Physical Cognitive And Psychosocial Development Of Adolescence

During this stage, infants use their hands, mouth, ears, and eyes to solve problems. For example, when an infant may play with a Jack-in-the-box, the infant will be able to hear, see, and feel the crank as he is winding it up. As the infant continues to wind the “box” Jack will then pop out; solving the problem. Secondly, there is the preoperational stage which ranges from two-years of age to seven years old. The preoperational stage deals with language development and the make-believing play, by using symbols learned in the first stage of sensorimotor. Additionally, the concrete operational stage ranges from seven years to eleven-years-old. While in the concrete operational stage there is more logical reasoning to actions such as determining how much of their favorite beverage may remain. Not to mention, during this stage the child also begins to have a sense of organization with objects. For instance, a young boy that arranges his toys in order from most favorite to least would also be an example of the concrete operational stage. Lastly, the final stage in Piaget’s theory is formal operational from eleven years of age and beyond. In the formal operational stage, adolescents can solve more abstract

The last stage of Piaget’s cognitive development is known as the Formal Operational Stage, which occurs between the ages of eleven and sixteen. Adolescents have now gained the ability to think in an abstract matter, and can now understand things such as science and algebra. The most distinct difference between the

The teacher could place two cups that have the same amount of liquid in the cups but because one of the cups is taller than the other the child is going to think the taller glass has more liquid in it. The third stage is the concrete operational stage which occurs during ages seven to eleven. The term concrete operational means the child can reason only about tangible objects presents. So the child can conserve and think logically but only with practical aids. Thinking becomes less egocentric with increased awareness of external events. The fourth and final stage is the formal operational stage which occurs during ages eleven to fifteen. This stage focuses on hypothetical thinking and scientific reasoning. Piaget believed that only children can learn when they are ‘ready’ to learn. He also believed that development couldn 't be ‘sped up.’ Piaget believed that children learned through the resolution of disequilibrium (self discovery, active participation). He believed that teachers should ‘bend’ to children’s needs, provide an appropriate environment, promote self discovery, exploratory learning, self-motivated learning, and set challenges to existing schemes.

The sensorimotor stage infants develop their schemas through sensory and motor activities. Followed by the preoperational stage where children begin to think symbolically using words, to represent concepts. Next concrete operational stage children display many important thinking skills, like ability to think logically. Finally, formal operational stage young adolescences formulate their operations by abstract and hypothetical thinking. Piaget’s theory provides ample and insightful perspectives, so it remains the central factor of contemporary

Puberty in essence is a life changing event for males and females, typically following a time of significant physical growth. Puberty is the stage in life when secondary sex characteristics are developing, sexual organs mature due to production of sex hormones. This naturally occurs during adolescence, the stage in life between childhood and adulthood. Nonetheless, Feldman (2014) points out the fact that physical changes begin earlier for girls typically at the age of 10, with sexual organ development generally around the ages of 11-12. On the other hand, physical changes for boys, frequently occurs later, around the age of 12, with development of sexual organs around the age of 13-14. Nevertheless there has been a trend towards early maturation of both male and females, this can bring about advantages and disadvantages for both sexes (Feldman, 2014). This author will discuss the pros and cons of early versus late maturation in boys versus girls in 21st century U.S. society as well as how media reinforces maturation for pre-teens and teens.

According to the textbook, Life-Span Human Development, 7th edition, by Carol Sigelman, on page 50, "adolescents who reach the formal operations are able to think more abstractly and hypothetically than school-age children. They can define justice abstractly, in terms of fariness, rather than concretely, in terms of the cop on the corner or the judge in the courtroom. They can formulate hypotheses or predictions in their heads, plan how to systematically test their ideas experimentally, and imagine the consequences of their tests." As of right now, I believe that I am currently in the formal operations stage of Piaget's cognitive development theory. This stage occurs when an individual turns about 12 and continues into adulthood. An example

The short-written assignment I have chosen to do is Jean Piaget Stages of Cognitive Development. Jean Piaget is a psychologist who create the Stages of Cognitive Development by studying how children see the world as the grow up. What is Cognitive Development? Cognitive development is a study of field on children development. The four stages of development are from birth to adulthood. The four stages are called Sensorimotor stage (birth to 2), Preoperational (2 to 7 years old), Concrete operational (age 7 to 12), and Formal operational (12 to adulthood).

preoperational stage age 2 to 4, concrete operations age 7 to 11, and finally formal operations age

In my household, I was the second of the four daughters to mature under my parents’ roof. With that being said, I witnessed the same cycle four times: confusion, growth, anger, and acceptance. Here, I observed the transition from adolescent to adult, with the terrible case of puberty in between the two. As stated previously, being one of four daughters allowed almost complete understanding of the female body, but I was naïve about the maturation of a male. Teen Species: Understanding the Adolescent is a series of videos that has opened my eyes to a stronger understanding of research for both young males and females. The videos have abetted me of both males and females, assisted my comprehension of science behind our growths, and has allowed

The fourth stage of Piaget’s Cognitive Stages of Development is the Formal operational stage. This stage is normally reached at age 11. These children are usually able to logically use symbols related to abstract concepts, such as algebra and science. These children can think about multiple variables in systemic ways, form hypotheses, and consider possibilities. Although Piaget believed in lifelong intellectual development, he insisted that the formal operational stage is the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge (Shroff, 2015).

Falling back on Jean Piaget approach on this theory, one can understand that the adolescence time can go anywhere from ages ten to eleven. This age group can even bridging over to teen year ages of seventeen to eighteen and theoretically even later. Pubertal age is sometimes confused for adolescent stage of development (Moshman, D, 1977). However, as seen through Piaget’s effort of work done with children’s, adolescence and the stages of development show the correlation between adolescence’s growths in the physical hormonal growth compared to the mental growth adolescences encounter.

Children gain the abilities of conservation wen reversibility. The thought process in this stage is more rational and mature. In he formal operational stage (11 years and up), adolescents gain ability to combine and classify terms in a sophisticated way. Ideas can be manipulated in its head; he/she can think creatively and use abstract reasoning. Strengths of Piaget’s theory, he believes that children actively understand the world and specifying conditions that foster cognitive development.

There are five characteristics that all adolescents have. These characteristics are biological growth and development, an undefined status, increased decision-making, increased pressures, and the search for self. The brain and the endocrine system control biological growth and development. During the early stages of adolescence, individuals experience growth in height and weight, changes in the body, the development of sexual characteristics, and skin problems. For example, I started getting curves in my body when I hit puberty. My body started to develop changes. Our society’s expectations for children and adults are clear, but for the adolescent, expectations are inexplicit. Some adolescents are treated like children, but some are treated like adults. There is an undefined status. For example, my parents pay for my lunch, but I have to have a job so I can support myself.

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

This chapter includes three major topics: a) Physical maturation b) cognitive development and schooling c) threats to adolescents’ well-being. Adolescence is the time of psychological and physical change and growth. Adolescents grow very rapidly in physical appearance like weight and height. Puberty is the time when sexual organs become mature and start to produce the sex hormones. Cultural and environment are two factors of puberty. Girls who are grow in the wealthier family have menstruation begins earlier than who are grow in the poorer family. One study showed that amount of fat to muscle in the body and environmental stress like family conflicts or parental divorces also play an important role in menarche timings. Primary sex characteristics are directly related to sex organs while secondary sex characteristics are not directly related to sex organs. Early and late maturation are the consequences of puberty timings. Nutrition is necessary for physical growth in adolescence. There are two problems related to nutrition are eating disorders and obesity. Obesity occurs due to fast food availability, lack of exercise and most of children spend their leisure time inside the home. Anorexia nervosa and bulimia are two eating disorders and these are cured by dietary modifications and physiological therapy. Brain is not fully developed until the early 20s. At the beginning of the adolescence age, people evolve the ability to think abstractly and understand how to test out the