages of children, and delivers the program accordingly across four Focus Areas:

Focus 1: The Right to be Safe Focus 2: Relationships Focus 3: Recognising & Reporting Abuse Focus 4: Protective Strategies

UN Convention on the Rights of the Child (1990); Children’s Protection Act (1993); DECS Child Protection Policy (1998); National Safe Schools Framework

Focus 2: Relationships Lesson 1.2 & 1.3: Exploring & Defining Healthy

Relationships

Lesson 1.6: Language of Resilience

Context: Middle Years are involved in numerous relationships with

people such as friends, family members, parents/caregivers, educators and peers

Social dynamics and an individual’s self-esteem impact on the decisions the individual makes in these relationships

Developmental aspects taken into consideration: (slides 5 & 8) Learning to form, articulate and manage healthy relationships Being keen to develop greater interdependence with their peers, &

independence in their lives Reflecting on who they are, where they belong, and what they value Becoming aware that they can make changes for themselves & others

Role Play

Brainstorming

Peer Collaboration

Reflection / ‘Thumbs Up’

Concept / Mind Mapping

Popular Culture Songs/ Stories/

Movies (abstract thought)

Problem Solving:

• Stop, Think, Do

• Trust, Talk, Take Control

•POOCH (Problem, Options, Outcomes, Choice,

How did it go?)* Links to slides 5 & 6

– Cognitive

Development

Mind Matters I personally prefer the Mind Matters curriculum over the Keeping Safe

Curriculum

Mind Matters encompasses all elements of adolescent development particularly (as opposed to the ‘child protection’ and ‘healthy behaviours/relationships’ focus of Keeping Safe)

Lessons are integrated with National Curriculum English Achievement Standards (for Upper Primary & Secondary Years), as opposed to SACSA Health & Physical Education

Mind Matters Curriculum is delivered in a fun and engaging manner, incorporating a lot of peer collaboration, interaction, and teamwork to develop pro-social skills, resilience, coping strategies, positive attitudes & behaviours, responsible decision making, and mature problem-solving skills

Lessons are engaging and meaningful to real-life issues commonly encountered by early teens and adolescents, and is in designed to be delivered in a non-threatening supportive framework that promotes the mental health and safety of all students (without becoming too ‘deep’ and personal re. abusive behaviours and relationships etc)

Mind Matters Curriculum downloadable from www.mindmatters.edu.au