Adolescence - Physical Development 1. Adolescence defines as a transitional period between childhood and adulthood.

A period of growth beginning with puberty and ending at the beginning of adulthood. 2. Puberty is a period or age at which a person reaches sexual maturity and become capable of having children. 3. Maturity is the time when one becomes an adult physically, emotionally, socially, intellectually and spiritually. 4. Physical indicators of sexual maturation that do not involve the reproductive structures are: 1. Breast development 2. Deeping of the voice 3. Appearance of facial, pubic and underarm hair. 5. The effect of boys early maturing. 1. Large for their age, more muscular, better coordinated, better excel in sport. Example: Football, running etc. 2. Increase social prestige and position:-often chosen as leaders. 3. Tend to show more interest and popular in girls. 4. Expect to display adult behaviour and responsibilities. 6. The effect of boys late maturing. 1. Suffer a number of social disadvantages, and feelings of inferiority. 2. Less strengths and show poorer motor performance, coordination and reaction time. 3. Less popular, less attractive physically, bossy and rebellious against their parents. 7. The effect of girls early maturing. 1. Taller and more physically developed. 2. Look grown up and envied by other girls. 3. Attract older boys attention and begin dating. 4. May find emotionally unequipped to deal with sexual enticement. 5. Parental restriction and outside pressures may create stress. 6. Score higher on total personal and family adjustment. 8. The effect of girls late maturing. 1. Often socially handicapped, less body image and male peers relationship. 2. Treated like Little Girls. 3. May not be criticised by parents and older adults.

9. Eating disorder is when a person eats, or refuses to eat in order to satisfy a psychic needs and not a physical needs. 10. Anorexia Nervosa is lack of appetite, an obsessive fear of gaining weight. They often control their body weight by starving and purging themselves. 11. Bulimia Nervosa is a person that eats a lot of food in a short amount of time. This is called binging.

Cognitive Development.-Piaget. 1. There are four stages of child development. Sensorimotor Stage.(birth-2 yrs) 1. Goal-oriented activities. They move from reflexive activities such as sucking to goal-oriented activities using their own actions and vocalizations to achieve a desired goal such as attention or food. 2. Object permanence. They begin to recognise that objects do not cease to exist even when they are out of sight. 3. Deferred limitation. Refers to childs ability to reproduce actions they have see and remembered. Pre-Operational Stage.(2-6 yrs) 1. Operations. Refer to actions that are performed in the mind and governed by rules and logic. 2. Symbolic (representational) thought. Is the ability to represent objects and events mentally. 3. Egocentrism. Is the tendency to think and talk about things from their own perspective. 4. Collective monologue. Is a form of speech within the children but do not really interact or communicate.

5. Centration. It is concentrating attention on one aspect of the stimulus while ignoring others features or perspective.

Concrete-Operational Stage.(6 -11 yrs) 1. Conservation. Is the ability to understand that objects remain the same despite changes in physical appearances. 2. Identity. The material remains the same if nothing is added or taken away. 3. Reversibility. Whatever has been done can be undone to prove that quantity has not changed. 4. Compensation. Change in one direction can be compensated for by a change in another direction. 5. Seriation. Process of making an orderly arrangement from large to small or vice versa. 6. Classification. Is the ability to group objects of similar characteristics. 7. Class inclusion. Is the understanding that a number of small collections can be combined to form a large collection.

Formal-Operational Stage.(11 yrs onwards) 1. 2. 3. 4. 5. Able to think abstractly and logically Major achievements:-Classification. Ability to hypothesize. Ability to think abstract ideas. Sophisticated use of symbols.

Gardners theory of multiple intelligences. He identified nine types of intelligence. 1. Kinesthetic Intelligence. An ability for physical activity:- Dance, athlete. 2. Intrapersonal Intelligence. An ability for understanding and motoring ones own emotional and physical stages:- Sundry career. 3. Visual Intelligence. An ability for learning visually and organizing things spatially:- Architect. 4. Verbal Intelligence. An ability for language, arts, speaking, writing, reading and listening:Journal, poet. 5. Musical Intelligence. An ability for song, rhythm, instruments and musical expression:- composer, musician. 6. Existential Intelligence. An ability for reflective thought and philosophising:- Philosopher, priest. 7. Logical Intelligence. An ability for numbers, reasoning and problem solving:- Scientist, mathematician. 8. Interpersonal Intelligence. An ability for responding to the emotional states of others and being people oriented:- Counsellor, salesperson. 9. Naturalist Intelligence. An ability for understanding and relating to the plant and animal world:Botanist, farmer.

Self- Concept (Social and emotional development) 1. Self-concept refers as collection of knowledge, ideas, attitudes and beliefs. 2. General self-concept is slip into two: 1. Academic self-concepts. 2. Non-academic self-concepts. 3. Academic self-concepts are of English, Mathematics, History and science. 4. Non-academic self-concept:1. Social self-concept:- Refers to peers and significant others self-concept. 2. Emotional self-concept:- Refers to particular emotional self-concept. 3. Physical self-concept:- Refers to physical appearance self-concept. 5. Self- Concept formed through:1. Social interaction. 2. Social Comparison. 6. There are two types of social frames of reference. 1. An external frame of reference. Comparing with others ability. For example:- some individuals may be quite good at mathematics but yet use other who are superior at mathematics as a frame of reference. 2. An internal frame of reference. Comparing your ability within yourself (different area) for example:- I have a very good height but cant play basketball. 7. Educational setting may influence an individuals self-concept:1. Big fish little pond effect: A bright individual doing well in a mixed ability group. 2. Little fish big pond effect: A bright individual performing at an average level in a high-ability group. Therefore in a mixed ability setting, it is easier for students to establish and maintain positive feeling about their academic accomplishment than those selected (high-ability setting).

Understanding motivation. 1. Extrinsic motivation:Is based on external factors such as rewards and punishment. Examples:- The class was given 15 minutes early break if they can finished the activity within time. 2. Intrinsic motivation:Finding value and motivation within the activity itself, regardless of the outcome. Example:- The students still doing the cleaning camping eventhough it is already break time. They enjoyed the activity. 3. Maslow describe two human need:1. Basic needs:Lower-level or deficit needs, such as the need of food, safety, love and respect. These needs must be satisfied before moving to growth needs. 2. Growth needs:Higher- level or being needs, such as the need for self-actualisation, which appear to be insatiable. Therefore deficiency needs could be viewed as having an OFF-ON characteristic, where once satisfied they cease to be motivating, until once again a need arises.