Documente Academic
Documente Profesional
Documente Cultură
Middle
School
Developmental
Project
December 3, 2012
Contents
Vocabulary p. 2
Developmental
Research
Literacy
and
Language
Development
p.
4
Cognitive
Development
p.
6
Moral
Development
p.
7
Physical
Development
p.
8
Social
Development
p.
10
Emotional/Psychological
p.
11
Motivation
p.
13
Web
Sites
p.
15
References
p.
16
2 1
December 3, 2012
Vocabulary
Adolescent
egocentrism:
The
assumption
that
everyone
else
shares
ones
thoughts,
feelings,
and
concerns;
adolescents
become
very
focused
on
their
own
ideas.
Anorexia
nervosa:
self-starvation
Authoritarian
parents:
Parents
who
are
high
in
control
and
low
in
warmth
and
responsiveness.
They
set
firm
limits
and
expect
children
will
follow
orders
because
they
say
so,
often
without
explanation
or
negotiation.
Authoritative
parents:
Parents
who
are
high
in
warmth,
but
also
exert
firm
control.
They
monitor
their
children
closely,
set
clear
standards,
and
have
high
expectations
for
b ehavior.
Autonomy:
Independence
Bipolar
disorder:
A
manic-depressive
illness
characterized
by
extreme
emotional
highs
and
lows.
Body
image:
An
individuals
dynamic
perception
of
his
or
her
body
how
it
looks,
feels
and
moves.
Bulimia
nervosa:
Binge
eating
followed
by
p urging,
fasting
or
excessive
exercise.
Cognitive
development:
Changes
in
problem
solving,
memory,
language,
reasoning,
and
other
aspects
of
thinking.
Contextualized/Decontextualized
Learning:
Contextualized
learning
is
learning
that
takes
place
in
a
familiar
setting
while
doing
familiar
activities,
for
example
a
child
learning
what
cups
and
saucers
are
b y
helping
a
parent
wash
dishes.
Decontextualized
learning
takes
place
in
the
unfamiliar,
like
school,
and
may
be
connected
with
places
or
things
that
a
student
may
not
be
familiar
with.
For
example,
some
students
may
be
at
a
loss
if
asked
What
type
of
sports
equipment
is
used
to
play
lacrosse?
Cyberbullying:
The
practice
of
using
computers
and
other
electronic
media
to
intentionally
inflict
harm
on
another
person.
Digital
divide:
The
disparities
in
access
to
technology
between
poor
and
more
affluent
students
and
families.
Egocentric:
The
assumption
that
others
experience
the
world
the
way
you
do.
Emotional/social
development:
Changes
over
time
in
an
individuals
feelings,
personality,
self-concept,
and
relations
with
other
p eople.
Empathy:
The
ability
to
understand
what
another
person
is
feeling,
and,
as
a
consequence,
experience
the
same
or
similar
emotions.
English
Language
Learners
(ELLs):
Students
whose
primary
or
heritage
language
is
not
English.
Extended
families:
Family
members
such
as
grandparents,
aunts,
uncles,
and
cousins
living
in
the
same
household,
or
at
least
in
daily
contact
with
each
other,
cooperating
to
take
care
of
children.
Gender
intensification:
Adolescents
decline
in
flexibility,
which
reflects
their
enhanced
self- consciousness
and
increased
awareness
of
social
norms
and
expectations
concerning
masculinity
and
femininity.
December 3, 2012
Identity Achievement: The result of healthy exploration and d ecision-making regarding identities involved in occupations, political and religious affiliations, and relationships. Identity Diffusion: A state in which adolescents are not exploring identity alternatives or making commitments. Identity foreclosure: Occurs when adolescents make commitments without exploring options. Identity Principle (Piaget): Principle that a person or object remains the same over time. Also, the complex answer to the question Who am I? Instrumental aggression: Aggression that is inadvertent more likely the result of having a specific goal and poor self-control than having malicious intent Metacognition: Knowing about how your own cognitive processes work and using that knowledge to reach your goals. Metalinguistic Awareness Skills: Meta - awareness skill is at work when a student is able to switch their attention from the meaning of what they, or others, say to the sayings themselves. Mnemonics: Systematic procedures for improving memory. Moral dilemmas: Hypothetical situations that ask people to make d ifficult decisions and then justify them. Neglected children: Peer culture: The social values and norms for behavior that different groups of adolescents share. Peer groups: Social groups formed on the basis of shared interests and values; they are typically composed of children of the same age, sex, race/ethnicity, as well as other commonalities. Peer pressure: The influence peers have on each others attitudes and behaviors.
Permissive
parents:
Parents
who
are
warm,
but
have
little
control.
They
fail
to
set
standards
or
enforce
rules
for
their
children
and
avoid
conflict
or
confrontation.
Physical
development:
Changes
in
body
structure
and
function
over
time.
Popular
children:
Children
who
are
well
liked
b y
their
peers.
They
may
achieve
social
status
by
engaging
in
either
prosocial
or
antisocial
behavior.
Puberty:
All
the
processes
involved
that
make
a
person
capable
of
reproduction
Physical
development:
Changes
in
body
structure
and
function
over
time.
Puberty:
All
the
processes
involved
that
make
a
person
capable
of
reproduction
Reciprocal
teaching:
A
method
of
supporting
reading
comprehension
that
involves
four
strategies:
questioning,
summarizing,
clarifying,
and
p redicting.
Rejected
children:
Children
who
are
actively
disliked
by
their
peers;
they
may
be
aggressive,
immature,
socially
unskilled
or
withdrawn.
School
Attachment:
The
degree,
to
which
students
fell
accepted,
valued,
respected,
supported,
and
included
in
their
schools.
Self-concept:
Our
integrated
view
of
the
attributes,
abilities
and
attitudes
that
define
us.
Self-esteem:
The
self-evaluative
part
of
the
self- concept;
the
judgments
children
make
about
their
overall
self.
December 3, 2012
Children and young adults in the middle school years are expected to use advanced language skills. Students with typically developing advanced language skills are able to use complex sentences, in both their oral statements and written language. Students at this level are also able to produce written stories that follow story grammar rules, and regularly make correct inferences from written text. Students have the ability to understand and use figurative language. This includes understanding metaphors such as, "I move fast like a cheetah on the Serengeti," and similes, "crazy like a fox." Students also have the ability to better understand idioms such as, "he's a bull in a china shop." An understanding and ability to use expository text is perhaps the biggest cognitive and academic leap that secondary students are expected to make. Expository text has a greater emphasis on decontextualized language forms and requires students to analyze and self-reflect on their views. In short, it requires good metalinguistic awareness skills. Social language skills are of huge importance to adolescents. For instance, the ability to detect and respond to sarcasm from peers is a critical skill that teenagers with typical language development find difficult to learn. The problem, of course, of not possessing good social language skills, is that students who can't adequately respond to teasing or bullying become the target for more of the same. Children with language difficulty generally have problems with most aspects of social language, including having adequate conversation skills, and knowing social rules.
December 3, 2012
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December 3, 2012
Cognitive
Development
Middle
School
students
Are
inquisitive
about
adults,
often
challenging
their
authority,
and
always
observing
them.
May
show
disinterest
in
conventional
academic
subjects
but
are
intellectually
curious
about
the
world
and
themselves.
Are
developing
a
capacity
to
understand
higher
levels
of
humor.
Implications
for
Middle
School/
Junior
High
Teachers
Cognitive
Development
The
teacher
should
Provide
extensive
opportunities
for
abstract
thinking,
including
consideration
of
moral
dilemmas.
Recognize
that
not
all
middle
schools/
junior
high
students
have
fully
developed
abstract
reasoning
skills.
Recognize
students
may
be
inclined
to
challenge
authority
with
their
newfound
skepticism
of
the
world.
Be
aware
and
capitalize
on
students
fascination
with
the
gray
areas
of
life
)
for
example,
moral
issues
in
history
and
medicine).
Are in a transition period from concrete thinking to abstract thinking. Are intensely curious and have a wide range of intellectual pursuits. Prefer active over passive learning experiences. Prefer interaction with peers during learning experiences. Respond positively to opportunities to participate in real life situations. Are often preoccupied with self. Have a strong need for approval and may be easily discouraged. Develop an increasingly better understanding of personal abilities.
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December 3, 2012
Moral
Development
Middle
School
students
Implications
for
Middle
School/
Junior
High
Teachers
Moral
Development
The
teacher
should
Recognize
and
capitalize
on
the
relationship
between
young
adolescents'
intellectual
development
and
their
moral
reasoning
Plan
instructional
experiences
that
foster
higher
order
thinking
skills
and
higher
levels
of
moral
reasoning.
For
example,
teachers
can
include
assignments
that
guide
students
to
articulate
their
thoughts
and
feelings
in
writing.
Young
adolescents
need
opportunities
to
examine
options
of
behavior
as
well
as
the
consequences
of
these
options.
This
can
help
students
to
develop
values,
resolve problems, and set
their own standards of behavior.
Are generally idealistic, desiring to make the world a better place and to become socially useful Are in transition from moral reasoning which focuses on "what's in it for me" to that which considers the feelings and rights of others Often show compassion for those who are downtrodden or suffering and have special concern for animals and the environmental problems that our world faces Are moving from acceptance of adult moral judgments to development of their own personal values; nevertheless, they tend to embrace values consonant with those of their parents Rely on parents and significant adults for advice when facing major decisions Increasingly assess moral matters in shades of grey as opposed to viewing them in black and white terms characteristic of younger children At times are quick to see flaws in others but slow to acknowledge their own faults Owing to their lack of experience are often impatient with the pace of change, underestimating the difficulties in making desired social changes Are capable of and value direct experience in participatory democracy Greatly need and are influenced by adult role models who will listen to them and affirm their moral consciousness and actions as being trustworthy role models Are increasingly aware of and concerned about inconsistencies between values exhibited by adults and the conditions they see in society
Teachers can also incorporate scenarios that prompt young adolescents to explore concepts of fairness, justice, and equity. Schools need to include programs and curricula that address societal issues such as racism, sexism, and discrimination.
December 3, 2012
Physical
Development
Middle
School
students
Experience
rapid,
irregular
physical
growth
Undergo
bodily
changes
that
may
cause
awkward,
uncoordinated
movements
Have
varying
maturity
rates,
with
girls
tending
to
mature
one
and
one-half
to
two
years
earlier
than
boys.
May
be
at
a
disadvantage
because
of
varied
rates
of
maturity
that
may
require
the
understanding
of
caring
adults.
Experience
restlessness
and
fatigue
due
to
hormonal
changes.
Need
daily
physical
activity
because
of
increased
energy.
Develop
sexual
awareness
that
increases
as
secondary
sex
characteristics
begin
to
appear.
Are
concerned
with
bodily
changes
that
accompany
sexual
maturation
and
changes.
Have
preference
for
junk
food,
but
need
good
intention.
Are
physically
vulnerable
because
they
may
adopt
poor
health
habits
or
engage
in
risky
experimentation
with
drugs
and
sex.
December 3, 2012
Physical
Development
Implications
for
Middle
School/
Junior
High
Teachers
The
teacher
should
Minimize
activities
that
call
attention
to
different
levels
of
maturity
Promote
appropriate
eating
habits
and
model
and
encourage
fitness
Be
sensitive
to
female
menstruation
(male
teachers
may
want
to
partner
with
a
female
teacher,
who
might
keep
emergency
feminine
hygiene
products
in
supply
)
Be
aware
of
the
potential
for
pregnancy
December 3, 2012
Are
often
intimidated
and
frightened
by
their
first
middle
level
school
experience
because
of
the
large
numbers
of
students
and
teachers
and
the
size
of
the
building.
Desire
recognition
for
their
efforts
and
achievements.
Like
fads,
especially
those
shunned
by
adults
Often
overreact
to
ridicule,
embarrassment,
and
rejection.
Have a strong need to belong to a group, with peer approval becoming more important. In their search for self, model behavior after older, esteemed students or non- parent adults. May exhibit immature behavior because their social skills frequently lag behind their mental and physical maturity. Experiment with new slang and behaviors as they search for a social position within their group, often discarding these "new identities" at a later date. Must adjust to the social acceptance of early maturing girls and the athletic successes of early maturing boys, especially if they themselves are maturing at a slower rate. Are dependent on parental beliefs and values but seek to make their own decisions.
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December 3, 2012
Experience mood swings often with peaks of intensity and unpredictability Need to release energy, often resulting in sudden, apparently meaningless outbursts of activity Seek to become increasingly independent, searching for adult identity and acceptance Are increasingly concerned about peer acceptance Tend to be self-conscious, lacking in self-esteem, and highly sensitive to personal criticism Exhibit intense concern about physical growth and maturity as profound physical changes occur Increasingly behave in ways associated with their sex as sex role identification strengthens Are concerned with many major societal issues as personal value systems develop Believe that personal problems, feelings, and experiences are unique to themselves Are psychologically vulnerable, because at no other stage in development are they more likely to encounter so many differences between themselves and others.
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December 3, 2012
Socio-emotional
Development
Implications
for
Teachers
Socio-emotional
Development
The
teacher
should
Listen
to
and
help
students
clarify
their
thinking
as
they
go
through
the
potential
turmoil
of
identity
formation.
Create
classroom
systems
to
provide
the
security
of
structure
while
providing
the
freedom
for
personal
expression.
Create
classroom
activities
that
do
not
necessarily
require
students
to
stick
out.
Be
particularly
careful
not
to
humiliate
students
or
draw
unwanted
attention
to
them.
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December 3, 2012
Motivation
Psychologist Carol Dweck defines motivation as "the love of learning, the love of challenge." And, according to her, motivation is often more important than initial ability in determining our success. Yet somewhere in the middle grades the motivation of some young adolescents for learning takes a n osedive. A young teen may begin to grumble about assignments and teachers, ask to drop out of a favorite activity, complain that he's bored or show signs of being lost in the educational shuffle.
Here
are
some
the
things
that
can
contribute
to
low
motivation:
Biological
changes.
The
onset
of
pubertygetting
her
period
or
being
4
feet
2
inches
tall
when
your
buddy
is
5
feet
10
inchesdistracts
some
teens.
Distractions
make
it
hard
to
think
about
the
swim
team
or
the
social
studies
project
that's
due.
Emotional
concerns.
It
may
take
extra
effort
to
concentrate
on
a
science
project
when
a
young
teen
is
preoccupied
with
physical
insecurities
or
concerned
about
being
excluded
from
a
special
group.
The
school
environment.
A
young
teen
may
lose
motivation
after
moving
from
elementary
school
to
a
middle
school
or
junior
high.
The
loss
of
motivation
can
b e
fueled
by
insufficient
support
in
the
new
school
or
by
an
increased
workload
and
expectations
to
which
the
student
hasn't
yet
adjusted.
Social
and
peer
pressures.
A
child
may
b e
influenced
b y
friends
who
believe
that
academic
success
isn't
"cool,".
or
that
girls
aren't
good
at
math.
A
shift
in
how
a
child
views
his
ability.
Younger
children
tend
to
believe
that
the
harder
you
try,
the
smarter
you'll
get.
But
Dr.
Dweck
notes
that
as
children
move
into
their
early
teens,
they
may
begin
to
believe
that
ability
is
fixed
and
to
compare
their
ability
with
that
of
othersthe
harder
you
have
to
try,
the
less
able
you
must
be.
This
view
can
dampen
motivation.
Why
try
hard
if
it
won't
help
you
to
do
well?
Lack
of
opportunities.
Some
youngsters
lack
opportunities
to
take
the
classes
or
participate
in
the
activities
that
they
n eed
to
spark
their
enthusiasm.
This
is
most
likely
with
students
from
disadvantaged
families
or
who
are
at
risk,
contributing
to
perceptions
that
they
are
unmotivated.
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December 3, 2012
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December 3, 2012
15
December 3, 2012
References
Caskey,
M.
M.,
&
Anfara,
V.
A.,
Jr.
(2007).
Research
summary:
Young
adolescents'
developmental
characteristics.
Retrieved
[Nov.
30,
2010],
from
http://www.nmsa.org/Research/ResearchSummaries/
DevelopmentalCharacteristics/tabid/1414/Default.aspx
Comic books as education. (n.d.). Retrieved from http://www.stanleefoundation.org/New & Press/Comic Books as Education - Comics News at IGN.pdf Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. (3rd ed.). Turners Falls, MA: Northeast Foundation for Children, Inc. Woolfolk A. , & Perry N. (2012). Child and adolescent development. Upper Saddle River, New Jersey: Pearson Education, Inc.
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