Discuss about the Child and Adolescence Development.
A child undergoes a series of personality developments through biological, emotional and psychological changes. The development process continues till the end of the adolescence period. Adolescence is a stage of transition to the adulthood age. Hence, the period between the birth and the adolescence are very critical and needs to be taken care with utmost strategic settings at homes, schools and the society. It is the responsibilities of parents that they are able to judge the behavioural changes in their child, so that, effective strategies could be adopted to address the changes. Effective measures are needed also at the school level to identify any negative characteristic development in children (Bergin & Bergin, 2018). The assignment is purposefully aimed at studying a chosen scenario in the light of the selected themes. Therefore, the study finds the chosen themes as the areas of improvement for Brynne as depicted in scenario 2.
The chosen scenario is about Brynne who was very cooperative to its peers in class and also a good performer. The results were excellent in year 7. However, Brynne was identified as to have developed a few behavioural changes which are very uncommon to the characteristic. Though, the results have been good again; however, the change in behaviour is not a good indication for both Brynne and the other students in the same classroom. The change in behaviour indicates the different types of developments that Brynne lack in like Moral development, cognitive development and Social and emotional well-being. The identified areas of development are very critical and must be rectified at the earliest, so that, it does not get along in the adulthood age. The identified areas of development may seriously impact the decision making capability, social wellbeing, appropriate display of emotions and much (). Following are the identified issues in Brynne:
Moral development: It means educating a child to differentiate well from bad and to act accordingly. It is in the list of parenting responsibilities. Teachers are also responsible for it. The chosen case scenario does very well indicate that Brynne needs a moral development. The change in behaviour from being cooperative to rude & rebellious just tells that Brynne is not able to differentiate right from wrong. Brynne himself might not be aware of the fact that he lacks an understanding of moral values. This is why the transition from being moral to rebellious was not identified by him (Cook et al., 2017).
An understanding of moral values is necessary while being with the family and also the social groups. A child with moral understanding possesses a certain set of traits which do not only make him a good person but, also influences a social wellbeing. People close to him can expect help in their needful situation. They feel pleased to be around him and are also able to develop a god relationship with the person. Such kids are a resource to happiness for their parents. Parents feel delighted as kids with high moral values do not make unnecessary demands that may be a challenge to a few parents (Huang et al., 2014). Kids with high moral values are a god stress reliever for their tutors. Tutors may ask such children to look after a few kids who are weak in study. Such kids do effectively reduce the productivity of the whole class. Tutors are required to pay extra attention to them. Such efforts do consume time and also affects the concentration level of others (Huang et al., 2014).
Social and emotional well-being: Social and emotional well-being are the two different terms yet interrelated to each other. Emotional well-being can be understood as a state where a person is able to make the justified decisions. The person is able to understand the situation needs and also be able to differentiate well from bad. Emotional well-being gives a realisation of things to consider in the given situation. It helps to adjust with the external circumstances at homes, at schools or at any place (Colten, 2017). Social means being social and becoming a responsible person in the society that one exists in. The feeling for being social requires a good understanding of emotional well-being. It needs one’s understanding of the external environment and the relevant responses to adjust within the system (Colten, 2017).
The development of social and emotional well-being is very necessary in kids. They should have an understanding of the social values. They need also understand the different emotions, so that, they feel comfortable to adjust with it. Social interactions are very common and tend to take different shape at the different stages of life. When kids are in pre-schools, they have different circumstances to what they get in further studies. It goes on changing till the end of life. The social gatherings can be different in nature; however, all such social interaction requires a good and thorough understanding of emotions. Such understanding is needed to be learnt at the very early stages of life. Schooling is perhaps the best stage where kids can actually develop how to manage the social things (Simmons, 2017). The chosen scenario of Brynne does very well indicate towards an emotional and social failure of him. Brynne was very rude and rebellious in year 8. However, Brynne was a completely different person in year 7 when he used to help his peers. This is a clear transition from being social to anti-social. If Brynne had the understanding of emotional well-being he would not have behaved the way he actually did. The change in Bryan’s behaviour can be problematic to others in the classroom. However, due to not being good in emotional well-being, Brynne was not able to judge his behaviour.
Cognitive development: Cognitive development is a school of thought focused on studying the psychological development in child. Psychological development is in regards to information processing, language learning, perceptual skills and others. This is a very vital development that occurs from childhood to adolescence and to adulthood. The developments are different in each of the stages. It can be understood as a resource that produces a thought-process, the decision making, and also the problem solving capabilities. Thought process may be different at the different stages of life; however, a cognitive development facilitates the construction of such thought process (Lewallen et al., 2015).
As stated in the aforesaid section, cognitive development is very vital for kids. It is required at the different stages such as at the childhood, adolescence and the adulthood. In the chosen case scenario, Brynne has experienced a transition from being cooperative to rude. It just shows a change in the thought process in him. The way Brynne had reacted to surrounding circumstances is very much different than it used to be in year 7. The way of looking on to someone and the attitude has now changed.
Impact on curriculum and teaching practice: Such students often create issues not just for themselves and their families but, also for the entire class and the tutors. The classroom environment does get disturbed and produces the needs for the extra attention being given to such kids. Tutor’s patience level is tested as they may be asked to give their extra efforts on such students, so that, the overall productivity does not get hamper (Freud, 2018). Tutors need to adopt some extra initiatives to make things working. There must be the regular meetings between tutors and the parents. The purpose of such meetings will be to discuss the issue and requesting a proper guidance at homes. Tutors must also speak with such kids in personal. The purpose of the interaction will be regarding the disciplinary issues. Such sessions may be helpful in figuring out the few important points that might not have caught the attention of tutors. Tutors might come across some findings which had not been expected earlier.
It also affects the study curriculum and asks for a few changes in it as better strategies can help to cope with the changed thought process. The syllabus must be competent and must be identifying the different phases of development which the kids undergo. Apart from the syllabus, there is a need for personality development course fully integrated with strategic and technological features. It is needed to make the kids enjoy while undergoing the development process (Sulik et al., 2015).
There are a numerous kinds of theories of learning. Such theories can be categorised into three types like behaviourism, cognitive information processing and constructivism. All such theories can be used or observed in case of adolescence getting explored to the different kinds of learning. Following is the description of how theories can be used for the development of adolescence:
Behaviourism: It means adolescence have the tendency to learn when they observed a different behaviour. The theory believes in developing a learning environment by drawing the focus of adolescence towards a changed behaviour (Feldman, 2015). This can be understood from an example such as the case scenario of Brynne where Brynne was observed to have a changed behaviour. The changed behaviour is a factor of worry for teachers and the adolescence; however, the theory of behaviourism believes that a changed behaviour can also be utilised in educating the adolescence. Brynne needs a true guidance of the teachers, so that, he gets back to the characteristic which the whole class had observed a few years back. The changed behaviour has drawn the attraction of teachers towards Brynne. Hence, Brynne would get the ample of opportunities from teachers to learn how to get rid of the existing issue. On the other hand, other adolescence will also get the opportunity to learn because the changed behaviour has drawn the attention of teachers towards making the adolescence aware of such behaviours and the way to learn from it (Pellegrini & Galda, 2017). In this way, teachers can utilise the changed behaviour of Brynne or a few other adolescence and in course of this, they actually follow the theory of behaviourism.
Cognitive: The theory of cognitive states that one can learn by observing and by focusing on something. If it is considered for adolescence in the classroom, it would mean that adolescence can learn by giving a thorough attention to anything they observe in the classroom and outside of it. Teachers can use the theory of cognitive development for attracting and encouraging the adolescence to give an utmost attention to useful things in the classroom (Kim et al., 2015). It’s also the responsibility of parents that they take care of their children and encourages them to focus on useful things, so that, they get uncle of support and learning environment at their home. Teachers will have the responsibilities that they at least observe the attention level of adolescence. If one of them or few of them are not giving the attention on development, teachers must take quick actions like discussing with the identified adolescence. Teachers must try to know the reason why the adolescence is not being attentive in the class. Such strategy will help teachers know the reason behind not being attentive in the classroom. Hence, teachers will have sufficient data and they can accordingly construct their learning approaches for the identified kids.
Constructivism: The theory of constructivism states that knowledge can be created by constructing on the basis of data driven from different resources. Such resources can be the sharing of information irrespective of its size and value. The theory believes that by changing and utilising the information teachers can effectively teach the adolescence (Van den Akker et al., 2014). For example, social constructivism is a kind of constructivism theory which states or means that adolescence by exchanging what they know can really build up an environment of learning. Hence, it is the responsibility of teachers that they facilitate and promote the exchange of information from adolescence to another in the classroom or even in the school premises. In this way, teachers will actually promote the formation of learning environment. The case of Brynne can also be resolved, if the teachers and the other adolescence in the classroom facilitate the exchange of information and good thoughts, Brynne may supposedly realise the mistake.
Conclusion
The change in behaviour of Brynne is understandable from the perspectives of different learning theories as discussed in the aforesaid section. The changed behaviour is a matter of worry for the class and the Teachers. However, teachers have the scopes in the form of different theories of learning such as behaviourism, cognitive information processing and constructivism. Teachers can utilise these different theories of learning and promote a learning environment in the classroom. The classroom driven from such theories will have a knowledge management process which is very necessary to avoid any unwanted actions in the classroom. Moreover, adolescence will also get an improved and productive learning environment. The professional tutors will also get good reviews and will be able to justify their roles and responsibilities.
References
Bergin, C. C., & Bergin, D. A. (2018). Child and Adolescent Development in Your Classroom, Chronological Approach. Cengage Learning.
Colten, M. (2017). Adolescent stress: Causes and consequences. Routledge.
Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., … & Mallah, K. (2017). Complex trauma in children and adolescents. Psychiatric annals, 35(5), 390-398.
Feldman, R. (2015). Mutual influences between child emotion regulation and parent–child reciprocity support development across the first 10 years of life: implications for developmental psychopathology. Development and psychopathology, 27(4pt1), 1007-1023.
Freud, A. (2018). Normality and pathology in childhood: Assessments of development. Routledge.
Huang, C. Y., Costeines, J., Kaufman, J. S., & Ayala, C. (2014). Parenting stress, social support, and depression for ethnic minority adolescent mothers: Impact on child development. Journal of child and family studies, 23(2), 255-262.
Kim, B. E., Oesterle, S., Catalano, R. F., & Hawkins, J. D. (2015). Change in protective factors across adolescent development. Journal of applied developmental psychology, 40, 26-37.
Lewallen, T. C., Hunt, H., Potts?Datema, W., Zaza, S., & Giles, W. (2015). The Whole School, Whole Community, Whole Child model: a new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729-739.
Pellegrini, A., & Galda, L. (2017). The development of school-based literacy: A social ecological perspective. Routledge.
Simmons, R. G. (2017). Moving into adolescence: The impact of pubertal change and school context. Routledge.
Sulik, M. J., Blair, C., Mills?Koonce, R., Berry, D., Greenberg, M., Family Life Project Investigators, … & Frank, J. L. (2015). Early parenting and the development of externalizing behavior problems: Longitudinal mediation through children’s executive function. Child Development, 86(5), 1588-1603.
Van den Akker, A. L., Dekovi?, M., Asscher, J., & Prinzie, P. (2014). Mean-level personality development across childhood and adolescence: A temporary defiance of the maturity principle and bidirectional associations with parenting. Journal of Personality and Social Psychology, 107(4), 736.
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