1. HEALTH AND HUMAN DEVELOPMENT Unit 1: Youth health and development AOS 2: Transition to adulthood Chapter 4: Social, emotional and intellectual development

2. How does a young person change? Physical development Social development Emotional development Intellectual development

3. Figure 4.1 p74

4. Identity

5. Identity- Who are you? Jodie: I am eight years old. I am blond, have green eyes and I like horses. I can do the triple jump really well. Amber (16 years old): I believe in friendship and love. I think it is unfair that there are people in the world who do not have enough to eat each day. I am against war and believe everyone is equal.

6. Identity Identity: ‘ a person’s sense of who they are’ - For the transition from youth to adulthood to occur, children need to move from their childhood identity to a new adult identity.

7. Identity Some of the questions that young people are faced during this process? - Where is my life going? - What job will I get, and will I get one? - Will I go to university? - Will I form an intimate relationship? Who will I do this with?

8. Handout: Developing Identity

9. Activity 4.1- Investigation Fill in table Adults fill in Question 4 Question 5 S or N (handed in on loose-leaf) Page 75

10. Data collection and presentation

11. Primary data: ‘data that has not be changed in anyway; raw data’ Population: ‘a group of people, either in a large setting, such as a nation or region, or a small setting, such as a school or social group, who are the focus for data collection’ Sample: ‘selecting a smaller group from the population- males in a school, or females aged 15 for example. Collate: ‘to organise data in a more logical form’ Raw data: ‘data that has not been manipulated or changed in any way, such as converting to percentages’

12. Youth and social change

13. Social change: ‘change that occurs in social development as a person moves through the lifespan, such as changing from focusing on the self to focusing on social interaction with others.’ Role-taking skills: ‘those skills that enable a person to step into another person’s shoes, which allows them to see situations from another standpoint.’

14. Youth and social change p77-78 1) What do we mean by young people are capable of role-taking skills? 2) Why is the peer group considered to be one of the primary determinants of development? 3) How do young people attach themselves to groups?

15. Youth and emotional change

16. Youth and emotional change p78-80 Emotional change: ‘Change that occurs in the recognition, expression and control of emotions as a person moves through the lifespan.’ 1) How do young people often control angry outbursts? 2) What do role-taking skills allow young people to feel anger at? 3) How can young people be more happy during the years of youth?

17. Activity 4.2: Case study analysis Page 80-81 Questions 1-4

18. Youth and intellectual change

19. Intellectual change: ‘change that occurs in thought processes as a person develops the ability to think abstractly.’ Concrete thought processes: ‘thought processes that have as their source something that can been seen or physically manipulated.’ Abstract though processes: ‘complex thought processes that are not dependent on a physical source.’

20. Activity 4.3 discuss- p82 Test 1 5 year old (2 clip on pens, different colour, parallel to eachother) different length because they were different colours When told the were the same and stood them up understood, however when I moved them apart on the table, one became taller than the other I was told 9 year old- correct answer

21. Review p84 Questions 1-11