Middle School
Content
Child Development Newsletter
Middle School
In This Issue:
Physical Development p.2-3 Cognitive Development p. 4 Language and Literacy p. 5
Self-concept, Motivation p.6
Identity p.7 Moral Development p. 8 Peer Relationships p.9
Physical Development
In Adolescence
Body Early adolescence is an unpredictable, inconsistent sensitive, awkward, and energetic period resulting from rapid maturation of the body and mind. As children enter into adolescence, they experience many new bodily changes—characterized as puberty. Puberty marks the development of the primary and secondary sex characteristics resulting from increased hormones including estrogen in girls and testosterone in boys. This rapid increase results in drastic physical and emotional changes in both males and females. During puberty, adolescents experience growth spurts, high physical energy, and heightened sexuality. For girls, maturation includes menstruation, height and the development of hips and breasts. During this period, boys become taller with broadened shoulders, a growing reproductive organ, and lower, more adult voices. At about 14 years of age, the average girl stops experiencing growth spurts, whereas boys continue through late adolescence. With regard to physical development, girls generally enter puberty and mature about two years ahead of boys. In addition, timing of hormonal changes varies according to genetic and environmental influences.
Adolescent Sexuality
Adolescent sexuality refers to feelings, behavior, and development that occur in young adults. The onset of puberty marks the beginning of sexual desire. According to a school-based study by the University of Texas School of Public Health 12% of middle school students had already engaged in vaginal sex 7.9% of middle school students engaged in oral sex
The findings are distressing given “youth who start having sex before age fourteen are much more likely to have multiple lifetime sexual partners, use alcohol or drugs before sex and have unprotected sex, all of which puts them at greater risk for getting a sexually transmitted disease or becoming pregnant” (Science Daily, 2009). The state of North Carolina spends $300 million on teenage pregnancy per year and holds the 9th highest teen pregnancy rate in the country (Planned Parenthood, 2012).
Brain Development
At adolescence, people have and can use their frontal lobes, but they access them more slowly. Prior to being fully developed, the nerves connect the frontal lobes to the rest of the brain, but they are lacking “insulation” around the nerves to make the connection between the lobes and brain stronger and flow more freely. This part of the brain impacts human judgment—allowing a person to make decisions, predict consequences and develop insight. Thus, adolescents can be poor decision-makers and unaware of the effect of their choices on others.
2
jhhjghgh
Continued: Physical Development in Adolescence
Motor Development As adolescents undergo many bodily changes, they also experience awkward and uncoordinated movements. Their development is mostly characterized by gross motor coordination, rather than fine motor skills, as their fine motor movements are already developed. The lack of coordination is linked to growth spurts and occurs more noticeably in boys since girls’ bodies mature faster and thus become more agile. During this time, both boys and girls lack upper body strength. Additionally, too much close eye work often causes headaches and body fatigue for adolescents. Health & Well-Being During this sensitive time of development, adolescents must take care of their bodies to build positive lifelong habits. Since their brains are not fully developed and their ability to make judgment is slowed, this is a period where negative habits can develop, if they are not addressed. Thus, it is critical that adolescents have models for good decisionmaking and positive habits as well as a strong support system. With their changing bodies, adolescents require much rest, nourishment, and physical activity. Due to the hormonal changes, boys and girls at this age need energy from healthy food and drink choices and they experience much restlessness and fatigue. They must partake in habitual physical activity both to aid in the development of their bodies (endurance, strength, and flexibility), but also to offset their high energy levels. Adolescents’ slow to develop judgment can have a major influence on their health and well being. With the social pressures that accompany this period, drug and alcohol habits are easy to acquire. In addition, as their bodies experience a drastic increase in hormones and sex characteristics, adolescents are also likely to become involved in sexual activity.
Vocabulary
Puberty: All the processes involved that make a person capable of reproduction. Hormones: Chemical substances that effect cells throughout the body. Primary Sex Characteristics: Physical characteristics that are directly involved with reproductive organs. Secondary Sex Characteristics: Physical characteristics that are not needed for reproduction but are still markers for mature males or females. Metacognition: Knowing about how your own cognitive processes work and using that knowledge to reach your goals. Registers: Ways of speaking that fit specific social situations.
3
Cognitive Development
Students’ cognitive skills are experiencing qualitative changes. Students are developing the ability to think abstractly, systematically, hypothetically, and deductively. Attention, reasoning, decision-making, and other aspects of thinking.
During the middle school years, students’ cognitive skills are experiencing qualitative changes. Students are developing the skills to think abstractly, systematically, hypothetically & deductively.
Vocabulary
Terms to know when working with Middle School children
Abstract Reasoning: Process of reaching conclusions through the use of symbols or generalizations Personal Identity: The distinct personality of an individual Egocentricity: Concerned only with one’s self Self Concept: a multidimensional construct that refers to an individual's perception of "self" in relation to any number of characteristics
*Students are experiencing deepening social relationships as they form, and experiment with, personal identity and preferences in dress and appearance. *Students are concerned with “fitting in.” *Adolescents begin to see themselves as having certain characteristics (“popular,” “sporty,” “different”), based on their previous performance and behavior. What Should Teachers Know? 1. Be conscious of how you are reinforcing a student’s negative self-image. 2. Communicate how much you like your students as human beings, even when you express disapproval of their choices. 3. Seize opportunities to help children see themselves as capable and successful in school.
4
jhhjghgh
Language Development
Language development in adolescence is largely a function of connections—connecting life events to a life story, connecting to each other through shared and similar vocabulary, and connecting with technology. During childhood, children organize their memories into stories about their own experiences. At adolescence, preteens begin to connect these experiences to develop a narrative, or life story. Psychologist Eric Erikson suggests that developing a life story is the first stage in forming a mature identity and thus, adolescence. In their life stories, to convey an enduring identity, adolescents depict themselves consistent across time and situations. Three components of cognition make the development of a life story possible. Use memories and language to create a clear story that explains your identity. Use metacognition to reflect on situations and behavior and ask, “Why did I do that?” or “Why did that happen?” Understand that you and others have thoughts, feelings, and personal histories. The development of a personal narrative and determining one’s identity are hallmarks of adolescence. The above characteristics align closely with other developmental milestones of adolescence, including the ability to recognize and understand cause and effect as well as seeing beyond oneself to relate to and connect with others. As peers develop their own identity, their language development not only plays out in their creation of a narrative, but also as they connect with their peers. The following characteristics mark adolescent language and vocabulary development. Speaks on impulse and is often rude, loud Begins to recognize and use humor Uses peer language (slang) Develops broader vocabulary Learns to interact and converse with adults The emergence and organization of language varies among cultures. However during this crucial time, adolescents are very concerned about developing their personal identity and fitting in and socializing with their peer groups. As they progress through adolescence, young adults determine which register to use when speaking depending on the context of the situation.
Literacy Development
Literacy development during adolescence is marked by a broadened vocabulary resulting from widespread reading and writing. Much of adolescent literacy closely aligns with that of their personal development. As students grapple with their own identity and peer relations, they participate in reading and writing that focuses around biographies and autobiographies. Moving toward a more selfless and empathetic perspective, students become interested in reading and writing nonfiction text about current events and social issues. They also begin to identify the purpose of elements of fiction. By the time adolescents reach their late middle school years, much of their reading and writing focuses around themes, curricular literature, discussions, and debates. These topics expose adolescents to a variety of genres and expand their vocabulary. Throughout adolescence, preteens’ and teens’ writing moves from using informal language with extreme positions and lacking writing conventions toward a formal register that is more organized and grammatically correct.
5
Self-Concept and Motivation
During middle school, children begin to develop a more complex and differentiated sense of self. This leads to the ability to think about self in contradictory ways. For example, a middle school student may say “I’m pretty intelligent” and then also say “sometimes I’m really stupid”. In middle school, students become aware of the contradictions in their selves. If children aren’t able to harmonize these seemingly different selves, they begin to ask “Who is the real me?” Middle school is the time when children become concerned with the opinions of peers. They also, become more self-aware and are able to differentiate between their “real” and “ideal” selves. Some children have difficulty coping when and if they realize there is a large difference between their “real” and “ideal self. Many things motivate middle school children: positive rewards, public recognition, acceptance by peers and adults, autonomy, inclusion in decisions, and assignments based student interests. Just like with younger children, middle school children, are motivated to work harder if they know they will be rewarded and recognized for their efforts, and they feel that their efforts will lead to success. With that being said, it is also important that the tasks students are asked to complete are relevant to their life and interests. During this time, children are searching for ways to show they are more mature. Providing middle school children the freedom to choose between different assignments is a great way to motivate them. They feel as if they have control over the assignment and they are invested in the completion of the assignment because it is what they choose. For more information on how schools can help see the “Life in School” section to the right.
Life in School
Many middle school children experience a decline in self-esteem as a result of increased attention to grades and comparison to peers. At this time in a child’s development they are most self-conscious and self-critical. Children in middle school are searching for more privacy and autonomy. It is important for children of this age to feel attached or connected to their school.
Advice for Schools
•Downplay the comparison of children, especially social comparisons •Be supportive and firm •Maintain high, well-defined standards for behavior and academic work •Involve students in developing rules, classroom seating arrangements, and so on •Encourage students to speak up for themselves and be assertive •Set up after-school sports, clubs, or activities to support students with different interests •Help students identify/create a reliable & close relationship with at least one adult in the school.
6
jhhjghgh
Identity
Gender Identity There are two domains in which gender identity is associated with identity. The first is “physical appearance”. Middle school boys give themselves higher ratings in the physical appearance domain than girls. One reason for this is because the media portrays an unrealistic image for girls to live up to. This results in 85% of girls worried about how they look and 50-88% of girls being dissatisfied with their body. The second domain is “academic and career aspirations”. Stereotypes have been developed over time that boys are better at math and science than girls. As a result, boys are often encouraged to pursue careers in those fields while girls tend to be steered into other fields. Achievement data indicates that girls perform just as well as boys in math and science, but because of stereotypes girls express less interest.
Sexual Orientation
Sexual attractions tend to emerge around the age of 10. During middle school, sexual minorities start the progression of awareness of same-sex attractions to a period of testing and exploration, and finally identifying as a homosexual. This process is more common in boys than girls.
Many people hide try to hide their sexual orientation for fear of being rejected, ostracized, and or victimized. This is an even bigger issue for middle school children because they are highly self-conscious and affected by the opinions of others. It is important to remember that children with same-sex attractions have the same needs and concerns as all adolescents.
7
Moral Development
Important aspects of moral development during adolescence are: moral internalization, moral construction, and self-control. Children at this age must rely on these skills in order to make good decisions. Adolescents face moral dilemmas daily that require decision and action. Repeated exposure to such experiences and the corresponding outcomes increases their skillset in all aspects of moral development. It also increases in a direction correlation with peer relationships as young teens experiment with various roles and relationships, Moral Internalization This is the process of referring to basic social standards when making decisions or reactions. These become internalized during adolescences. Children at this age begin to reflect on social norms and values when responding to social interactions and moral dilemmas. Moral Construction During this stage of development, young teens begin to focus on rewards, punishment, the power of authority figures and social standards when responding to moral experiences. Towards the end of adolescences moral reasoning begins to reflect empathic feelings and abstract values.
Vocabulary
Peer Culture: The social values and norms for behavior that different groups of adolescents share.
Peer Pressure: The influence peers have on each other’s attitudes and behaviors. Socialization: The process by which attitudes and behaviors are modeled and reinforced. Cliques: Small peer group in which acceptance is based on specific standards. Cliques allow adolescents to practice forming and maintaining deep relationships. Crowds: Larger less organized peer groups. Crowds allow adolescents to explore new identities and meet new people. They are reputation based and are determined by attitudes, attributes and activities.
Self Control
Leading up to adolescences children begin to learn selfcontrol when speaking and acting. Young teens further develop this skill and begin to apply it to moral and social issues. They begin to understand what strategies effective. Youth will benefit from adult modeling and guidance. 8
jhhjghgh
Peer Relationships
In middle school, the percentage of a child’s social interactions involving peers increases as compared to early childhood development. During adolescence, children interact more deliberately with their peers, and being to create sustainable friendships. Children at this age become increasingly concerned about acceptance and rejection amongst their peers. During adolescence, a child’s greatest desire is to be together with their friends, as well as being accepted and enjoyed by their peers. As children move through adolescences, they begin to view their peer group as more important than family. Children at this age will seek advice from their friends before reaching out to parents, teachers or school officials.
Tips For Educators in Middle Schools
Make an effort to not confront adolescents in front of their peer groups, as they embarrass easily.
Provide a private physical space for confronting behaviors. Provide appropriate time for a student at this age to “chill out” or “cool down.”
Cliques vs. Crowds
Cliques are relatively small peer groups that determine acceptance based on specific standards. Females at this age are more likely to form cliques earlier than males, although cliques can provide a stable emotional-social environment for both genders throughout adolescence. Cliques form close relationships and allow children at this age to practice forming and maintaining deep relationships. Crowds are larger, less organized peer groups, and are more prominent in early adolescences. Crowds allow children to explore new identities and meet new people. Crowds are reputationbased, and are determined by attitudes, attributes or activities. Some common crowds can include: athletes, brains, partyers, band kids, etc. Cliques and crowds play an important role in defining adolescents’ identity, self-esteem and self worth. 9
-
-
-
Maintain a balance between allowing cliques or crowds to work out their own conflicts and providing direction mediation.
Plan structured time for students to actively work in peer groups, allowing for appropriate & productive socialization.
-
Middle School
In This Issue:
Physical Development p.2-3 Cognitive Development p. 4 Language and Literacy p. 5
Self-concept, Motivation p.6
Identity p.7 Moral Development p. 8 Peer Relationships p.9
Physical Development
In Adolescence
Body Early adolescence is an unpredictable, inconsistent sensitive, awkward, and energetic period resulting from rapid maturation of the body and mind. As children enter into adolescence, they experience many new bodily changes—characterized as puberty. Puberty marks the development of the primary and secondary sex characteristics resulting from increased hormones including estrogen in girls and testosterone in boys. This rapid increase results in drastic physical and emotional changes in both males and females. During puberty, adolescents experience growth spurts, high physical energy, and heightened sexuality. For girls, maturation includes menstruation, height and the development of hips and breasts. During this period, boys become taller with broadened shoulders, a growing reproductive organ, and lower, more adult voices. At about 14 years of age, the average girl stops experiencing growth spurts, whereas boys continue through late adolescence. With regard to physical development, girls generally enter puberty and mature about two years ahead of boys. In addition, timing of hormonal changes varies according to genetic and environmental influences.
Adolescent Sexuality
Adolescent sexuality refers to feelings, behavior, and development that occur in young adults. The onset of puberty marks the beginning of sexual desire. According to a school-based study by the University of Texas School of Public Health 12% of middle school students had already engaged in vaginal sex 7.9% of middle school students engaged in oral sex
The findings are distressing given “youth who start having sex before age fourteen are much more likely to have multiple lifetime sexual partners, use alcohol or drugs before sex and have unprotected sex, all of which puts them at greater risk for getting a sexually transmitted disease or becoming pregnant” (Science Daily, 2009). The state of North Carolina spends $300 million on teenage pregnancy per year and holds the 9th highest teen pregnancy rate in the country (Planned Parenthood, 2012).
Brain Development
At adolescence, people have and can use their frontal lobes, but they access them more slowly. Prior to being fully developed, the nerves connect the frontal lobes to the rest of the brain, but they are lacking “insulation” around the nerves to make the connection between the lobes and brain stronger and flow more freely. This part of the brain impacts human judgment—allowing a person to make decisions, predict consequences and develop insight. Thus, adolescents can be poor decision-makers and unaware of the effect of their choices on others.
2
jhhjghgh
Continued: Physical Development in Adolescence
Motor Development As adolescents undergo many bodily changes, they also experience awkward and uncoordinated movements. Their development is mostly characterized by gross motor coordination, rather than fine motor skills, as their fine motor movements are already developed. The lack of coordination is linked to growth spurts and occurs more noticeably in boys since girls’ bodies mature faster and thus become more agile. During this time, both boys and girls lack upper body strength. Additionally, too much close eye work often causes headaches and body fatigue for adolescents. Health & Well-Being During this sensitive time of development, adolescents must take care of their bodies to build positive lifelong habits. Since their brains are not fully developed and their ability to make judgment is slowed, this is a period where negative habits can develop, if they are not addressed. Thus, it is critical that adolescents have models for good decisionmaking and positive habits as well as a strong support system. With their changing bodies, adolescents require much rest, nourishment, and physical activity. Due to the hormonal changes, boys and girls at this age need energy from healthy food and drink choices and they experience much restlessness and fatigue. They must partake in habitual physical activity both to aid in the development of their bodies (endurance, strength, and flexibility), but also to offset their high energy levels. Adolescents’ slow to develop judgment can have a major influence on their health and well being. With the social pressures that accompany this period, drug and alcohol habits are easy to acquire. In addition, as their bodies experience a drastic increase in hormones and sex characteristics, adolescents are also likely to become involved in sexual activity.
Vocabulary
Puberty: All the processes involved that make a person capable of reproduction. Hormones: Chemical substances that effect cells throughout the body. Primary Sex Characteristics: Physical characteristics that are directly involved with reproductive organs. Secondary Sex Characteristics: Physical characteristics that are not needed for reproduction but are still markers for mature males or females. Metacognition: Knowing about how your own cognitive processes work and using that knowledge to reach your goals. Registers: Ways of speaking that fit specific social situations.
3
Cognitive Development
Students’ cognitive skills are experiencing qualitative changes. Students are developing the ability to think abstractly, systematically, hypothetically, and deductively. Attention, reasoning, decision-making, and other aspects of thinking.
During the middle school years, students’ cognitive skills are experiencing qualitative changes. Students are developing the skills to think abstractly, systematically, hypothetically & deductively.
Vocabulary
Terms to know when working with Middle School children
Abstract Reasoning: Process of reaching conclusions through the use of symbols or generalizations Personal Identity: The distinct personality of an individual Egocentricity: Concerned only with one’s self Self Concept: a multidimensional construct that refers to an individual's perception of "self" in relation to any number of characteristics
*Students are experiencing deepening social relationships as they form, and experiment with, personal identity and preferences in dress and appearance. *Students are concerned with “fitting in.” *Adolescents begin to see themselves as having certain characteristics (“popular,” “sporty,” “different”), based on their previous performance and behavior. What Should Teachers Know? 1. Be conscious of how you are reinforcing a student’s negative self-image. 2. Communicate how much you like your students as human beings, even when you express disapproval of their choices. 3. Seize opportunities to help children see themselves as capable and successful in school.
4
jhhjghgh
Language Development
Language development in adolescence is largely a function of connections—connecting life events to a life story, connecting to each other through shared and similar vocabulary, and connecting with technology. During childhood, children organize their memories into stories about their own experiences. At adolescence, preteens begin to connect these experiences to develop a narrative, or life story. Psychologist Eric Erikson suggests that developing a life story is the first stage in forming a mature identity and thus, adolescence. In their life stories, to convey an enduring identity, adolescents depict themselves consistent across time and situations. Three components of cognition make the development of a life story possible. Use memories and language to create a clear story that explains your identity. Use metacognition to reflect on situations and behavior and ask, “Why did I do that?” or “Why did that happen?” Understand that you and others have thoughts, feelings, and personal histories. The development of a personal narrative and determining one’s identity are hallmarks of adolescence. The above characteristics align closely with other developmental milestones of adolescence, including the ability to recognize and understand cause and effect as well as seeing beyond oneself to relate to and connect with others. As peers develop their own identity, their language development not only plays out in their creation of a narrative, but also as they connect with their peers. The following characteristics mark adolescent language and vocabulary development. Speaks on impulse and is often rude, loud Begins to recognize and use humor Uses peer language (slang) Develops broader vocabulary Learns to interact and converse with adults The emergence and organization of language varies among cultures. However during this crucial time, adolescents are very concerned about developing their personal identity and fitting in and socializing with their peer groups. As they progress through adolescence, young adults determine which register to use when speaking depending on the context of the situation.
Literacy Development
Literacy development during adolescence is marked by a broadened vocabulary resulting from widespread reading and writing. Much of adolescent literacy closely aligns with that of their personal development. As students grapple with their own identity and peer relations, they participate in reading and writing that focuses around biographies and autobiographies. Moving toward a more selfless and empathetic perspective, students become interested in reading and writing nonfiction text about current events and social issues. They also begin to identify the purpose of elements of fiction. By the time adolescents reach their late middle school years, much of their reading and writing focuses around themes, curricular literature, discussions, and debates. These topics expose adolescents to a variety of genres and expand their vocabulary. Throughout adolescence, preteens’ and teens’ writing moves from using informal language with extreme positions and lacking writing conventions toward a formal register that is more organized and grammatically correct.
5
Self-Concept and Motivation
During middle school, children begin to develop a more complex and differentiated sense of self. This leads to the ability to think about self in contradictory ways. For example, a middle school student may say “I’m pretty intelligent” and then also say “sometimes I’m really stupid”. In middle school, students become aware of the contradictions in their selves. If children aren’t able to harmonize these seemingly different selves, they begin to ask “Who is the real me?” Middle school is the time when children become concerned with the opinions of peers. They also, become more self-aware and are able to differentiate between their “real” and “ideal” selves. Some children have difficulty coping when and if they realize there is a large difference between their “real” and “ideal self. Many things motivate middle school children: positive rewards, public recognition, acceptance by peers and adults, autonomy, inclusion in decisions, and assignments based student interests. Just like with younger children, middle school children, are motivated to work harder if they know they will be rewarded and recognized for their efforts, and they feel that their efforts will lead to success. With that being said, it is also important that the tasks students are asked to complete are relevant to their life and interests. During this time, children are searching for ways to show they are more mature. Providing middle school children the freedom to choose between different assignments is a great way to motivate them. They feel as if they have control over the assignment and they are invested in the completion of the assignment because it is what they choose. For more information on how schools can help see the “Life in School” section to the right.
Life in School
Many middle school children experience a decline in self-esteem as a result of increased attention to grades and comparison to peers. At this time in a child’s development they are most self-conscious and self-critical. Children in middle school are searching for more privacy and autonomy. It is important for children of this age to feel attached or connected to their school.
Advice for Schools
•Downplay the comparison of children, especially social comparisons •Be supportive and firm •Maintain high, well-defined standards for behavior and academic work •Involve students in developing rules, classroom seating arrangements, and so on •Encourage students to speak up for themselves and be assertive •Set up after-school sports, clubs, or activities to support students with different interests •Help students identify/create a reliable & close relationship with at least one adult in the school.
6
jhhjghgh
Identity
Gender Identity There are two domains in which gender identity is associated with identity. The first is “physical appearance”. Middle school boys give themselves higher ratings in the physical appearance domain than girls. One reason for this is because the media portrays an unrealistic image for girls to live up to. This results in 85% of girls worried about how they look and 50-88% of girls being dissatisfied with their body. The second domain is “academic and career aspirations”. Stereotypes have been developed over time that boys are better at math and science than girls. As a result, boys are often encouraged to pursue careers in those fields while girls tend to be steered into other fields. Achievement data indicates that girls perform just as well as boys in math and science, but because of stereotypes girls express less interest.
Sexual Orientation
Sexual attractions tend to emerge around the age of 10. During middle school, sexual minorities start the progression of awareness of same-sex attractions to a period of testing and exploration, and finally identifying as a homosexual. This process is more common in boys than girls.
Many people hide try to hide their sexual orientation for fear of being rejected, ostracized, and or victimized. This is an even bigger issue for middle school children because they are highly self-conscious and affected by the opinions of others. It is important to remember that children with same-sex attractions have the same needs and concerns as all adolescents.
7
Moral Development
Important aspects of moral development during adolescence are: moral internalization, moral construction, and self-control. Children at this age must rely on these skills in order to make good decisions. Adolescents face moral dilemmas daily that require decision and action. Repeated exposure to such experiences and the corresponding outcomes increases their skillset in all aspects of moral development. It also increases in a direction correlation with peer relationships as young teens experiment with various roles and relationships, Moral Internalization This is the process of referring to basic social standards when making decisions or reactions. These become internalized during adolescences. Children at this age begin to reflect on social norms and values when responding to social interactions and moral dilemmas. Moral Construction During this stage of development, young teens begin to focus on rewards, punishment, the power of authority figures and social standards when responding to moral experiences. Towards the end of adolescences moral reasoning begins to reflect empathic feelings and abstract values.
Vocabulary
Peer Culture: The social values and norms for behavior that different groups of adolescents share.
Peer Pressure: The influence peers have on each other’s attitudes and behaviors. Socialization: The process by which attitudes and behaviors are modeled and reinforced. Cliques: Small peer group in which acceptance is based on specific standards. Cliques allow adolescents to practice forming and maintaining deep relationships. Crowds: Larger less organized peer groups. Crowds allow adolescents to explore new identities and meet new people. They are reputation based and are determined by attitudes, attributes and activities.
Self Control
Leading up to adolescences children begin to learn selfcontrol when speaking and acting. Young teens further develop this skill and begin to apply it to moral and social issues. They begin to understand what strategies effective. Youth will benefit from adult modeling and guidance. 8
jhhjghgh
Peer Relationships
In middle school, the percentage of a child’s social interactions involving peers increases as compared to early childhood development. During adolescence, children interact more deliberately with their peers, and being to create sustainable friendships. Children at this age become increasingly concerned about acceptance and rejection amongst their peers. During adolescence, a child’s greatest desire is to be together with their friends, as well as being accepted and enjoyed by their peers. As children move through adolescences, they begin to view their peer group as more important than family. Children at this age will seek advice from their friends before reaching out to parents, teachers or school officials.
Tips For Educators in Middle Schools
Make an effort to not confront adolescents in front of their peer groups, as they embarrass easily.
Provide a private physical space for confronting behaviors. Provide appropriate time for a student at this age to “chill out” or “cool down.”
Cliques vs. Crowds
Cliques are relatively small peer groups that determine acceptance based on specific standards. Females at this age are more likely to form cliques earlier than males, although cliques can provide a stable emotional-social environment for both genders throughout adolescence. Cliques form close relationships and allow children at this age to practice forming and maintaining deep relationships. Crowds are larger, less organized peer groups, and are more prominent in early adolescences. Crowds allow children to explore new identities and meet new people. Crowds are reputationbased, and are determined by attitudes, attributes or activities. Some common crowds can include: athletes, brains, partyers, band kids, etc. Cliques and crowds play an important role in defining adolescents’ identity, self-esteem and self worth. 9
-
-
-
Maintain a balance between allowing cliques or crowds to work out their own conflicts and providing direction mediation.
Plan structured time for students to actively work in peer groups, allowing for appropriate & productive socialization.
-
