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As research in child and adolescent development evolves, it becomes more possible to engage and meet the academic abilities of students with various learning abilities with evidence-based practice interventions. In an overview of over four decades’ worth of research in child and adolescent development, Luthar (2015) discusses the importance of resilience and protective factors, which apply to every single stage of development. The matrix serves as an ideal guide for developing ways to meet the needs of exceptional students through evidence-based practice. Using the matrix, educators can consider the wide range of biological, cultural, familial, and peer/school factors impacting development in the student populations they serve (Hamre, Hatfield, Pianta, et al., 2014).
Even though researchers have generally moved beyond a strict interpretation of developmental stages, developmental stages are the benchmarks by which disabilities of any type are assessed and measured. However, it is important to retain an approach to child and adolescent development that is not bound to pathology, which takes into account individual differences and offers a strengths-based approach. Educators can help students to locate sources of strength rather than to attempt to be exactly like their peers on measures that are deemed normative in the society. The only exception would be prosocial behaviors, which remain critical to teach.
Educators can use research to create appropriate instructional strategies and classroom management techniques that encourage prosocial behavior in all students (Hamre-Hatfield, Pianta, et al., 2014). Some students with disabilities may need additional supports that help with impulse control or emotional self-masgtery (Eisenberg, Spinrad & Knafo-Noam, 2015). The major concepts that have emerged in the research include those related to the stages of development, evidence-based practice techniques, and strategies used to motivate students to perform at their highest capacity.
References
Eisenberg, N., Spinrad, T. L., & Knafo?Noam, A. (2015). Prosocial development. Handbook of child psychology and developmental science, 1-47.
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain?specific elements of teacher–child interactions: Associations with preschool children's development. Child development, 85(3), 1257-1274.
Luthar, S. S. (2015). Resilience in development: A synthesis of research across five decades. Developmental Psychopathology: Volume Three: Risk, Disorder, and Adaptation, 739-795.
Adolescents Aspects of Adolescent Development and Psychology What impact does technology have on today's adolescents? Technology is inextricably linked with adolescent existence. In the past decade, technology has become pervasive amongst adolescents and affects the way in which adolescents communicate with one another and with their parents. In past generations, technology was primarily limited to television and video games (and possibly a computer), but current technology has blended forms of technology that were
There is an extended family network of grandparents, aunts, and uncles that provides additional figures to serve as role models for the subject, but she remains especially close to her mother and is above all cognizant of and concerned with the needs and expectations of her family as a whole. The divorce of the subject's parents during her early adolescence necessarily had an effect on the relationship she developed with
This period is also characterized by a youth's desire to obtain privacy. Youth encounter new situations in an exploratory manner seeking insight into the situation and needing to achieve their own interpretation of the stimuli presented to them (Ohrenstein, 1986). Peer relationships are of particular importance during this time period and can be viewed by youth as being more important than family relationships (Ohrenstein, 1986). This focus aids the
Development of independence is shown by their ability to accomplish tasks on their own. They can start new things and have a range of activities to choose from. At this stage, children learn to develop attachment to others. Pittman, Margaret, & Kerp (2011) argue that by the age of two and three years, it may take a child one hour before returning to a secure base ( close to
There are multiple stages of development that all children go through. The depth and breadth of these developmental changes ebb and flow greatly as growing children move from one stage of development to the next. Overall, there are several major developmental stages in the life of a child. There are the toddler years, the prepubescent years and the adolescent/teenage years. The brief literature review that follows in this report shall
SPIRITUALITY IN YOUNG CHILDREN'S TERPERAMENT AND SELF-CONTROL RATUIONALE Historically, school systems not only permitted but encouraged religious instruction and children were enabled to integrate their spiritual views in the processing of the feelings about the events of the world ultimately allowing them to have well developed moral and philosophical bases for themselves and their interactions with the world around them. The result is that educators were enabled in assisting students in their