Adolescence

Adolescence development occurs between the ages of eleven through eighteen. Bowker
(2006) say, Adolescence is a time of transition, with individuals struggling to deal with the
physical, cognitive, and social changes throughout this developmental period (p.214). Children
in this stage of development are egocentric and they think logically, hypothetically, and
theoretically. It is in adolescence a major growth spurt occurs, causing an unpredictable increase
in size in the body. Within child development, typical adolescence must reach certain milestones
in their physical, language, and cognitive development.

Physical Development
Typical adolescence physical development according to Berk (2013):
Boys
Facial hairs begin to grow.
Voice begins to deepen.
Public hair appears.
Girls
Breast begins to bud.
Pubic hair appears.
Menarche (p. 204).

Language Development
Locke and Bogin (2006) say, Suggest that although the basic structure and functions of
languages are instated in infancy, mastery of language as a social tool- a fluent and flexible
means of oral communication, manipulation, and performance does not approach adult level of
proficiency until adolescence (p. 260). Typical adolescence cognitive development increase as
they become more social and outgoing with other children their age. Berk (2013) says,
Adolescence brings dramatic gains in capacity to adapt language style to social context, in part
because teenagers enter many more situations than did at younger ages (p. 393). According to
Berk, typical adolescence can master syllable stress patterns of abstract words and ability to
communicate clearly and in accord with social expectations in diverse situations improves (p.
395).

Cognitive Development

Berk (2013) explains, Piaget theory that children in this age group are in what he calls
the formal operational period of development. Formal operational is the capacity for abstract,
systematic thinking enables adolescents, when faced with a problem, to start with a hypothesis,
deduce testable inference, and isolate and combine variables to see which inferences are

confirmed (p. 20). Children are able to think in a more intellectual and imaginary thought. Erik
Erikson another influential pioneer in child development, say adolescence is in the identity vs.
role diffusion stage of development. Children in this stage of development are trying to figure
who they are and what role they play. According to Berk, a typical adolescent should be
cognitively able to: Inhibition and attention and memory strategies continue to improve and
metacognitive knowledge and cognitive self-regulation continue to improve (p. 306).

Social-emotional Development
Development
Adolescent is a stage in development were children are very socially with other children.
In todays society technology has made it possible for teens to reach out to other teens across the
world with the touch of their fingers. Typical adolescence social-emotional development
according to Center for Disease Control and Prevention (2014):
Show more independence from parents.
Spend less time with parents and more time with friends.
Have more interest in the opposite sex (CDC, 2014).

Moral Reasoning/Self-Regulation Development

Development
Berk (2013) says, Adolescents who report more close friendships and who more often
participate in conversations with their friends are advanced in moral reasoning (p. 505). Typical
adolescent should be able to according to Berk (2013):
Become increasingly aware of the moral implications of social conventions
and matters of personal choice.
Highly reflective moral judgment that grapple with existential issues appear
among a few individuals, usually with advanced education
Relationship between moral reasoning and behavior strengthens (p. 513).

Atypical Development
Signs that might signal atypical development in adolescence are if the child has trouble
socializing with others; show difficult with self-regulation; or the ability to solve problems in a
logic or abstract approach.

Social Factor

Berk (2013) says, During adolescence, self-esteem typically rises, fostered by pride in
new competencies and growing self-confidence. When children feel confident, they feel
comfortable around other people. They will express themselves to others and make friends
easily. Here is a great video on teach young children about self-esteem:
https://www.youtube.com/watch?v=6pz7NDJA1oU#t=72.

Cultural Factor

Berk (2013) says, In one study, both male and female Japanese adolescents, who almost
always integrate care- and justice-based reasoning, placed greater weight on caring, which they
regarded as a communal responsibility (pg. 505-506).

Family Influence

Families can help adolescence in this period of development by encouraging them to

engage in physical activities in sports. Berk (2013) says, When parents are warm, encourage
emotional expressiveness, and show sensitive, empathic concern for their youngsters feelings
their children are likely to react in a concerned way to the distress of others-relationships that
persist into adolescence and early adulthood (p. 418). Listen to them as they express
themselves. Be a parent and not a friend. Build their self-esteem. Encourage academic success.
Play-based Strategies

Two play-based strategies that families can use to influence their childrens learning and
development during adolescence stage is communicate while watching a television show, build a
floor puzzle together, and play games on the computer together.

Reference
Berk, L. E. (2013). Child development. (9th ed). Upper Saddle River, NJ: Pearson.
Bowker, A. (2006). The relationship between sports participation and self-esteem during early
adolescence. Canadian Journal of Behavioural Science, 38(3), 214-229. Retrieved from
http://search.proquest.com/docview/220495074?accountid=32521.
Haynesworth, A. (2012, October 8). Self-esteem [Video]. Retrieved from
https://www.youtube.com/watch?v=6pz7NDJA1oU#t=72
Locke, J. L., & Bogin, B. (2006). Language and life history: A new perspective on the
development and evolution of human language. Behavioral and Brain Sciences, 29(3),
259-80; discussion 280-325. Retrieved from
http://search.proquest.com/docview/212213268?accountid=32521.