1. Child and Young Person Development
4cf011: session 4

2. Learning Outcomes
Become familiar with accessing resources within the Learning Centre (LIS staff input)
Share learning about ‘Race, racism, and mixed heritage: a mixed life’ (last week’s guided reading task)
Apply issues of adolescence to school and home
Use the work of Erikson to evaluate current life situations
Investigate areas of holistic development (guided task for next week)

3. http://www. google. co. uk/imgres

4. Erik Erikson (1968) Development of identity
Lifelong nature of development:
emotional, moral and personality
Series of stages: critical periods of development which need to be resolved in order to move forward successfully
Children as active in their environment
Seek out new information
Deal with everyday conflicts of life

5. Staged theory – moving through the lifespan

7. http://www. google. co. uk/imgres. imgurl=http://www. intropsych

8. Identity versus role confusion
Old identity undergoes change
Rapid body growth
Sexual changes of puberty
“physiological revolution within them……. In their search for a new sense of continuity and sameness, adolescents have to re-fight many of the battles of earlier years” (Erikson, 1951/1995, p.235)
Adolescent mind in a kind of psycho-social moratorium between childhood and adulthood
Cultural
assumptions
Ethnic and racial identity in adolescence
(consider Kassem, 2010)

9. Adolescence Early Adolescence: Push for independence Negativism
Conflict with parents
Grappling with new social skills/ demands of schooling
Using family as safe base from which to explore peer relationships
Needing to separate from family – individuation
Late Adolescence:
Family relationships have changed to accommodate increased freedoms
Formation of emotionally intimate relationships (sexual or not)
Rising levels of self-esteem
Decreasing family conflict
(notes from Bee and Boyd, 2007)

10. Transition – childhood to adolescence
Pubertal development
Social role re-definitions
Cognitive development
Moving schools (school transitions)
Emergence of sexuality
Time of rapid changes- individuation
How are adolescents viewed and how do they view themselves?

11. Eccles et al. (1993)
Mismatch between developmental changes and Opportunities afforded to adolescents by their social environments

12. Temporary increase in family conflict – in relation to yp’s need for autonomy and control
Parenting style then becomes a factor
Asymmetrical power relations with parents
More symmetrical with peers
Begin to question family rules
Need to re-negotiate rules for yp as part of redefinition of roles
Benefit of stable, close relationship with supportive adult outside of the home
Eccles et al. (1993)

13. Optimal level of structure for yp’s current levels of maturity and drive for independence
Transition to new school – inappropriate with all other changes?
New context sufficiently challenging ? – cognitive advances
School may offer context with more discipline and control than previous school
Less interpersonal relationships with teachers as move for ‘subjects’
Less trust between teachers and yp
Those who struggle with academic work – self-esteem issues
Eccles et al. (1993)

14. Guided activity and OOCA
Research ONE of the following:
Gesell
Skinner
Piaget
Vygotsky
Bruner
Bandura
Rogoff
Investigate your theorist and try to find out key aspects of their theory – and the implications of these for learning (the ‘so-what’ factor, if you like!)
Bring your findings along next week to share

15. References
Bee, H. and Boyd, D. (2007) The Developing Child, eleventh edition. Boston, MA: Pearson Education Inc.
Eccles, J.S., Midgley, C. Wigfield, A., Buchanan, C.M., Reuman, D., Flanagan, C., and Mac Iver, D. (1993) Development During Adolescence: The Impact of Stage–Environment Fit on Young Adolescents' Experiences in Schools and in Families. American Psychologist 48 (2), pp. 90–101.
Erikson, E. (1951/ 1995) Childhood and Society. London: Vintage