Jean Piaget and Erik Erikson's theories of adolescent development

Adolescent Learner

UNIQUE NEEDS

The Theory of Jean Piaget

Jean Piaget was a progenitor of the modern child development theory (Loop, 2012). From a career in natural sciences, he turned to psychoanalysis and into human learning. His theory consists of stages of cognitive development from birth to adolescence. These are the sensori-motor stage from birth to 2 years; the preoperational stage at ages 2-7; the concrete stage at age 7 to early adolescence; and the formal operational stage at adolescence. His developmental theories are applicable to teaching mathematics (Loop).

Children at the preoperational stage usually begin to understand how symbols of words or numbers can represent objects or items (Loop, 2012). They may engage in make-believe or fantasy play at this stage as they still lack a concept of time. At the concrete operational stage, children can grasp multiple dimensions or aspects of objects, order objects in a series, and classify them. The formal operational stage occurs during adolescence. Students can create their own hypotheses and consequences. They can engage in abstract thinking and reasoning, inferences, evaluate ideas and apply concepts. At this time, they can apply current knowledge to mathematics through word problems. They can understand algebraic concepts and the use of variables (Loop).

This theory of development is best combined with other educational development theories for a comprehensive mathematics curriculum (Loop, 2012). Very young children in the sensori-motor stage are unlikely to learn math concept through traditional lessons. Children younger than 7 years old may not be able to comprehend the concept of conservation. Teachers should not over-teach measurements. And learning does not occur uniformly. One child may not fall under a particular stage of his age, but come under a higher or lower category (Loop).

.Erik Erikson's Theory in Instruction

This theory states that conflicts, called developmental crises, shape every person's psyche as he goes through social experiences (Kolar, 2012). Three of the crises occur in childhood and adolescence, when teaching has the strongest impact. This theory explains and describes the influence of social experience in the entire life span of a person. The person develops an ego identity as he goes through the stages of development. Ego identity refers to that conscious sense of self formed through social interaction. It evolves through new experiences and information gathered from interaction with others. Erikson also suggested that a sense of competence creates new behaviors and patterns of actions. The 8 stages of development, the crises that usually accompany these stages and the targets are infancy: birth to 18 months, basic trust vs. mistrust for hope; early childhood: 18 months -- 3 years, autonomy vs. shame for will; preschool: 3 -5 years, initiative vs. guilt for purpose; school age: 6-12 years, industry vs. inferiority for competence; adolescent: 12-18 years, identity vs. role confusion for fidelity; young adult: 18-35 years, intimacy and solidarity vs. isolation for love; middle age, 35-65 years, generativity vs. self-absorption or stagnation for care; late adult: 65- death, integrity vs. despair for wisdom (Kolar).

This theory states that the person must develop competence appropriate to each stage (Cherry, 2012). Every stage presents a conflict in the person's development. If he overcomes it, he develops the quality that is appropriate for that stage. He develops a sense of mastery, ego strength or ego quality. But if he fails to overcome and develop the appropriate quality of that particular stage, the person develops a sense of inadequacy instead. The potential for growth through the stages is as high as for failure (Cherry).

An Identity and a Sense of Belonging

He is a contradiction because he is at the crossroads. He is transforming and becoming someone or something else. He is undergoing an identity crisis. Coming across an adolescent requires an understanding of the stage he is in, connecting with him and make learning relevant to his life (Checkley, 2004). These are the tasks of the teacher of an adolescent. She must have a thorough knowledge of his tumultuous stage and the growing pains, which characterize it. His physical, social, emotional and intellectual development is fastest at this age and stage. Understanding the nature of his age group is the best way to help her cope with the changes he is undergoing. She should expect sarcasm, defiance, dependence and anxiety. He wants to belong and to feel accepted. Until he achieves these, he needs to be given all the chances to interact with those in his age group (Checkley).

Support from Adults

Adolescents have this acute need to be known and understood by adults, especially parents (Checkley, 2004). They need their teacher's understanding, interest and availability too. This was the specific finding of a study conducted among low-achieving adolescents in school. They did not rank teachers as among those they consult with their concerns because they felt that teachers did not have time for them. This is one area that should catch the attention of teachers who are required to work with students at all age and school levels. Another way adults can connect with adolescents is by discovering and encouraging the development of their talents. Teachers should find out every student's strong points or abilities and adjust their instruction according to these talents. Teachers should provide these young people with generous opportunities to develop their capabilities. Many middle-level teachers have the capacity or training to spot their students' aptitudes and how to enhance these. Teachers can choose instructions attuned to how young minds process information, for example (Checkley).

Centered and Relevant Learning

Learning must be relevant to the lives of learners. This is done by discovering and developing their interests or aptitudes (Checkely, 2004). Matching students' interests with learning objectives will increase the chances of students' learning. They tend to use it and remember it long after. Using literature relevant to adolescents, for example, will raise their literacy and capacity to address contemporary issues affecting them. Reading materials about adolescents and for adolescents are another window into their world that teachers should be looking into. This is the time when they should read about themselves rather than simply sitting down for an hour and taking notes (Chckley).

Applying Learning in the Community through Projects

Projects, which give meaning to learning in the classroom, will leave an impression in adolescents' mind (Checkley, 2004). Learning about Veterans Day as a service-learning project, for example, demonstrates this. Students may be asked to identify a veteran in their family or among their acquaintances or friends. They may be asked to write the veteran a letter of appreciation or send him a simple poem. An appreciation breakfast may be held to highlight the project. The Veterans Day project is not a regular activity in some schools. Lessons, which are supplemented by projects in community, are also effective in teaching older adolescents. They will be just as interested. It has been said that learning need not be boring (Checkey).

How to Engage the New Intermediate Learner

Know his learning style. If the teacher knows a student's learning style, she can devise her lesson, plan her lectures, and introduce interventions to fit it and improve student performance (Hollowell, 2012). She can do this by observing the student during class or by conducting a checklist or survey of the entire class' learning styles. An awareness of learning styles and how to teach, using these styles, is a major classroom objective. She cannot just instruct her way and expect students to fit her style and succeed. Students learn in many ways. The teacher should bore into their educational needs by discovering the learning style through which he can best attain academic progress. Knowing his learning style will enable her to address and solve his learning problems. This knowledge alone will allow the teacher to use interventions on a child with learning disabilities (Hollowell).

Learning styles are auditory, visual, kinesthetic or tactile (Hollowell, 2012). A student with an auditory learning style can listen to lectures and remember the content without the need to take down notes. He prefers classroom discussions by repeating the lesson verbally or by listening to someone talking. The more traditional teaching methods and music are the more effective learning tools for him because of his auditory style. The student with a visual learning style is more inclined to learn what he sees or reads. He prefers written instructions and illustrations. He likes to read charts and diagrams, keep notes and organize learning materials. These type of materials and educational videos are most effective for his learning style. And the student with the kinesthetic or tactile style learns best through physical movement and touch or by watching someone demonstrate a task or lesson. This student learns best by manipulating items and through hands-on activities. He is likely to have developed motor skills early in life and remembers concepts modeled by the teacher. Preschool and kindergarten children mostly have the kinesthetic or tactile learning style (Hollowell).

Show the Relevance and Benefits of Learning

Recent literature reveals that the adolescent student has trouble learning if he fails to see that what he is being taught is relevant and beneficial to him (Lewis, 2012). Aside from providing instruction, the teacher should show or inform him about his options in performing something and how these options can be implemented. Instruction in any subject can apply this cue to any subject in school. The student should be informed about how education applies to his personal life and how it will empower him to become more capable of learning (Lewis).

Discuss the Lesson

The Socratic method of learning has been suggested for use by teachers of adolescent studies (Lewis, 2012). This method, called dialectic, uses the question-and-answer form in reaching a conclusion. It allows a student to obtain and clarify the answer to a question as his mind processes new knowledge. Adolescents use different methods to learn. Recognizing and using an adolescent student's learning styles and asking him questions provide him the opportunity to take part and go through the learning process (Lewis).

Attune Instruction to His Development Stage

A variety of positive role models is advantageous to his learning (Kolar, 2012). He needs those with whom he can relate in his search for an identity. Achievers in the subject being taught will help him plot his own search or himself. The teacher may also name accomplishments by achievers whom the student can use as models of his work and identity. He should be given opportunities to transform his interests into projects when he feels that these interests are part of the identity that is forming within him. He should choose the projects he wants to embark in. He should also learn to criticize a person's behavior rather than the person himself. Encouragement at this point may lead him to drop the entire learning endeavor for another. He likewise should know the long-term negative consequences of poor classroom performance or misbehavior so that he may become more responsible in making decisions for himself. And the teacher should encourage and support his innate interests, such as acting, sports and composing (Kolar).

The Ontario Guidance and Career Education Program

The goals of this program are student development, interpersonal development, and career development (MET, 1999). Through it, a student can establish his own learning goals and attain them, manage his own learning, and acquire the habits and skills to succeed. He can learn self-discipline; take responsibility for his own action; obtain the knowledge and skills in dealing with others in school and outside; and interact positively with them. And he will learn how to make intelligent and correct decisions in passing from one school level to the next higher (MET). #