Aspects Of An 18 Year Old 's Development

In this paper, I will be talking about how an individual develops throughout their life and the many changes they go through while still maintain the skills they’ve learned. Human Development is very important for a person’s emotional and physical growth. In this paper, I will be discussing Bronfenbrenner’s Ecological Systems Model, providing examples of Mesosystem, Ecosystem, and Microsystems. Piaget’s Theory of Cognitive Development and Kohlberg’s Theory of Moral Reasoning will be addressed by giving examples of what stage of cognitive development Harry shows and what stages of Kohlberg’s theory he represents. This paper will further the understanding of the different developments a person goes through to reach their fullest potential of

Many factors in a child’s life from birth to adulthood can impact how they grow not only cognitively, but socioemotionally. As many children are different, so are their ways in which they react in different non-normative life events. “Non-Normative

As stages in psychological development have been defined by Freud, stages in moral development have been outlined by early educators Jean Piaget and Kohlberg, who put forth differing views on the moral development of children. Piaget theorized that children process morals in stages, first one then the next, with a transition in between. The first stage (from ages 4 to about 7) is referred to as “heteronymous morality”, where children think of rules as constants, that is to say, rules are part of the world’s makeup with no input or possibility of change by people. As children progress from seven to ten years of age, they move from one stage to the next, maintaining some of the traits of the

Adolescence is defined as the transition between childhood and adulthood. Many changes happen at this stage. Adolescence involves things such as puberty, greater independence, and a time when someone begins to construct their identity. Identity means their life value and goals including a secure sense of who they are in terms of sexual, vocational, and moral ethics. In the next few paragraphs I will be discussing my Virtual Child, Maeve as she went through adolescence (ages 11- 16). I am going to delve into the different changes I saw in her and how they relate to theories proposed by Piaget, Erikson, Marcia, and Gardner. Each

How does an infant develop into an adult? The answer is not as obvious as it seems. There are a variety of factors that contribute to human development. A person not only grows physically but also cognitively and socio-emotionally. This paper will explain two theories; one cognitive and one socio-emotional; about human development. The two theories will be described, compared, contrasted and individually evaluated based on the strong points and limitations.

The first person I interviewed is a 19 year old Hispanic female high school student. She is very short and meets criteria to be considered a midget. In regards of the Five-Factor Model described in Craig & Dunn 2013, p. 436, this person is emotionally stable with traits associated with high end. Specifically she is relaxed and very extroverted. In terms of openness to experiences, she described herself very imaginative, creative and intellectual. On the last two factors she identified herself as a warm, friendly, organized, and persistent person clearly showing her transitioning from adolescent to the young adult stage.

Elderly people physically slow down and have lower energy levels. There are changes in the body systems and organs that can usually result in all types of

Developmental psychology recognizes three main models of psychosocial and cognitive development. The first theory, presented by developmental psychologist and philosopher Jean Piaget, addresses cognitive development. The second theory, presented by psychologist Lawrence Kohlberg, focuses on the development of morality. The third theory, proposed by developmental psychologist and psychoanalyst Erik Erikson, outlines psychosocial development. All three theories are applicable from birth to death.

What variables influence the adolescent developmental process? Does biology outweigh the effect of environment? Do teenagers mature in a continuous or discontinuous fashion? What effect do early verse later experience influence the young people’s maturity into adulthood? Through the ages, researches have investigated these questions to better understand the growth adolescent experience between the ages of ten to twenty-one. The intermingling of the biological, cognitive, and socioemotional process constitutes the development of an adolescent. By examining the effects of nature verse nurture, continuous verse discontinuous development, and early verse later experiences, we will conclude that the developmental process in an adolescent is the intertwining of all these variables and not a result of one over the other.

Meryl Alab, an eight-year-old, has an average weight of 50 pounds and an average height at 50 inches (CDC 2010). She is on track for a normal physical development, avoiding precocious puberty (Gade 2017a). Meryl lost her mother and younger sister to a car accident; her older brother died at birth. Her dad is a construction worker; he is not home most of the day and had left Meryl under the care of an apathetic babysitter in her first few years of life. At three years, old, Meryl moved in with her grandma, who became her primary caregiver. Knowing this about to Meryl, we applied developmental psychology theories to further understand her mental capacity, particularly in regard to her identity, cognition, attachment, and morality. Then, we tested her to determine her current development stage with respect to Piaget’s development theory. We also took the opportunity to propose methods that can help accelerate Meryl’s life.

There are various cognitive aspects and socio-cultural aspects vital for shaping the adolescence journey to the adulthood. Hoffnung et al., (2016) explained that cognitive aspects include the development of formal operational thoughts which originates from early adolescence, more advanced in middle adolescence and late adolescence. Due to the immature frontal lobe of the brain, temporal lobe does the decision making and logical reactions in adolescence (Barkway, 2013). Hypothetical thinking develops and do not worry about the consequences and are more perspective takers. In the middle years, they start to think logically by identifying and rejecting the hypothesis and trying to find possible outcomes based on logic (Barkway, 2013). Abstract thinking develops in late adolescence,

The development of a child is viewed from a number of different perspectives by several developmental theorists. While some say that development continues throughout the life, others would hold an opinion that children stop to develop as soon as they mature. Therefore, lifespan developmental theorists have focused on a number of areas while studying the development of an individual. Some of these areas include cognitions, social development, sexual development, moral development and more. Each of these theories is important in order to completely analyze the process whereby which a child matures and transitions into an adult.

Have you ever wondered why most people have a tendency of following the dictates of the majority only to have a feeling of satisfaction? It is normal for adolescents to have the need of feeling accepted in society. Adolescents are capable of doing anything just to belong in a group they would want to feel accepted, they would do what it takes no matter the results of it. Most of the time this results happen to be life changing, leading adolescents to accept peer pressure, conformity, which then will advance to rebellion. These adolescents will eventually end up having a problematic and self- damaging life with avoidable consequences. Adolescent can be influence by peer to change even their appearance for example, clothes plays a huge role when a peer is not

The purpose of this issue paper is to compare and contrast two different articles one written by L.E. Berk in 2010 that explores lifespan development. The other article was written by the staff and research team at Lucile Packard Children's Hospital at Stanford in 2012 that addresses what cognitive development is and the progress of adolescence cognitive development. Cognitive development begins from the moment of birth and continues throughout life. However, this student finds the cognitive abilities are more complex during the adolescent years. Therefore, the issue this paper will address is adolescence cognitive development.

Adolescence is the distinct transitional stage between childhood and adulthood in human development, extending primarily over the teenage years and terminating legally when the age of majority is reached (Rathus, 2014). However in some instances, this biological, cognitive, social and emotional maturity may not be reached until a later stage and may be dictated by gender. Adolescence is characterised by rapidly changing and unpredictable behaviour (Freud, as cited in Rathus 2014), heightened and unstable emotions (Hall, as cited in Rathus 2014), disturbances in identity, the gradual development of one’s moral reasoning (Kohlberg, as cited in Rathus, 2014) and the gradual establishment of one’s independence. Several of these changes may occur at differing phases in adolescent growth. This development is categorized into three separate stages; early adolescence, middle adolescence, and late adolescence. Early Adolescence, commencing from the ages of eleven or twelve until the age of fourteen, comprises of several features such as rapid biological development and maturity, heightened stress levels and limited coping capabilities. On the other hand, middle adolescence, from the approximate age of fourteen to sixteen, involves the gradual cease of biological change, an increase in coping strategies and declined stress levels. Furthermore, late adolescence, commencing from the age of sixteen until the age of eighteen or nineteen, encompasses physical maturity, whereby the