Child Development Grid

<H1>Child Development Grid</H1> [[2 to 3 Years]] || [[4 to 5 Years]] || [[6 to 7 years]] || [[8 to 10 years]] || [[11 to 13 years]] || [[14 to 15 years]] || [[16 to 17 years]] || [[18 to 19 years]]

<H1>2 to 3 Years Old</H1> [[Physical (gross motor)|2 Gross]] || [[Physical (fine motor)|2 Fine]] || [[Social and Emotional|2 Social]] || [[Language|2 Language]] || [[Cognition|2 Cognition]] || [[Teaching Strategies|2 Teaching]]

<H1>4 to 5 Years Old</H1> [[Physical (gross motor)|4 Gross]] || [[Physical (fine motor)|4 Fine]] || [[Social and Emotional|4 Social]] || [[Language|4 Language]] || [[Cognition|4 Cognition]] || [[Teaching Strategies|4 Teaching]]

<H1>6 to 7 Years Old</H1> [[Physical (gross motor)|6 Gross]] || [[Physical (fine motor)|6 Fine]] || [[Social and Emotional|6 Social]] || [[Language|6 Language]] || [[Cognition|6 Cognition]] || [[Teaching Strategies|6 Teaching]]

<H1>8 to 10 Years Old</H1> [[Physical (gross motor)|8 Gross]] || [[Physical (fine motor)|8 Fine]] || [[Social and Emotional|8 Social]] || [[Cognition|8 Cognition]] || [[Teaching Strategies|8 Teaching]]

<H1>11 to 13 Years Old</H1> [[Physical (gross motor)|11 Gross]] || [[Physical (fine motor)|11 Fine]] || [[Social and Emotional|11 Social]] || [[Gender Specifics and Considerations|11 Gender]] || [[Cognition|11 Cognition]] || [[Teaching Strategies|11 Teaching]]

<H1>14 to 15 Years Old</H1> [[Physical (gross motor)|14 Gross]] || [[Social and Emotional|14 Social]] || [[Gender Specifics and Considerations|14 Gender]] || [[Cognition|14 Cognition]] || [[Teaching Strategies|14 Teaching]]

<H1>16 to 17 Years Old</H1> [[Physical (gross motor)|16 Gross]] || [[Social and Emotional|16 Social]] || [[Gender Specifics and Considerations|16 Gender]] || [[Cognition|16 Cognition]] || [[Teaching Strategies|16 Teaching]]

<H1>18 to 19 Years Old</H1> [[Physical (gross motor)|18 Gross]] || [[Social and Emotional|18 Social]] || [[Gender Specifics and Considerations|18 Gender]] || [[Cognition|18 Cognition]] || [[Teaching Strategies|18 Teaching]]

<H1>2 to 3 Years Old</H1> <H2>Gross Motor Function</H2> • Runs around obstacles, kicks a ball • Walks up and down steps using alternate feet • Seats self in child-sized chair • Rides tricycle • Balances on one foot for 5 seconds • Moves to music <a href="http://www.cwtherapy.com/resources/milestones/gross-fine-motor-milestones/">(Source)</a>

<H1>2 to 3 Years Old</H1> <H2>Fine Motor Function</H2> • Undresses self, and assists in dressing • Copies a circle and a cross • Strings four large beads • Turns single page • Snips with scissors on a line • Buttons and unbuttons large buttons <a href="http://www.cwtherapy.com/resources/milestones/gross-fine-motor-milestones/">(Source)</a>

<H1>2 to 3 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: Preonventional Morality: Show morality to avoid punishment or gain reward. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Initiative vs. Guilt <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a>

<H1>2 to 3 Years Old</H1> <H2>Gender Differences</H2>

<H1>2 to 3 Years Old</H1> <H2>Language Skills</H2> • Follows 2 part instructions (e.g. Go to your room and get your shoes) • Points to main body parts, clothing items, toys and food when asked • Names actions (e.g. go, run) • Vocabulary is 250-300 words • By 3 years uses 1000 words • Minimum of 2-3 words in a sentence (e.g. Daddy go work) • Still talks to self in long monologue • Talks about present events • Regular Plurals (1 dog, 2 dogs • Articles (‘a’ and ‘the’) • Progressive –ing (The boy is jumping) • Uses Pronouns (you, I, me, mine) • Regular Past Tense (I climbed) • Possessive ‘s (Daddy's car) <a href="https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-chart/">(Source)</a> • Egocentric (Common Knowledge)

<H1>2 to 3 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Preoperational: Representing things with words and images; use intuitive rather than logical reasoning •Pretend play •Egocentrism •Language Development <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Earliest age of conscious memory at around 3 1/2 <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Position (on, off, in, out, up, down, under, top, open, shut) • Size (big, small/little, long) • Quantity (1, 2) • Other (stop, go/start, loud, quiet, heavy, soft, fast, hot, cold) • Understands and asks What and Where questions <a href="https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-chart/">(Source)</a> Early: • Finds things even when hidden under two or three covers • Begins to sort shapes and colors • Completes sentences and rhymes in familiar books • Plays simple make-believe games • Builds towers of 4 or more blocks • Might use one hand more than the other • Follows two-step directions like, "Pick up your shoes and put them in the closet." Late: • Can work toys with buttons, levers, and moving parts • Plays make-believe with dolls, animals, and people • Does puzzles with 3 or 4 pieces • Understands what "two" means • Copies a circle with a pencil or crayon • Turns book pages one at a time • Builds towers of more than 6 blocks • Screws and unscrews jar lids or turns door handles <a href="https://www.cdc.gov/NCBDDD/actearly/pdf/checklists/All_Checklists.pdf">(Source)</a>

<H1>2 to 3 Years Old</H1> <H2>Teaching Strategies</H2> Literacy • Sandpaper letters <a href="https://livingmontessorinow.com/montessori-monday-inexpensive-and-diy-sandpaper-letters/">(Source)</a> Numeracy • Teach counting up to 5 using cereal bits or other edible things (Common Knowledge) Social/Emotional • Use simple cartoon faces to teach emotional awareness • Simon Says (Common Knowledge)

<H1>4 to 5 Years Old</H1> <H2>Gross Motor Function</H2> • Hops on 1 foot • Skips and gallops • Catches a small ball • Walks backwards, toe-heel • Jumps forward 10 times without falling • Turns somersault <a href="http://www.cwtherapy.com/resources/milestones/gross-fine-motor-milestones/">(Source)</a>

<H1>4 to 5 Years Old</H1> <H2>Fine Motor Function</H2> • Copies a square • Prints out own name (Tripod pencil grasp) • Ties shoelaces • Cuts on line continuously • Prints some capital letters <a href="http://www.cwtherapy.com/resources/milestones/gross-fine-motor-milestones/">(Source)</a>

<H1>4 to 5 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: Preonventional Morality: Show morality to avoid punishment or gain reward. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Initiative vs. Guilt <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Take on tasks for the sake of being involved and on the move • Excess energy and a desire to dominate may lead to frustration and anger on their part • Their growing imagination can lead to many fears (separation, disapproval, pain, punishment, and aggression) from others • Children begin interacting with playmates rather then just playing alongside one another • Appropriate social behaviours demand that they learn to wait for others, give others a turn, and recognize the needs of others • Separation anxiety <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357660/View">(Source)</a>

<H1>4 to 5 Years Old</H1> <H2>Gender Differences</H2>

<H1>4 to 5 Years Old</H1> <H2>Language Development</H2> Early: • Follows 3 part instructions (Point to the cat, the dog, and the monkey) • Understands longer, more complex sentences • Uses nearly 1500 words • Explains what they are doing • Explains the function or use of an object • Begins to talk about past events • Sentences with minimum of 3 to 4 words • Auxiliary 'is' (The girl is skipping) • Pronouns (He is running) • Connector 'and' (I want a banana and an apple) • 3rd person singular (He wants the ball) • Contracted negative (isn't, doesn't, shouldn't) • Contracted copula (he's happy) Late: • Follows the meanings of other's sentences • Continuing to expand vocabulary • Understands most colour and shape words • Can sort objects into simple categories • Sentences with minimum of 4 to 5 words • Talks about past and future events • Pronouns (his, hers, theirs) • Comparative '-er' and Superlative 'est' (bigger, biggest) • Use of 'is' and 'are' (The monkey is eating a banana, the monkeys are eating a banana) • Past tense 'to be' (I was running and they were running with me) • Adverb 'ly' (quickly, slowly, quietly) • Irregular plurals (mice, men) <a href="https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-chart/">(Source)</a>

<H1>4 to 5 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Preoperational: Representing things with words and images; use intuitive rather than logical reasoning •Pretend play •Egocentrism •Language Development <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Sense of self and increased long term memory at 5 <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Early: • Position (bottom, behind, first, near) • Size (short, long, tall) • Quantity (every, none) • Other (hard, soft, light, many colours) • Understands Who questions • Asks What, Why, When and How questions Middle: • Position (middle, around, away from, between, through, next to/beside, last) • Size (short, tall, fat) • Quantity (4, most, few) Late: • Position (in front, in a line, corner, middle) • Size (thin) • Quantity (5, pair) • Other (same, different) • Understands How questions • Asks meanings of words <a href="https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-chart/">(Source)</a> • Begin to develop the capacity to recall past experiences and anticipate future events • Can classify objects into groups and categories, but have only a vague understanding of their relationships • Continues to be egocentric and is essentially unaware of others' thoughts or the existence of others' points of view • Thinking remains literal and concrete - they believe what is seen and heard • Want to know the reasons, cause and purpose for everything (the why) but are unconcerned at this point with the process (the how) • Fantasy and reality are not well differentiated • Continues to have a limited sense of time • Understand the timing of familiar events in their daily lives • Attention span begins to lengthen such that they can usually remain quiet long enough to listen to a song or hear a short story read • Show evidence of expanding imagination and creativity • Are impulsive in their actions • Are curious about almost everything they see and do • Believes illness is self-caused and punitive • Fears bodily injury • Cannot generalize • Animistic thinking <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357660/View">(Source)</a>

<H1>4 to 5 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Use songs to learn to identify letters and their sounds. <a href="https://www.teachyourmonstertoread.com/teachers-area/classroom-toolkit/phonics-songs">(Source)</a> Social/Emotional: Practice taking turns with simple games. (Go Fish, Candyland) (Common Knowledge) Numeracy: Use Counting Bears or other manipulatives to teach counting and early arithmatic (+1, +2, -1) <a href="https://www.themeasuredmom.com/math-with-counting-bears/">(Source)</a> For Short-Term Learning: • Provide physical and visual stimuli because language ability is still limited, both for expressing ideas and for comprehending verbal instructions. • Keep teaching sessions short (no more than 15 minutes) and scheduled sequentially at close intervals so that information is not forgotten. • Relate information needs to activities and experiences familiar to the child. For example, ask the child to pretend to blow out candles on a birthday cake to practice deep breathing. • Encourage the child to participate in selecting between a limited number of teaching-learning options, such as playing with dolls or reading a story, which promotes active involvement and helps to establish rapport. • Arrange small group sessions with peers as a way to make teaching less threatening and more fun. • Give praise and approval, through both verbal expressions and nonverbal gestures, which are real motivators for learning. • Give tangible rewards, such as badges or small toys, immediately following a successful learning experience as reinforcers in the mastery of cognitive and psychomotor skills. • Allow the child to manipulate equipment and play with replicas or dolls for hands-on learning. • Use storybooks to emphasize relationships between the child, parents and others and to assist with helping the child to identify with particular situations. For Long-Term Learning: • Enlist the help of parents, who can play a vital role in modeling a variety of healthy habits, such as practicing safety measures and eating a balanced diet. • Reinforce positive behaviours and the acquisition of specific skills. • Use warm, calm approach • Build trust • Use repetition of information • Allow manipulation of objects and equipment • Give care with explanation • Reassure not to blame self • Explain procedures simply and briefly • Provide safe, secure environment • Use positive reinforcement • Encourage questions to reveal perceptions/feelings • Use simple drawings and stories • Use play therapy, with dolls and puppets • Stimulate senses: visual, auditory, tactile, motor <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357660/View">(Source)</a>

<H1>6 to 7 Years Old</H1> <H2>Gross Motor Function</H2> • Runs lightly on toes • Walks on balance beam • Rides bicycle • Rhythmic skipping • Jumps rope • Skates <a href="http://www.cwtherapy.com/resources/milestones/gross-fine-motor-milestones/">(Source)</a> • Increasingly more coordinated so that they are able to control their movements with much greater dexterity than ever before • Physical growth during this phase is highly variable, with the rate of development differing from child to child • Growth charts, with monitor the rate of growth, are a more sensitive indicator of health or disability than actual size <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>6 to 7 Years Old</H1> <H2>Fine Motor Function</H2> • Copies a triangle • Cuts out simple shapes • Copies first name • Prints numerals 1 to 5 • Colour within lines • Pastes and glues appropriately <a href="http://www.cwtherapy.com/resources/milestones/gross-fine-motor-milestones/">(Source)</a> • Increasingly more coordinated so that they are able to control their movements with much greater dexterity than ever before <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>6 to 7 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: Preonventional Morality: Show morality to avoid punishment or gain reward. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Compentence vs. Inferiority <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Approach learning with enthusiastic anticipation • Visions of their own environment and cultures of others take on more depth and breadth • Willing to listen to others gain an awareness of their unique talents and special qualities that distinguish them from one another • Begin to establish their self-concept as members of a social group larger than their own nuclear family • Start to compare family values with those of the outside world • Extend their intimacy to include special friends and social groups • Relationships with peers and adults external to the home environment become important influences in their development of self-esteem and their susceptibility to social forces outside the family unit • Fear failure and being left out of groups • Worry about their inabilities • Become self-critical as they compare their own accomplishments to those of their peers <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>6 to 7 Years Old</H1> <H2>Gender Differences</H2>

<H1>6 to 7 Years Old</H1> <H2>Language Development</H2> Early: • Follows the meaning of others' conversations • Follows multi-step instructions • Vocabulary comprehension increases • Uses more complex sentences • Uses imaginative language in play, likes to pretend and act out stories • Tells several attributes about an object • Irregular past tense (fell, broke, ate) Middle: • Ideas are shared • Can classify objects according to more specific traits (colour, use or composition) • Gives short oral reports • Uses language at a higher level to make jokes, tease, engage in sarcasm, argue point of view, explain complex situations, talk about movies or past events in detail • Develops written language skills and ability to write descriptive paragraphs and stories • Grammar is mature Late: • Can listen for a sustained period of time (Such as a guest speaker at school) • Can express their opinion • Can retell both imaginary and real events • Uses appropriate grammar in their speech and written work <a href="https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-chart/">(Source)</a>

<H1>6 to 7 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Preoperational: Representing things with words and images; use intuitive rather than logical reasoning • Pretend play • Egocentrism • Language Development <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Early: • Time (yesterday, tomorrow, morning, afternoon, later) • Uses How and Where questions Middle: • Position (left, right) • Other (same, different, season, time of day) • Can understand difference between reality and fantasy • Able to make predictions, justify decisions, provide solutions and give explainations Late: • Can problem solve • Will ask questions to clarify information <a href="https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-chart/">(Source)</a> • Minds are open to new and varied ideas • Approach learning with enthusiastic anticipation • Motivated to learn because of their natural curiosity • Desire to understand more about themselves, their bodies, their world and the influence that different things in the world have on them • Attitudes, values, and perceptions of themselves, their society, and the world are shaped and expanded • Logical, rational thought processes and the ability to reason inductively and deductively develop • Able to think more objectively • Will selectively use questioning to find answers to the unknown • Intellectually able to understand cause and effect in a concrete way • Concepts such as conservation, with is the ability to recognize that the properties of an object stay the same even though its appearance and position may change are beginning to be mastered <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>6 to 7 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Make picture books <a href="http://www.firstgradegarden.com/2011/11/our-first-writing-project.html">(Source)</a> Social/Emotional: Use puppets to act out short stories. <a href="https://www.dramanotebook.com/puppet-plays-2/">(Source)</a> Numeracy: Measure objects and areas using common household items (Lego, Paperclips) <a href="https://www.education.com/activity/article/how_big_is_your_hand/">(Source)</a> • Allow school-aged children to take responsibility for their own care because they are not only willing but also capable of manipulating equipment with accuracy. They are also adept in relation to manual dexterity, mathematical operations and logical thought (therefore can be taught to administer their own insulin or use an asthma inhaler as prescribed) • Teaching sessions can be extended to last as long as 30 minutes each because the increased cognitive abilities of school-aged children aids in the retention of information. However, lessons should be spread apart to allow for comprehension of large amounts of content and to provide opportunity for the practice of newly acquired skills between sessions. • Use diagrams, models, pictures, video, printed materials and computers as supports to various teaching methods because an increased facility with language (both spoken and written) as well as with mathematical concepts allows for these children to work with more complex instructional tools. • Choose multimedia and printed materials that include age and grade peer group. • Clarify terminology • Use analogies as an effective means of providing information in meaningful ways • Use one-to-one teaching sessions as a method to individualize learning relevant to the child's own experiences and as a means to interpret the results of interventions • Provide time for clarification, validation, and reinforcement of what is being learned • Select individual instructional techniques that provide opportunity for privacy, an increasingly important concern for this group of learners, who often feel quite self-conscious and modest • Employ small group teaching sessions with others of similar age and with similar difficulties or needs to help children avoid feelings of isolation and to assist them in identifying with their own peers. • Prepare children well in advance of any tests • Encourage participation in the planning of the day • Provide much needed nurturance and support, always keeping in mind that young children are not just small adults. Praise and rewards will help motivate and reinforce learning. For long-Term Learning: • Help school-aged children acquire skills that they can use to assume responsibility for carrying our learning steps on an ongoing basis with minimal assistance. • Assist them in learning how to regulate their own learning. • Encourage independence and active participation • Be honest, allay fears • Use logical explaination • Allow time to ask questions • Use analogies to make invisible processes real • Establish role models • Relate care to other children's experiences; compare procedures • Use subject-centred focus • Use play therapy • Provide group activities • Use drawings, models, dolls, painting, audio- and video tapes <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>8 to 10 Years Old</H1> <H2>Gross Motor Function</H2> • Increasingly more coordinated so that they are able to control their movements with much greater dexterity than ever before • Physical growth during this phase is highly variable, with the rate of development differing from child to child • Growth charts, with monitor the rate of growth, are a more sensitive indicator of health or disability than actual size <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>8 to 10 Years Old</H1> <H2>Fine Motor Function</H2> • Increasingly more coordinated so that they are able to control their movements with much greater dexterity than ever before <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>8 to 10 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: •Conventional Morality: Social rules and laws are upheld for their own sake. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Compentence vs. Inferiority <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Approach learning with enthusiastic anticipation • Visions of their own environment and cultures of others take on more depth and breadth • Willing to listen to others gain an awareness of their unique talents and special qualities that distinguish them from one another • Begin to establish their self-concept as members of a social group larger than their own nuclear family • Start to compare family values with those of the outside world • Extend their intimacy to include special friends and social groups • Relationships with peers and adults external to the home environment become important influences in their development of self-esteem and their susceptibility to social forces outside the family unit • Fear failure and being left out of groups • Worry about their inabilities • Become self-critical as they compare their own accomplishments to those of their peers <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>8 to 10 Years Old</H1> <H2>Gender Differences</H2>

<H1>8 to 10 Years Old</H1> <H2>Language Development</H2>

<H1>8 to 10 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Concrete Operational: Thinking logically about concrete events; grasping concrete analogies and performing arithmatical operations •Conservation •Mathmatical transformations <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Minds are open to new and varied ideas • Approach learning with enthusiastic anticipation • Motivated to learn because of their natural curiosity • Desire to understand more about themselves, their bodies, their world and the influence that different things in the world have on them • Attitudes, values, and perceptions of themselves, their society, and the world are shaped and expanded • Logical, rational thought processes and the ability to reason inductively and deductively develop • Able to think more objectively • Will selectively use questioning to find answers to the unknown • Intellectually able to understand cause and effect in a concrete way • Concepts such as conservation, with is the ability to recognize that the properties of an object stay the same even though its appearance and position may change are beginning to be mastered <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>8 to 10 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Daily Journaling with Prompts <a href="https://www.journalbuddies.com/prompts-by-grade/5th-grade-writing-prompts/">(Source)</a> Social/Emotional: Field trips to meuseums, historical sites or cultural centres to learn about different ways of living. (Common Knowledge) Numeracy: Teach card games that reinforce concepts. <a https://www.upperelementarysnapshots.com/2015/09/7-math-games-for-card-sharks.html#.VrQkJVgrKM-">(Source)</a> For Short-Term Learning: • Allow school-aged children to take responsibility for their own care because they are not only willing but also capable of manipulating equipment with accuracy. They are also adept in relation to manual dexterity, mathematical operations and logical thought (therefore can be taught to administer their own insulin or use an asthma inhaler as prescribed) • Teaching sessions can be extended to last as long as 30 minutes each because the increased cognitive abilities of school-aged children aids in the retention of information. However, lessons should be spread apart to allow for comprehension of large amounts of content and to provide opportunity for the practice of newly acquired skills between sessions. • Use diagrams, models, pictures, video, printed materials and computers as supports to various teaching methods because an increased facility with language (both spoken and written) as well as with mathematical concepts allows for these children to work with more complex instructional tools. • Choose multimedia and printed materials that include age and grade peer group. • Clarify terminology • Use analogies as an effective means of providing information in meaningful ways • Use one-to-one teaching sessions as a method to individualize learning relevant to the child's own experiences and as a means to interpret the results of interventions • Provide time for clarification, validation, and reinforcement of what is being learned • Select individual instructional techniques that provide opportunity for privacy, an increasingly important concern for this group of learners, who often feel quite self-conscious and modest • Employ small group teaching sessions with others of similar age and with similar difficulties or needs to help children avoid feelings of isolation and to assist them in identifying with their own peers. • Prepare children well in advance of any tests • Encourage participation in the planning of the day • Provide much needed nurturance and support, always keeping in mind that young children are not just small adults. Praise and rewards will help motivate and reinforce learning. For long-Term Learning: • Help school-aged children acquire skills that they can use to assume responsibility for carrying our learning steps on an ongoing basis with minimal assistance. • Assist them in learning how to regulate their own learning. • Encourage independence and active participation • Be honest, allay fears • Use logical explaination • Allow time to ask questions • Use analogies to make invisible processes real • Establish role models • Relate care to other children's experiences; compare procedures • Use subject-centred focus • Use play therapy • Provide group activities • Use drawings, models, dolls, painting, audio- and video tapes <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>11 to 13 Years Old</H1> <H2>Gross Motor Function</H2> • Increasingly more coordinated so that they are able to control their movements with much greater dexterity than ever before • Physical growth during this phase is highly variable, with the rate of development differing from child to child • Growth charts, with monitor the rate of growth, are a more sensitive indicator of health or disability than actual size <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a> • Must adapt to rapid, dramatic, and significant bodily changes • Temporary clumsiness and poorly coordinated movement <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>11 to 13 Years Old</H1> <H2>Fine Motor Function</H2> • Increasingly more coordinated so that they are able to control their movements with much greater dexterity than ever before <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>11 to 13 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: •Conventional Morality: Social rules and laws are upheld for their own sake. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Start thinking about •Their own thinking •What others are thinking •What others are thinking about them •How ideals can be reached. (Start criticizing society, parents and self) <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Compentence vs. Inferiority <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Approach learning with enthusiastic anticipation • Visions of their own environment and cultures of others take on more depth and breadth • Willing to listen to others gain an awareness of their unique talents and special qualities that distinguish them from one another • Begin to establish their self-concept as members of a social group larger than their own nuclear family • Start to compare family values with those of the outside world • Extend their intimacy to include special friends and social groups • Relationships with peers and adults external to the home environment become important influences in their development of self-esteem and their susceptibility to social forces outside the family unit • Fear failure and being left out of groups • Worry about their inabilities • Become self-critical as they compare their own accomplishments to those of their peers <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a> Late: • Alterations in physical size, shape, and function of their bodies, along with the appearance and development of secondary sex characteristics, bring about a significant preoccupation with their appearance and a strong desire to express sexual urges • Teenagers can become obsessed with what they think as well as what others are thinking (adolescent egocentrism) • Begin to believe that everyone is focusing on the same things they are - namely themselves and their activities • Indulge in comparing their self-image with an ideal image • Find themselves in a struggle to establish their own identity, match their skills with career choices, and determine their self • Work to emancipate themselves from their parents, seeking independence and autonomy so that they can emerge as more distinct individual personalities • Have a strong need for belonging to a group, friendship, peer acceptance, and peer support • Tend to rebel against any actions or recommendations by adults whom they consider authoritarian • Concern over personal appearance and their need to look and act like their peers drive them to conform to the dress and behaviour of this age group, which is usually contradictory, nonconformist, and in opposition to the models, codes and values of their parents' generation • Conflict, toleration, stereotyping, or alienation characterizes the relationship between adolescents and their parents and other authority figures • Seek to develop new and trusting relationships outside the home but remain vulnerable to the opinions of their they emulate • Demand personal space, control, privacy, and confidentiality provision of knowledge alone is not sufficient for this population • Due to the many issues apparent during the adolescent period, the need for coping skills is profound and can influence the successful completion of this stage of development <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>11 to 13 Years Old</H1> <H2>Gender Differences</H2> Puberty begins for females at 11 and males at 13 <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a>

<H1>11 to 13 Years Old</H1> <H2>Language Development</H2>

<H1>11 to 13 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Formal Operational: Abstract reasoning •Abstract logic •Potential for mature moral reasoning <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Neural pruning begins <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Minds are open to new and varied ideas • Approach learning with enthusiastic anticipation • Motivated to learn because of their natural curiosity • Desire to understand more about themselves, their bodies, their world and the influence that different things in the world have on them • Attitudes, values, and perceptions of themselves, their society, and the world are shaped and expanded • Logical, rational thought processes and the ability to reason inductively and deductively develop • Able to think more objectively • Will selectively use questioning to find answers to the unknown • Intellectually able to understand cause and effect in a concrete way • Concepts such as conservation, with is the ability to recognize that the properties of an object stay the same even though its appearance and position may change are beginning to be mastered <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a> Late: • New, higher-order level of reasoning superior to earlier childhood thoughts • Capable of abstract thought and complex logical reasoning • Reasoning is both inductive and deductive • Able to hypothesize and apply the principles of logic to situations never encountered before • Can conceptualize and internalize ideas, debate various points of view, understand cause and effect, comprehend complex explanations, imagine possibilities, make sense out of new data, discern relationships among objects and events, and respond appropriately to multiple-step directions • Formal operational thought enables adolescents to conceptualize invisible processes and make determinations about what others say and how they behave • Abstract, hypothetical thinking • Can build on past learning • Future orientation • Feels invulnerable <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>11 to 13 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Create Found or Blackout Poetry <a href="https://emilyhvogel.weebly.com/uploads/2/8/8/0/28800111/middleschool-2.pdf">(Source)</a> Social/Emotional: Group project to create an advertisment. Spend time thinking about how ads make you feel. <a href="https://www.ereadingworksheets.com/e-reading-worksheets/school-project-ideas/">(Source)</a> Numeracy: Set up mock stock market to practice multiplication. <a href="https://www.education.com/activity/article/Stock_Market_Math_fifth/">(Source)</a> • Allow school-aged children to take responsibility for their own care because they are not only willing but also capable of manipulating equipment with accuracy. They are also adept in relation to manual dexterity, mathematical operations and logical thought (therefore can be taught to administer their own insulin or use an asthma inhaler as prescribed) • Teaching sessions can be extended to last as long as 30 minutes each because the increased cognitive abilities of school-aged children aids in the retention of information. However, lessons should be spread apart to allow for comprehension of large amounts of content and to provide opportunity for the practice of newly acquired skills between sessions. • Use diagrams, models, pictures, video, printed materials and computers as supports to various teaching methods because an increased facility with language (both spoken and written) as well as with mathematical concepts allows for these children to work with more complex instructional tools. • Choose multimedia and printed materials that include age and grade peer group. • Clarify terminology • Use analogies as an effective means of providing information in meaningful ways • Use one-to-one teaching sessions as a method to individualize learning relevant to the child's own experiences and as a means to interpret the results of interventions • Provide time for clarification, validation, and reinforcement of what is being learned • Select individual instructional techniques that provide opportunity for privacy, an increasingly important concern for this group of learners, who often feel quite self-conscious and modest • Employ small group teaching sessions with others of similar age and with similar difficulties or needs to help children avoid feelings of isolation and to assist them in identifying with their own peers. • Prepare children well in advance of any tests • Encourage participation in the planning of the day • Provide much needed nurturance and support, always keeping in mind that young children are not just small adults. Praise and rewards will help motivate and reinforce learning. For long-Term Learning: • Help school-aged children acquire skills that they can use to assume responsibility for carrying our learning steps on an ongoing basis with minimal assistance. • Assist them in learning how to regulate their own learning. • Encourage independence and active participation • Be honest, allay fears • Use logical explaination • Allow time to ask questions • Use analogies to make invisible processes real • Establish role models • Relate care to other children's experiences; compare procedures • Use subject-centred focus • Use play therapy • Provide group activities • Use drawings, models, dolls, painting, audio- and video tapes <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357661/View">(Source)</a>

<H1>14 to 15 Years Old</H1> <H2>Gross Motor Function</H2> • Must adapt to rapid, dramatic, and significant bodily changes • Temporary clumsiness and poorly coordinated movement <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>14 to 15 Years Old</H1> <H2>Fine Motor Function</H2>

<H1>14 to 15 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: Postconventional Morality: Affirm people's agreed-upon rights or follow personally percieved ethincal principles. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Identity vs. Role Confusion <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Alterations in physical size, shape, and function of their bodies, along with the appearance and development of secondary sex characteristics, bring about a significant preoccupation with their appearance and a strong desire to express sexual urges • Teenagers can become obsessed with what they think as well as what others are thinking (adolescent egocentrism) • Begin to believe that everyone is focusing on the same things they are - namely themselves and their activities • Indulge in comparing their self-image with an ideal image • Find themselves in a struggle to establish their own identity, match their skills with career choices, and determine their self • Work to emancipate themselves from their parents, seeking independence and autonomy so that they can emerge as more distinct individual personalities • Have a strong need for belonging to a group, friendship, peer acceptance, and peer support • Tend to rebel against any actions or recommendations by adults whom they consider authoritarian • Concern over personal appearance and their need to look and act like their peers drive them to conform to the dress and behaviour of this age group, which is usually contradictory, nonconformist, and in opposition to the models, codes and values of their parents' generation • Conflict, toleration, stereotyping, or alienation characterizes the relationship between adolescents and their parents and other authority figures • Seek to develop new and trusting relationships outside the home but remain vulnerable to the opinions of their they emulate • Demand personal space, control, privacy, and confidentiality provision of knowledge alone is not sufficient for this population • Due to the many issues apparent during the adolescent period, the need for coping skills is profound and can influence the successful completion of this stage of development <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>14 to 15 Years Old</H1> <H2>Gender Differences</H2>

<H1>14 to 15 Years Old</H1> <H2>Language Development</H2>

<H1>14 to 15 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Formal Operational: Abstract reasoning •Abstract logic •Potential for mature moral reasoning <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • New, higher-order level of reasoning superior to earlier childhood thoughts • Capable of abstract thought and complex logical reasoning • Reasoning is both inductive and deductive • Able to hypothesize and apply the principles of logic to situations never encountered before • Can conceptualize and internalize ideas, debate various points of view, understand cause and effect, comprehend complex explanations, imagine possibilities, make sense out of new data, discern relationships among objects and events, and respond appropriately to multiple-step directions • Formal operational thought enables adolescents to conceptualize invisible processes and make determinations about what others say and how they behave • Abstract, hypothetical thinking • Can build on past learning • Future orientation • Feels invulnerable <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>14 to 15 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Analyze story structure in a novel or movie (Common Knowledge) Social/Emotional: Play werewolf or other social deduction games (Common Knowledge) Numeracy: Calculate the price of a car, insurance, and gas for a year. <a href="https://www.pghschools.org/cms/lib07/PA01000449/Centricity/domain/262/2014%20math%20curriculum/7th%20math/7th%20MATH%20Real%20World%20Projects.pdf">(Source)</a> • Establish trust, authenticity • Know their agenda • Address fears/concerns about outcomes of illness • Identify control focus • Use peers for support and influence • Negotiate changes • Focus on details • Make information meaningful to life • Ensure confidentiality and privacy • Arrange group sessions • Use audiovisuals, role play, contracts, reading materials • Provide for experimentation and flexibility For Short Term Learning: • Ensure confidentiality of sensitive information • Choose peer group discussion sessions as an effective approach. Adolescents benefit from being exposed to others who have the same concerns or who have successfully dealt with problems similar to theirs. • Use face-to-face or computer group discussion, role-playing, and gaming as methods to clarify values and problem solve, which feed into the teenager's need to belong and to be actively involved. Getting groups of peers together in person or via technology can be very effective in helping teens confront challenges and learn how to significantly change behaviour (Snowman & Biehler, 2006). • Employ adjunct instructional tools, such as complex models, diagrams, and specific, detailed written materials, which can be used competently by many adolescents. Multimedia and technology materials are valuable in teaching strategies. • Clarify terminology and jargon used • Share decision making whenever possible because control is an important issue for adolescents. • Include them in formulating teaching plans related to teaching strategies, expected outcomes, and determining what needs to be learned and how it can best be achieved to meet their needs for autonomy. • Suggest options so that they feel they have a choice about courses of action. • Give a rationale for all that is said and done to help adolescents feel a sense of control. • Approach them with respect, tact, openness, and flexibility to elicit their attention and encourage their responsiveness to teaching-learning situations. • Expect negative responses, which are common when their self-image and self-integrity are threatened • Avoid confrontation and acting like an authority figure. Instead of directly contradicting their opinions and beliefs, acknowledge their thoughts and then causally suggest an alternative view-point or choices, such as "Yes, I can see your point, but what about the possibility of...?" For Long-Term Learning: • Accept them for themselves rather than challenging their feelings of uniqueness and invincibility. • Acknowledge that their feelings are very real because denying them their opinions simply will not work. • Allow them the opportunity to test their own convictions. <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>16 to 17 Years Old</H1> <H2>Gross Motor Function</H2> • Must adapt to rapid, dramatic, and significant bodily changes • Temporary clumsiness and poorly coordinated movement <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>16 to 17 Years Old</H1> <H2>Fine Motor Function</H2>

<H1>16 to 17 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: Postconventional Morality: Affirm people's agreed-upon rights or follow personally percieved ethincal principles. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Identity vs. Role Confusion <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Alterations in physical size, shape, and function of their bodies, along with the appearance and development of secondary sex characteristics, bring about a significant preoccupation with their appearance and a strong desire to express sexual urges • Teenagers can become obsessed with what they think as well as what others are thinking (adolescent egocentrism) • Begin to believe that everyone is focusing on the same things they are - namely themselves and their activities • Indulge in comparing their self-image with an ideal image • Find themselves in a struggle to establish their own identity, match their skills with career choices, and determine their self • Work to emancipate themselves from their parents, seeking independence and autonomy so that they can emerge as more distinct individual personalities • Have a strong need for belonging to a group, friendship, peer acceptance, and peer support • Tend to rebel against any actions or recommendations by adults whom they consider authoritarian • Concern over personal appearance and their need to look and act like their peers drive them to conform to the dress and behaviour of this age group, which is usually contradictory, nonconformist, and in opposition to the models, codes and values of their parents' generation • Conflict, toleration, stereotyping, or alienation characterizes the relationship between adolescents and their parents and other authority figures • Seek to develop new and trusting relationships outside the home but remain vulnerable to the opinions of their they emulate • Demand personal space, control, privacy, and confidentiality provision of knowledge alone is not sufficient for this population • Due to the many issues apparent during the adolescent period, the need for coping skills is profound and can influence the successful completion of this stage of development <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>16 to 17 Years Old</H1> <H2>Gender Differences</H2>

<H1>16 to 17 Years Old</H1> <H2>Language Development</H2>

<H1>16 to 17 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Formal Operational: Abstract reasoning •Abstract logic •Potential for mature moral reasoning <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • New, higher-order level of reasoning superior to earlier childhood thoughts • Capable of abstract thought and complex logical reasoning • Reasoning is both inductive and deductive • Able to hypothesize and apply the principles of logic to situations never encountered before • Can conceptualize and internalize ideas, debate various points of view, understand cause and effect, comprehend complex explanations, imagine possibilities, make sense out of new data, discern relationships among objects and events, and respond appropriately to multiple-step directions • Formal operational thought enables adolescents to conceptualize invisible processes and make determinations about what others say and how they behave • Abstract, hypothetical thinking • Can build on past learning • Future orientation • Feels invulnerable <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>16 to 17 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Take part in NaNoWriMo <a href="http://www.teachhub.com/classroom-activities-novel-writing-month">(Source)</a> Social/Emotional: Run classroom escape game. <a href="https://www.breakoutedu.com/">(Source)</a> Numeracy: Perform surveys and record the results in a variety of graphs (Common Knowledge) • Establish trust, authenticity • Know their agenda • Address fears/concerns about outcomes of illness • Identify control focus • Use peers for support and influence • Negotiate changes • Focus on details • Make information meaningful to life • Ensure confidentiality and privacy • Arrange group sessions • Use audiovisuals, role play, contracts, reading materials • Provide for experimentation and flexibility For Short Term Learning: • Ensure confidentiality of sensitive information • Choose peer group discussion sessions as an effective approach. Adolescents benefit from being exposed to others who have the same concerns or who have successfully dealt with problems similar to theirs. • Use face-to-face or computer group discussion, role-playing, and gaming as methods to clarify values and problem solve, which feed into the teenager's need to belong and to be actively involved. Getting groups of peers together in person or via technology can be very effective in helping teens confront challenges and learn how to significantly change behaviour (Snowman & Biehler, 2006). • Employ adjunct instructional tools, such as complex models, diagrams, and specific, detailed written materials, which can be used competently by many adolescents. Multimedia and technology materials are valuable in teaching strategies. • Clarify terminology and jargon used • Share decision making whenever possible because control is an important issue for adolescents. • Include them in formulating teaching plans related to teaching strategies, expected outcomes, and determining what needs to be learned and how it can best be achieved to meet their needs for autonomy. • Suggest options so that they feel they have a choice about courses of action. • Give a rationale for all that is said and done to help adolescents feel a sense of control. • Approach them with respect, tact, openness, and flexibility to elicit their attention and encourage their responsiveness to teaching-learning situations. • Expect negative responses, which are common when their self-image and self-integrity are threatened • Avoid confrontation and acting like an authority figure. Instead of directly contradicting their opinions and beliefs, acknowledge their thoughts and then causally suggest an alternative view-point or choices, such as "Yes, I can see your point, but what about the possibility of...?" For Long-Term Learning: • Accept them for themselves rather than challenging their feelings of uniqueness and invincibility. • Acknowledge that their feelings are very real because denying them their opinions simply will not work. • Allow them the opportunity to test their own convictions. <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>18 to 19 Years Old</H1> <H2>Gross Motor Function</H2> • Must adapt to rapid, dramatic, and significant bodily changes • Temporary clumsiness and poorly coordinated movement <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>18 to 19 Years Old</H1> <H2>Fine Motor Function</H2>

<H1>18 to 19 Years Old</H1> <H2>Social and Emotional Development</H2> Kohlberg stage of moral development: Postconventional Morality: Affirm people's agreed-upon rights or follow personally percieved ethincal principles. <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> Erikson Stage of Development: Identity vs. Role Confusion <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • Alterations in physical size, shape, and function of their bodies, along with the appearance and development of secondary sex characteristics, bring about a significant preoccupation with their appearance and a strong desire to express sexual urges • Teenagers can become obsessed with what they think as well as what others are thinking (adolescent egocentrism) • Begin to believe that everyone is focusing on the same things they are - namely themselves and their activities • Indulge in comparing their self-image with an ideal image • Find themselves in a struggle to establish their own identity, match their skills with career choices, and determine their self • Work to emancipate themselves from their parents, seeking independence and autonomy so that they can emerge as more distinct individual personalities • Have a strong need for belonging to a group, friendship, peer acceptance, and peer support • Tend to rebel against any actions or recommendations by adults whom they consider authoritarian • Concern over personal appearance and their need to look and act like their peers drive them to conform to the dress and behaviour of this age group, which is usually contradictory, nonconformist, and in opposition to the models, codes and values of their parents' generation • Conflict, toleration, stereotyping, or alienation characterizes the relationship between adolescents and their parents and other authority figures • Seek to develop new and trusting relationships outside the home but remain vulnerable to the opinions of their they emulate • Demand personal space, control, privacy, and confidentiality provision of knowledge alone is not sufficient for this population • Due to the many issues apparent during the adolescent period, the need for coping skills is profound and can influence the successful completion of this stage of development <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>18 to 19 Years Old</H1> <H2>Gender Differences</H2>

<H1>18 to 19 Years Old</H1> <H2>Language Development</H2>

<H1>18 to 19 Years Old</H1> <H2>Cognition</H2> Piaget Stage: Formal Operational: Abstract reasoning •Abstract logic •Potential for mature moral reasoning <a href="https://www.slideshare.net/dcrocke1/chapter-4-development?ref=https://learn.viu.ca/content/enforced/121320-SEAC_EACS130_R01_F2018/Psychologist%20Jean%20Piaget.html?d2lSessionVal=OBNb9M3wAQtPZq70nuFPkZbyK&ou=121320&d2l_body_type=3">(Source)</a> • New, higher-order level of reasoning superior to earlier childhood thoughts • Capable of abstract thought and complex logical reasoning • Reasoning is both inductive and deductive • Able to hypothesize and apply the principles of logic to situations never encountered before • Can conceptualize and internalize ideas, debate various points of view, understand cause and effect, comprehend complex explanations, imagine possibilities, make sense out of new data, discern relationships among objects and events, and respond appropriately to multiple-step directions • Formal operational thought enables adolescents to conceptualize invisible processes and make determinations about what others say and how they behave • Abstract, hypothetical thinking • Can build on past learning • Future orientation • Feels invulnerable <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>

<H1>18 to 19 Years Old</H1> <H2>Teaching Strategies</H2> Literacy: Spaced Repetition <a href="https://ncase.me/remember/">(Source)</a> Social/Emotional: Make a short documentary about a social justice need <a href="https://www.edutopia.org/blog/social-justice-projects-in-classroom-michael-hernandez">(Source)</a> Numeracy: Plan and accomplish a moon mission in Kerbal Space Program <a href="https://store.teachergaming.com/games/kerbaledu">(Source)</a> • Establish trust, authenticity • Know their agenda • Address fears/concerns about outcomes of illness • Identify control focus • Use peers for support and influence • Negotiate changes • Focus on details • Make information meaningful to life • Ensure confidentiality and privacy • Arrange group sessions • Use audiovisuals, role play, contracts, reading materials • Provide for experimentation and flexibility For Short Term Learning: • Ensure confidentiality of sensitive information • Choose peer group discussion sessions as an effective approach. Adolescents benefit from being exposed to others who have the same concerns or who have successfully dealt with problems similar to theirs. • Use face-to-face or computer group discussion, role-playing, and gaming as methods to clarify values and problem solve, which feed into the teenager's need to belong and to be actively involved. Getting groups of peers together in person or via technology can be very effective in helping teens confront challenges and learn how to significantly change behaviour (Snowman & Biehler, 2006). • Employ adjunct instructional tools, such as complex models, diagrams, and specific, detailed written materials, which can be used competently by many adolescents. Multimedia and technology materials are valuable in teaching strategies. • Clarify terminology and jargon used • Share decision making whenever possible because control is an important issue for adolescents. • Include them in formulating teaching plans related to teaching strategies, expected outcomes, and determining what needs to be learned and how it can best be achieved to meet their needs for autonomy. • Suggest options so that they feel they have a choice about courses of action. • Give a rationale for all that is said and done to help adolescents feel a sense of control. • Approach them with respect, tact, openness, and flexibility to elicit their attention and encourage their responsiveness to teaching-learning situations. • Expect negative responses, which are common when their self-image and self-integrity are threatened • Avoid confrontation and acting like an authority figure. Instead of directly contradicting their opinions and beliefs, acknowledge their thoughts and then causally suggest an alternative view-point or choices, such as "Yes, I can see your point, but what about the possibility of...?" For Long-Term Learning: • Accept them for themselves rather than challenging their feelings of uniqueness and invincibility. • Acknowledge that their feelings are very real because denying them their opinions simply will not work. • Allow them the opportunity to test their own convictions. <a href="https://learn.viu.ca/d2l/le/content/121320/viewContent/1357662/View">(Source)</a>