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- 2. GROUP 4 KYLE OCTAVIANO ROBIROSEBATAY-AN ROMELA CORPUZ KARLO ABOC
- 3. ADOLESCENTS These refers tothe stage of development between childhood and adulthood typically spanning from around 13-18 years old of age. This stage is marked by significant Physical, cognitive, emotional, and social changes
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- 5. 1. PHYSICAL CHANGES .PUBERTY- Adolescents is characterized by the onset of puberty, a process during which individual undergo significant physical changes including the development of secondary sexual characteristics such as breast development in female and facial hair growth in male.
- 6. .GROWTH SPURTS- Adolescentsoften experienced rapid growth spurts, leading to changes in height, weight, and body composition. 2. Cognitive Changes . ABSTRACT THINKING- adolescents begin to develop the ability to think abstractly, reason logically, and engage in more problem-solving.
- 7. .IDENTITY INFORMATIONS- Theseis a crucial aspect of cognitive development during adolescents. Individual explore and experiment with various roles, values, beliefs to stablish their own Identity 3. EMOTIONAL CHANGES . EMOTIONAL INTENSITY- Adolescents often experience heightened intensity, marked by mood swings, increase self-awareness, and a more complex range of emotions
- 8. . SEARCH FORAUTONOMY- There is a desire to increase independence and autonomy from parents or caregivers, coupled with the challenge of balancing independence with the need for guidance and support. 4. SOCIAL CHANGES .PEER RELATIONSHIP- Become more central during adolescents and friendship take on greater importance. Peer influence significantly impact behavior and decision-making.
- 9. .SOCIAL IDENTITY- adolescentsexplore and develop a sense of social identity, which may includes such as gender, ethnicity, and cultural backgrounds. 5. SEXUAL DEVELOPMENT .EXPLORATION OF SEXUALITY- Adolescents begin to explore their sexuality and develop sexual identity. This Includes sexual orientations, sexual preferences, and forming intimate relationship.
- 10. 6. IDENTIFY INFORMATIONS .ERIKSON’S PSYCHOLOGICAL STAGE- According to ERIK ERIKSON’S theory of psychological development, adolescents is the stage where an individual faced task of identity versus role confusions. They are the process of figuring out of who they are, what they believed in, and where they fit in society.
- 11. 7. RISK-TAKING BEHAVIOR .EXPERIMENTATION- Adolescents may engage in a risk- taking behavior such as experimentation with drugs, alcohol, or risky sexual behavior. This can be influenced by a combination if factors, including peer pressure, and desires of novelty and excitement. 8. PREPARATION TO ADULTHOOD . TRANSITION TO ADULTHOOD- The ultimate goals of adolescents is to prepare individuals to adulthood. This includes acquiring the knowledge and social competence needed to function independently in the society
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- 13. • Educators mustadopt methods to foster adolescents’ developing abstract thinking and analytical skills while providing supportive environments that address their emotional fluctuations and burgeoning identities. • Strategies should emphasizes hands-on learning, critical thinking, self reflection, and opportunities to develop independence to support their academic and personal
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- 15. ENHANCE REASONING- Adolescents developabstract thinking, critical analysis, and problem- solving skills allowing for more complex subjects and discussions. SHIFT TO INDEPENDENT LEARNING- They strive for self reliance, requiring educational approaches that empower them to take ownership of their learning and set goals.
- 16. RISK-TAKING FOR LEARNING-A natural inclination to try new things can lead to innovation, though it can also creates vulnerabilities. Education can channel this into productive risk assessment and responsible decision making.
- 17. EDUCTIONAL ADAPTATIONS FOSTERING CRITICALTHINGKING- Integrate methods that challenge analytical skills, encouraging deeper reasoning beyond rote memorization. PROMOTING SELF REFLECTION- Providing opportunities for adolescents to reflect on their experiences, connect with their emotions, and understand their values.
- 18. BUILIDING A SUPPORTIVECLIMATE- Create secure and nurturing environments where students feels safe to express themselves, build friendships, and receive emotional support. ENGAGING WITH DIVERSE CONTENT- Offer a wide range of learning experiences to cater to varied interests and support the exploration of identity and values. TEACHING RESILIENCE- Incorporate lessons on decision making, risk assessment, and responsible behavior to help adolescents navigate challenges and make sound choices.
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- 20. Shifts from complex,literal thinking to more complex and abstract reasoning. This transition is known as FORMAL OPERATIONAL THOUGHT, according to Jean Piaget’s theory of cognition development. This stage marks a significant leap in a person’s thinking ability
- 21. Key Thinking abilitiesdeveloped in Adolescence, Adolescents acquired a range of sophisticated cognitive skills that enable them to think like an adult. ABSTRACT THINKING- The ability to think about concept, ideas, and possibilities that aren’t tied to a physical reality. For example, Adolescents can understand mathematical questions, philosophical concepts like justice and morality, and hypothetical “what if” scenarios. They can contemplate thinks, they’ve never directly experienced.
- 22. HYTPOTHETICAL-DEDUCTIVE REASONING- This isthe scientific methods of thinking. It’s the ability to formulate a hypothesis, consider all logical possibilities, and systematically test them to arrive at a solution. This moves beyond the trial- and- error approach used in childhood.
- 23. METACOGNITION- Often describedas “thinking about thinking”, metacognition is the awareness and understand of one’s own thought processes. Adolescents can monitor and reflect on their own cognitive ability which allows them to plan ahead, evaluate consequences, and develop more effective problem-solving strategies. This also leads to an increased self- awareness and introspections.
- 24. SYSTEMATIC PROBLEM-SOLVING- Rather thanrandomly trying solutions, adolescents can approach problems in a logical and methodological way. They can break down a complex problem into smaller, manageable parts and consider multiple variables at once.
- 25. INCREASED PROCESSING SPEEDAND MEMORY- Adolescents’ brains process information more quickly than children’s improvement in working memory and long-term memory also allow them to handle the retain more complex information.
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- 27. ABSTRACT AND HYPOTHETICALTHINKING- Unlike children who primarily think about tangible, “here and now” concepts, Adolescents develop the capacity for abstract thought. They can ponder ideas like justice, morality, and love, and they can reason hypothetical situations and possibilities. This allows them to think about “what if” scenarios, consider future consequences, and form their own opinions
- 28. INCREASED REASONING ANDLOGIC- Adolescents improve their reasoning skills, including both deductive logic (reasoning from a general principles to a specific conclusion) and inductive logic (reasoning from specific observation to a general principles). They begin to systematically test hypothesis and draw conclusions based on evidence, a skill known as SCIENTIFIC REASONING.
- 29. METACOGNITION- A crucialdevelopment is the ability to think about one’s own thinking. This process, called metacognition, allows adolescents to monitor their cognitive activity, plan ahead, and use more efficient strategies for learning and problem-solving. It contributes to their growing self-awareness and introspections
- 30. EGOCENTRISM- While adolescents becomemore capable of thinking about others’ perspective, they also experience a new form of egocentrism. This often manifest in two ways: a.) IMAGINARY AUDIENCE- The belief that everyone is constantly watching and scrutinizing them, leading to heightened self-consciousness.
- 31. b.) PERSONAL FABLE-The feeling that they are unique and invincible, and that their experiences are unlike anyone else’s. this can contribute to risk-taking behaviors, as they may feel immune to negative consequences.
- 32. MAJOR DEVELOPMENTAL CHANGES OFADOLESCENTS
- 33. PHYSICAL DEVELOPMENT Physical Changes-collectively known as puberty, are driven by hormones and are often the most visible aspect of adolescence. These changes occurs at different individuals, but a general pattern is observed.
- 34. .GROWTH SPURTS- Bothboys and girls experience a rapid increase in height and weight. Girls typically have their spurts earlier around ages 10-14, while boys’ growth spurts occurs earlier, around ages 12-17. This can lead to a period where adolescents feel awkward or out of proportion as their body parts grow at different rates.
- 35. .SEXUAL MATURATION- Thisis the development of primary and secondary sexual characteristics. In girls: The first sign is typically breast budding, followed by the growth of pubic and underarms hair. Menarche (the first menstrual period) usually occurs about two years after breast development begins.
- 36. In boys: Thefirst sign is testicular enlargement, followed by the growth of the penis and scrotum. Pubic hair and underarms also grows, and the voice deepens. Nocturnal emissions “wet dreams” mark the beginning of reproductive maturity. Other changes: Both sexes experience an increase in body odor, acne due to more active oil glands and increase muscle mass (more pronounce in boys).
- 37. COGNITIVE DEVELOPMENT- Thebrain undergoes a major recognition during adolescence, the area responsible for planning, decision-making, and impulse control-continuing to mature until the mid 20s. This development leads to more sophisticated thinking abilities.
- 38. .ABSTRACT THINKING- Adolescentsmove beyond concrete, “black-and-white” thinking to contemplate abstract concepts like justice, morality and Philosophy. They can think about possibilities and hypothetical situations, rather than just what is real and tangible. IMPROVED REASONING AND LOGIC- Teenagers can reason from known principles to form new ideas and questions. They develop the ability to think systematically about problems and consider multiple points of view.
- 39. .METACOGITION- They gainthe ability to think-about-thinking. This self- awareness allows them to reflect on their own thought processes, plan ahead, and consider the future consequences of their actions. PSYCHOSOCIAL DEVELOPMENT- As adolescents navigate physical and cognitive changes, they also work to establish a sense of self and their place in the world.
- 40. .IDENTITY INFORMATION: Thisis the central task of adolescence, as teens explore different roles, values, and beliefs to figure out who they are. They may experiment with different styles of clothing, interests and friendships. .INCREASE INDEPENDENCE: Adolescents naturally seek more autonomy from their parents and families. This often leads to questioning authority and a increased desire for freedom and responsibility.
- 41. .PEER RELATIONSHIP: Friendsbecome increasingly important during this time and serve as a significant source of social support and influence. Romantic and sexual interests also begin to emerge, and teens start to navigate the complexities of intimate relationships. .EMOTIONAL REGULATION: The emotional landscape of a teenager can be volatile. They become more aware of their own feelings and the feelings of others, but may struggle with mood swings and emotional regulation due to ongoing brain development.
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- 44. SOCIO-EMOTIONAL: Refers tothe aspects of development that involves understanding and managing emotions, building relationships, and navigating social situations. It encompasses a range of skills like self-awareness, relationship skills, and responsible decision-making. These skills are crucial for interacting effectively with others and for overall well-being.
- 45. KEY ASPECTS OFSOCIO-EMOTIONAL DEVELOPMENT SELF-AWARENESS- Recognizing and understanding one’s own emotions, strengths, and weaknesses. SOCIAL REGULATION- Managing emotions and behaviors in a healthy way. SOCIAL AWARENESS- Understanding the perspective and emotions of others.
- 46. RELATIONSHIP SKILLS- Buildingand maintaining positive relationships. RESPONSIBLE DECISION-MAKING- Making thoughtful choices that consider the impact on oneself and others.
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- 48. FOUNDATION FOR LEARNING-Socio- emotional skills are essential for academic success and overall well-being. POSTIVE RELATIONSHIPS- Strong socio- emotional skills enable individuals to build and maintain healthy relationships. MENTAL HEALTH- Socio-emotional development plays a vital role in emotional well-being and resilience.
- 49. CAREER SUCCESS- Thisskills are increasingly recognized as important for career development and workplace success. OVERALL WELL-BEING- Socio-emotional development contributes to a positive sense of self and a fulfilling life
- 50. IN CHILDREN • Socio-emotionaldevelopment begins at birth and is influenced by interactions with caregivers • Positive early experiences and relationship have a lasting impact on a child’s social and emotional growth. • Milestones in socio-emotional development include the ability to regulate emotions, form relationships, and solves problems.
- 51. IN ADULTS • Socio-emotionalskills continue to develop throughout life. • These skills can be strengthened through various activities and interventions. • Improving socio-emotional skills can lead to better relationships, increase job satisfaction, and greater overall well- being.
- 52. REFERENCES: https://www.collegeofeduction.co.in BY: MRS. JAHNAVIDA, COLLEGE OF EDUCTION, NAGAON