Patterns+of+Development

It is important for teachers to know about children developmentally at this age, so they can recognize if a child is progressing as they should. If they see any abnormalities or aspects a child may struggle with, there could be a deeper issue. Especially during the pre-school/kindergarten screening times, it is important for teachers to know what each child should and should not be capable of at that age. || This is a difficult age for learners. They are undergoing many physiological changes as well as psychological changes. They are also trying to figure out where they "fit" in the world. I think that teachers need to be understanding of all the changes going on in a student's life. Group work is a positive way to keep learners interested, as it allows socialziation which is very important to this age group. || Many adolescents have all ready have gone through their growth spurt. Some young adult males start to go through their growth spurt at this time. Adolescents are trying to deal with their growth spurt and make themselves mature in their thinking and emotional needs. || The can think in abstract ways that involve reasoning on a whole new level. Adolescents can gasp ideas that are abstract and can think about these ideas. || They are looking for their personal identity. They want to know who they are and how they will be seen by others around them. The ideas of finding personal identity fall into an imaginary audience or a personal fable. An imaginary audience is when adolescents think everyone holds the same thoughts as their own about what the adolescents see in their personal identity. A personal fable is when adolescents think they are experiencing new changes that they are the only ones that have gone through these changes for the first time and no one else has. || Adolescents by this time should be able to see from “right or wrong”. They know how to think in reasonable ways, and need to have the encouragement from role models to help guide them from making bad decisions in life. || Teachers need to motivate adolescents to be life-long learners, by trying to keep them interested in topics that are geared towards what the adolescents are interested in, by relating these topics with academic subject(s) that the teachers teach. ||
 * Amy || Acheson || Pre-school to Kindergarten ||
 * ||  || __**Physical Development:**__
 * Stands on one foot for at least 10 seconds
 * Hops, swings, and somersaults
 * May learn to ride a bike and swim
 * Brushes own teeth and cares for other personal needs ||
 * ||  || **__Cognitive Development-__**
 * Correctly counts 10 or more objects
 * Copies a triangle and other geometric patterns
 * Understands the concepts of time and sequential order
 * Use imagination to create stories ||
 * ||  || **__Psychosocial Development-__**
 * Enjoys interacting with other children and adults. Has developed a broader repertoire of social entry skills (e.g., suggests something to do together, joins in an existing activity, shares a snack). Engages in more complex and sustained cooperative play, including pretend play and simple games with rules (e.g., says, "How about if we play 'Candyland.' I'll give out the pieces.").
 * Continues to establish and maintain friendships with other children. Seeks others' acceptance and friendship (e.g., says, "We're buddies, right?"). May join a group to exclude others.
 * Uses a wider array of words or actions to demonstrate awareness, understanding, and concern for what others are feeling (e.g., goes over to a child whose block building has fallen down and says, "Don't worry, Manuel. I'll help you build it up again.").
 * Uses a broader repertoire of strategies, including negotiation and compromise, to resolve conflicts before seeking adult help (e.g., says, "I have a great idea, Henry! You be the bear, and I will be the lion. Then we can switch!"). Still has difficulty at times. ||
 * ||  || __**Moral Development-**__*
 * Actions are motivated in order to gain a reward or to avoid punishment
 * See moral rules are intended to prevent "really wrong" behavior(s) that could potentially hurt other or take away from others
 * Understanding between "right and wrong" behaviors ||
 * ||  || What are the implications for teachers?
 * ||  || [|Link] ||
 * Spencer || Adams || Grades 1 to 3 ||
 * ||  || Physical Development ||
 * ||  || Cognitive Development ||
 * ||  || Psychosocial Development ||
 * ||  || Moral Development ||
 * ||  || What are the implications for teachers? ||
 * ||  || Link ||
 * Justin || Barnett || Grades 4 to 6 ||
 * ||  || Physical Development: ||
 * ||  || Cognitive Development: ||
 * ||  || Psychosocial Development: ||
 * ||  || Moral Development: ||
 * ||  || What are the implications for teachers?: ||
 * ||  || Link ||
 * Kathryn || Brock || Grades 7 to 9 ||
 * ||  || Physical Development-
 * This is the age when kids need to start using deodorant and learning more personal hygiene. Some go overboard and spend hours in the bathroom. Others resist, refusing to bathe.
 * Puberty reigns at this age. Puberty, however, has five stages for both boys and girls, which is why you’ll see kids developing at different rates between the ages of 8 and 18.
 * With growth spurts come clumsiness and a lack of coordination. It isn’t easy for a person to grow six inches within a few months without his sense of balance being disrupted.
 * Typically, between ages 12 and 14, kids begin having physical changes. Some are nervous about developing too fast. Others are worried about developing too slowly.
 * At this age, kids who don’t excel athletically are tempted to avoid all physical activity. ||
 * ||  || Cognitive Development-
 * Most kids enjoy the social aspects of learning. This works well when teachers encourage learning in small groups.
 * Around ages 11, 12, and 13, shifts occur in kids’ thinking. Many kids move from “concrete” thinking to “abstract” thinking.
 * Because kids this age have strong emotions, they tend to either “love” school or “hate” it. ||
 * ||  || Psychosocial Development-
 * Moodiness and roller-coaster emotions emerge during puberty.
 * Emotionally, young teenagers bristle at any physical affection from their parents. Some like a lot of physical affection from their friends while others like to keep their distance.
 * Many kids can become very emotionally sensitive. They’re easily offended and easily hurt.
 * Some kids will give you the silent treatment when they become angry—or if they don’t get their way.
 * Some kids begin dabbling in more serious risk behaviors such as self-harm, smoking cigarettes, drinking alcohol, etc.
 * This is the age when peer pressure has the most influence. Kids are more interested in “being the same” and “being accepted.” Thus, many will do things with others they would never do alone.
 * Relationships can become quite complex. Some kids will not speak to others. Some enjoy fighting and making up. Some relationships become very intense.
 * Some kids have large shifts in their social circles as they go through puberty. Others withdraw and avoid their peers. Some stick with their friends no matter what. ||
 * ||  || Moral Development-
 * Kids in this age range begin to see contradictions in the world and in religious and spiritual beliefs. Many will confront and question these contradictions.
 * Some question or reject their childhood beliefs as they move beyond black-and-white thinking.
 * Some develop strong, even contradictory beliefs as they “try on” different ideas and beliefs. ||
 * ||  || What are the implications for teachers?
 * Some kids have large shifts in their social circles as they go through puberty. Others withdraw and avoid their peers. Some stick with their friends no matter what. ||
 * ||  || Moral Development-
 * Kids in this age range begin to see contradictions in the world and in religious and spiritual beliefs. Many will confront and question these contradictions.
 * Some question or reject their childhood beliefs as they move beyond black-and-white thinking.
 * Some develop strong, even contradictory beliefs as they “try on” different ideas and beliefs. ||
 * ||  || What are the implications for teachers?
 * ||  || [|Link] ||
 * Abigail || Bulock || Grades 10-12 ||
 * ||  || Physical Development:
 * Abigail || Bulock || Grades 10-12 ||
 * ||  || Physical Development:
 * ||  || Cognitive Development:
 * ||  || Psychosocial Development:
 * ||  || Moral Development:
 * ||  || What are the implications for teachers?
 * ||  || [|Link] ||