Project-Based Learning Handout

W H A T E V E R T H E C H A L L E N G E S A R E , P A R E N T S A N D

E D U C A T O R S S H A R E T H E S A M E G O A L , W H I C H I S T O D O O U R

V E R Y B E S T I N H E L P I N G A C H I L D S U C C E E D I N E V E R Y

A S P E C T O F T H E I R L I V E S . A S E D U C A T O R S W E U N D E R S T A N D

T H A T T H E S T A G E S O F A D O L E S C E N C E S C A N B E

D I F F I C U L T T O A D J U S T T O F O R C H I L D R E N A N D P A R E N T S . Y O U M A Y F E E L A S I F Y O U A R E N ’ T

A C C O M P L I S H I N G E N O U G H A S A P A R E N T , A N D W I T H T H E

L I M I T E D R E S O U R C E S O U T T H E R E , Y O U F E E L

U N P R E P A R E D T O F A C E T H E M A N Y C H A N G E S A N D

C H A L L E N G E S T H A T C O M E W I T H Y O U R C H I L D M A T U R I N G .

( S P A N O , 2 0 0 4 ) .

Y O U R C H I L D M A Y F E E L I N S E C U R I T I E S W H E N I T C O M E S T O T H E I R I D E N T I T Y , A N D T H E I R

P H Y S I C A L A N D I N T E L L E C T U A L A B I L I T I E S , A N D P R O C E S S I N G

T H E S E E M O T I O N S C A N B E E X H A U S T I N G F O R

P A R E N T S . B E C A U S E O F T H E A N X I E T Y , L A C K O F S U P P O R T ,

A N D L A C K O F R E S O U R C E S , I T I S S O M E T I M E S J U S T E A S I E R T O I G N O R E O R P U T A S I D E W H A T

Y O U R C H I L D R E N M A Y B E G O I N G T H R O U G H , A N D V I E W T H I S T I M E A S S O M E T H I N G T H E Y J U S T H A V E T O W O R K T H R O U G H . H O W E V E R , I T I S I M P O R T A N T F O R Y O U A S A P A R E N T T O U N D E R S T A N D T H A T Y O U H A V E A G R E A T I N F L U E N C E O N Y O U R C H I L D R E N I N E V E R Y S T A G E O F D E V E L O P M E N T , A N D

T O N O T F O R G E T P E R S O N A L E X P E R I E N C E S F R O M Y O U R O W N A D O L E S C E N T Y E A R S . O N T O P O F

T R Y I N G T O E F F E C T I V E L Y C O M M U N I C A T E W I T H Y O U R

C H I L D A N D S U P P O R T T H E M , Y O U H A V E T O A N T I C I P A T E Y O U R

C H I L D B E C O M I N G D I S T R A C T E D B Y O U T S I D E I N F L U E N C E S ,

W H I C H C O U L D H I N D E R Y O U R E F F O R T S ( S P A N O , 2 0 0 4 ) .

Y O U R A D O L E S C E N T A N D T H E I R

D E V E L O P M E N T B R O C H U R E

M A R U Q E T T A G I B S O N

Judgement Free The Change

T H E R E A R E M U L T I P L E T H E O R I E S T O L E A R N F R O M

A N D P R A C T I C E W H E N L E A R N I N G A B O U T

A D O L E S C E N T D E V E L O P M E N T ; A R N O L D

G I S E L L E ’ S B I O L O G I C A L T H E O R Y , S I G M U N D A N D A N N A

F R E U D S P S Y C H O A N A L Y T I C T H E O R Y , P I A G E T ’ S

C O G N I T I V E D E V E L O P M E N T A L T H E O R Y ,

A N D V Y G O T S K Y ’ S S O C I O C U L T U R A L

C O G N I T I V E T H E O R Y . E V E N T H O U G H T H E S E

T H E O R I E S H A V E U N I Q U E F O C U S E S , T H E Y S H A R E

S O M E S I M I L A R I T I E S . E A C H C H I L D H A S T H E I R

O W N P E R S O N A L I T Y T Y P E W H E N I T C O M E S T O T H E I R

T H I N G S T H E Y A R E I N T E R E S T E D I N , T H E I R D I S L I K E S , A N D

E A C H C H I L D E X P E R I E N C E S D I F F E R E N T

D E V E L O P M E N T A L I S S U E S I N T E L L E C T U A L L Y A N D P H Y S I C A L L Y , A T T H E I R

O W N P A C E T H R O U G H O U T T H E I R A D O L E S C E N T Y E A R S .

( A M E R I C A N A C A D E M Y O F C H I L D A N D A D O L E S C E N T

P S Y C H I A T R Y ) .

Stages & Theories During the stages of adolescence your children will see a great amount of physical changes happening at a faster rate in a very short period of time. However, it is important for parents to understand that the stages of adolescence encompass more than experiencing physical changes. As your children develop and grow, they are also experiencing social, interpersonal, cognitive, and emotional changes. Outside influences such as friends, social media, religion, music, and societal beauty standards, can become huge or main positive and negative influences in your child’s life (American Academy of Child and Adolescent Psychiatry).

List of theories & theorists:

Arnold Giselle Biological Theory

A child’s growth & development are influenced by both their

environment and genes. Gesell opposed efforts to teach children

things ahead of their developmental schedule. Until then, teaching will

be of little value, and may create tensions between caretakers and children. This theory is normally

recognizable during pediatric appointments, where parents fill out questionnaires to check their child’s

development (Crain, 2014).

Sigmund Freud, Anna Freud Psychoanalytic Theory

“Adolescence is a period of anxiety and sexual excitement” (Crain,

2014). Anything that a person is going through is brought about

because of certain childhood experiences. Focuses more on the

nurture aspect rather than nature.

PIAGET’S COGNITIVE DEVELOPMENTAL THEORY

A child develops their understanding of their environment through

experiences. Earlier in life your child goes through fours periods. “Period I

is sensorimotor intelligence (birth to 2 years), periods II and III are

preoperational thought (2 to 7 years) and concrete operations (7 to 11 years),

and period IV is formal operations (11 years to adulthood)” (Crain,

2014).

VYGOTSKY'S SOCIAL-HISTORICAL THEORY OF

COGNITIVE DEVELOPMENT

Displays how one’s cognitive development occurs through

culture and social interaction. Vygotsky argued that cultural sign systems have

a major impact on cognitive development. Even though your child may develop

concepts and ideas of their own, they need to develop abstract modes of

thought. They will struggle in the day to day life experiences if they are not

given instruction on abstract signs (Crain, 2014).

NATURE AND NURTURE

NATURE IS BASED ON YOUR CHILD’S BIOLOGICAL GROWTH,

AND CONTAINS ALL THE NATURAL MANIFESTATIONS AND

ENVIRONMENTAL INFLUENCES THAT CAN PLAY A PART IN THEIR

DEVELOPMENT. NATURE IS SIMPLY THE NATURAL SURROUNDINGS OF

YOUR CHILD THAT CAN HAVE A POSITIVE OR NEGATIVE EFFECT ON

BOTH PHYSICAL AND EMOTIONAL DEVELOPMENT. NURTURE IS BASED ON YOUR CHILD’S EVERYDAY

EXPERIENCES, INFLUENCES, AND HOW EASILY THEY CAN ADAPT AND OVERCOME TO THEIR

EXPERIENCES. NURTURING FACTORS IN YOUR CHILD’S

LIFE CAN BE THEIR RELATIONSHIP WITH YOU AND

OTHERS THEY SOCIALIZE WITH. THESE FACTORS CAN MOLD YOUR CHILD

BEHAVIOR (MUUSS, 2017).

List of theories & theorists cont:

Stability and Change

Whether your child will maintain their character and personalities throughout life, or if

they will mature into a different person

(Muuss, 2017).

Continuity and Discontinuity

Will your child make continuous changes throughout their life, or

will they go through specific stages of change (Muuss,

2017).

"HOLD YOUR CHILD TO HIGH, BUT REALISTIC, STANDARDS;

PROVIDE OPPORTUNITIES SO THAT YOUR CHILD CAN SUCCEED;

STAY INVOLVED IN YOUR CHILD'S LIFE;

PROVIDE BOTH UNCONDITIONAL LOVE AND APPROPRIATE LIMITS TO HELP YOUR CHILD THRIVE AND FEEL SAFE;

TALK WITH YOUR CHILD OFTEN ABOUT WHAT IS MOST IMPORTANT TO HIM OR HER;

MONITOR YOUR CHILD'S FRIENDSHIPS;

WORK WITH YOUR CHILD TO BECOME MORE AWARE OF THE MEDIA AND HOW TO USE THE MEDIA APPROPRIATELY" (SPANO, 2004).

"Learn about all the stages or your child

current stage of adolescence development

Show that you value education;

Hold your child to high, but realistic,

standards" (Spano, 2004).

"Model good behavior;

Be alert to major problems;

Hang in there when times are tough”

(Spano, 2004).

GUIDANCE TO

HELPING YOUR CHILD

THROUGH

THEIR ADOLESCENCE

DEVELOPMENT:

American Academy of Child and Adolescent

Psychiatry (AACAP) website at

http://www.aacap.org/public ations/factsfam/develop.htm

Crain, W. (2014). Theories of

Development Concepts and Applications. Pearson New

International Edition. Retrieved November 15,

2020, from http://tcfc.ouc.edu.cn/_uploa d/article/files/8b/e1/71a40a2 941c88d36247d6b339125/bc

8850e8-9ad5-479f-abfa- bf15f699f4bf.pdf

Muuss, R. E. (2017). Theories of adolescence. New York: McGraw-Hill

Spano, S. (2004). Research Facts and Findings. A Publication of the ACT for Youth Center of Excellence, 1-4. Retrieved November 15, 2020, from http://www.actforyou th.net/resources/rf/rf _stages_0504.pdf

References