Early Adolescence (11 to 15)
Physical Cognitive
Period of rapid skeletal Attends sixth through ninth
and sexual maturation grades
Preoccupation with body Thinking is less concrete,
image more abstract,
idealistic, and logical;
hypothetical deductive
reasoning, complex
problem
solving, and critical thinking
emerge
Girls’ adolescent growth Increased interest in ideas,
spurt begins at values, and
10½ years on average; social issues, often with
menarche occurs on narrow understanding and
average around 12½ years dogmatic opinions
(but changes
can begin as late as 15½
years)∗
Early-maturing girls are Interprets personality of
more vulnerable others (uses
to problems such as previous information,
smoking, drinking, detects situational
Language Socioemotional
May not like to 2nd separation individuation
communicate with adults task—begins to form identity and
prepare for adulthood; increased
conflict with parents, although
still places strong value on
family; increased interest in
peers and anxiety about peer
acceptance
May question adult Girls may form identity
authority and adult rules and prepare for adulthood
through establishing
relationships and
emotional bonds
Enjoys talking with Pressure to conform with
friends peers
Conversations are often Heightened interest in how body
about social matters image affects feelings about
body, thought processes, and
social interactions
Moral
Wants to be a “nice”
person and live up to the
expectations of people
one knows and cares
about; adopts parents’
moral standards on
important issues; reason
to be good is so others
will think well of one
(social approval) and
one can think well of self
Continues to learn
culture-based moral
values, though there may
be conflict if these differ
from the dominant
society’s values
depression, eating
disorders, negative self
image, isolation,
submissive behavior, and
less popularity
Boys’ adolescent growth
spurt begins around age
12½; early maturation
positive for boys at this
age (but changes can
begin as late as 15½ years)
Pubic hair develops,
followed by auxiliary
hair (earlier for girls than
boys)
For boys, voice begins to
lower; mustache
hair may begin to grow in
There is wide variation in
beginning and
completion of puberty
variation in behavior, and
looks for deeper, more
complex causes of
personality)
Intense interest in music, May complain that others Same sex relationships
clothes, hair, and do not understand still most common;
personal appearance experimentation with
(especially for girls) dating
Social cognition: Usually does not like May be demanding and
♦ Belief in an imaginary grammar defensive; mood swings
audience, that common
others are as preoccupied
with one as
oneself is (e.g., “everyone
is looking at
me”)
♦ Personal fable—belief in
personal
uniqueness (e.g., “no one
understands me”) and
belief that self is
invulnerable (“I won’t get
hurt”)
Able to understand others Likes to argue rather than Egocentric – thinking only of
points of view, discuss oneself, without regard for the
but tends to be egocentric feelings or desires of others; self-
centered.
Greater attention span and May use loud voice Can be sensitive and worried
ability to focus about body features, personality,
being embarrassed or left
out, grades, tests, or how

Physical effects of puberty
on
development in other
domains not as great
as once thought; depends
on social and
cognitive factors
Wants to do well in
activities and in
school, although may mask
with feigned
indifference
Ethnic minority youth learn
how to
negotiate two systems—
their own culture
and the dominant culture
things will turn out
Transition to junior high
stressful (no longer top
dog)
Many ethnic minority
youths have multiple
disadvantages:
♦ Prejudice, discrimination, and
bias because of their ethnic
minority status
♦ Stressful effects of poverty
♦ Poverty, not ethnicity, explains
some problems ethnic
minority youths face
Even economic advantages of
class can’t protect one from
prejudice and discrimination
Recognizes that differences exist
between and within groups
Indicators of Concern (Early Adolescence)
• By end of period, physically immature, small, not showing signs of puberty or secondary sex characteristics (wide range here; girls mature
earlier)
• Poor motor skills, coordination
• Lack of peer group relationships and identification with peers
• Can’t think hypothetically; doesn’t consider consequences of actions
• Can’t put him/herself in place of another; doesn’t consider how behavior affects others
• Difficulty problem solving; doesn’t work through systematically and weigh solutions
• Poor school performance
• Doesn’t reject or question parental standards and express self through clothes, hair, and other lifestyle choices
• Moral behavior still dependent on presence of external authority to enforce rules (not internalized)
• Poor self-esteem
• Emotional and behavioral problems (anxiety, depression, withdrawal, aggression, lack of impulse control, antisocial behavior)
• Withdrawal from friends and from activities once enjoyed
• Changes in eating and sleeping habits
• Indecision, lack of concentration, or forgetfulness
• Abuse of alcohol or drugs