Key Concepts in Adolescent Development and Socialization
Adolescence and Social Development: Key Concepts
Adolescence: The period between childhood and adulthood.
Socialize: Interacting with people, even those you don’t know.
The Socialization Process:
- Learn expected social behavior.
- Assume appropriate social roles.
- Develop acceptable social activities.
Cognitive Development: The adolescent development of the ability to think and reason according to the social context they’re exposed to.
Development: A progressive series of changes that occur in predictable patterns as a result of interactions between biological and environmental factors.
Sullivan’s Stages of Development:
- Preadolescence (Ages 8.5 to 12): The most vital stage in development, appearance of capacity for love, best friend forever (BFF).
- Early Adolescence (13 to 17): The onset of puberty and early adolescence, presence of an intimate relationship, sexual attraction, develop primarily sexual relationships.
- Late Adolescence (18 to 22-23): Young people adapting and learning how to live as an adult, take on responsibilities, a stabilization of preferences pertaining to genital activity.
Erickson’s Stages of Development:
- School Age (7 to 11): Develop self-confidence in abilities.
- Adolescence (12 to 18): Experiment with and develop identity and roles.
- Early Adulthood (19 to 29): Establish intimacy and relationships with others.
Modelo: Es la concreción de los paradigmas educativos que una institución profesa y que sirve de referencia para todas las funciones que cumple.
Método: Se refiere a la lógica interior de proceso de descubrimiento científico y le corresponde orientar y fijar criterios y técnicas para cada estudio.
Procedimientos: Técnicas y estrategias de aprendizaje. Conjunto de acciones ordenadas y orientadas a la consecución de una meta.
Influences:
Cultural Influences: Culture dictates the behavior of each social group. Basic primary impulses, fear, maintaining self-esteem.
Social Influences: The adaptation of an individual to a group through learning and social interaction.
Environmental Influences: Territory, the physical environment for social interaction. Overpopulation: relationship between population density.
Types of Crisis:
A temporary state of disturbance and disorganization characterized by the individual’s inability to address particular situations. Crisis of development, of birth and infancy, early youth, middle age, old age.
Circumstantial Crises: Separation, losses, death, bodily illnesses, economic failure.
Fear: An appropriate, present-oriented, and short-lived response to a clearly identifiable and specific threat.
Anxiety: An emotion characterized by feelings of tension, worried thoughts, and physical changes.
Learning Theories:
Leo Vygotsky: Learning is a universal and necessary aspect of the process of cultural organized development.
What Can I Learn On My Own? Knowledgeable others, technology, and tools.
What Can I Learn With Help? (Zone of Proximal Development – ZPD) Beyond my reach.
Group Techniques and Factors:
Means in group situations to achieve group actions. According to the objectives pursued, group size, maturity.
Techniques in Education:
Panel, simultaneous dialogues, dialogues or public debate, collective interview, forums.
CLIL: Content, Communication, Cognition, Culture.
Learning: Conscious knowledge of grammar rules.
Input: Characteristics intelligence, sex.
Acquisition: Occurs unconsciously and leads to conversational fluency.
Strategy: Different ways to accomplish the object.
Technique: Resources you use to accomplish the object.
Learning Strategies:
Memory Strategies: Creating mental linkages, grouping associating, pacing.
Cognitive Strategies: Practicing, repeating, recognizing deductively.
Metacognitive: Allows learners to coordinate the learning process by using functions such as centering, arranging, planning.
Social: Help students learning through interactions with others.
Affective: Helps to regulate emotions, motivations, and attitudes.
Strategy Assessment: Observations, journals, diaries.
Language Acquisition:
Monitor Hypothesis: Learners consciously learn the grammar rules and functions of a language rather than its meaning.
Natural Order: Is based on the finding that language learners learn grammatical structure in a fixed and universal way.
Input: Places more emphasis on the acquisition of a second language.
Affective Filter: Language acquisition can be affected by emotional factors.