Reading Response: Developmental Attributes and Needs Specific to Middle-High School Age Youth

Objective:
Name and Connect each of the 7 developmental needs of adolescents to developmental theories/theorist(s) and domains (cognitive, social-
emotional, moral, physical, brain) through a culturally responsive frame of reference (inTASC 1, 2, 4, 7)

For this reading response, you’ll read Chapter 3: Middle and Secondary Students (C&K textbook) along with the materials on the Canvas
pages for weeks one & two and the in-class activities we completed. The goal of the task is to zoom in on this specific age level and think
carefully about what is developmentally appropriate. We need to examine our implicit biases related to working with certain age-groups based on
what we generalized kids to be like at certain ages and stages. Once you’ve gotten some of the details down, you’ll look for implications and take
some photos to show examples of theory in action. This will help you be attentive to these details in our field observations.
 Age/ Physical & Cognitive & Social & Emotional Moral Specific implications for
Grade Puberty Neurological (Identity) working with young people

10-12 Physical activity, Competence and Physical Activity, Positive Social Creative Expression,
Grades 5-7 Positive Social Achievement, Self Competence and Interaction – Structure and Clear Limits –
Interaction – Definition – Self Achievement, morals will be built allow students of these age
Students bodies are esteem is at a crucial Meaningful Participation by interactions with to express themselves, but
changing, physical point, and students – extremely important others, finding and also this is the time they
movement is minds will be affected time for children, peer seeing a place in need to learn social limits
extremely by classroom pressure is rampant, the world, and and broader structure
important, activity achievement and kids need opportunity to beginning to around them
promotes social confidence find an identity observe others
interaction

12-13 Creative Physical Activity – Competence and Positive Social Structure and Clear Limits –
Grade 7- 8 Expression, because of the Achievement, Interaction – because of the importance
Structure and Clear implications of puberty, Meaningful Participation morals are of this transitionary time
Limits – students the relationship – the social structure of continuing to students still need to be
are beginning to between physical the student is changing, expand, students taught structure and social
transition, in the health and mental and they will find are learning from contexts
midst of puberty it’s growth is extremely opportunities to express each other, without
a confusing time for important to cognitive their identity in broader realizing their all
their minds and ability fashions going through
their bodies changes

13-14 Meaningful Physical Activity, Self Creative Expression, Structure and Competence and
Grade 8- 9 Participation, Definition – body is in Positive social Clear Limits – Achievement, Structure and
Structure and Clear great state of change, interaction – with students start the Clear Limits – transition to
Limits – huge finding identity is still a transition into high establishment of high school is one of the
transition into high rooted in puberty, brain school, stakes change morals, effect of biggest these students have
school can be is changing and in identity – students discipline may made thus far, teachers
awkward, students minds are feel the need to change have largest role (other
 relationships/dating rooted in change establish themselves than parents) in facilitating
are starting to and friendships these changes
become more
important

15-16 Positive Social Positive Social Physical Activity, Meaningful Self Definition – students
Grade 10-11 Interaction – Bodies Interaction – just like Creative Expression – Participation, are ‘finding’ themselves, it’s
are still changing, puberty affecting students are beginning Structure and important to let that process
puberty is rampant, physical body, mental to finally establish who Clear Limits – play itself out naturally, but
physical attributes health and strength of they are, but are still morals are being maintaining structure and
can very much mind are at the able to see themselves established, but it positivity
influence social life forefront of social changing, finding can be volatile
especially athletics interaction identity is huge without limits and
or bullying guidance

17-18 Physical Activity – Competence and Competence and Self Definition, Creative Expression –
Grade 12 students are Achievement – college Achievement, Self Meaningful students are going to
established prep and post-sec. Definition – social Participation – express themselves how
athletes, but also focus is setting structures are mostly morality is being they want to, regardless of
learning precedents precedent for the rest established, but allowed built through what is planned for them,
for physical health of the students life room for change, community, an extremely important time
after high school students are starting to possibly religion, for students becoming
figure out their identity all reliant upon the adults
in terms of worldview self-definition of
the student
 7 Developmental Needs What’s it Mean--What does
this need look like in schools
Physical Activity Physical education classes,
recess, intramurals,
extracurricular activities –
athletics, sports clubs – schools
facilitating opportunities for
students to be active
Competence and Achievement Students find self-affirmation,
confidence, and reassurance in
their skills and abilities – positive achievements
teachers, setting goals, actual
earned achievements
Self Definition Students learn and begin to
understand their place in the
world, understanding diversity
and participating – schools
encouraging critical thinking,
clubs or associations (diverse
options)
Developmental Theorist Photo Evidence of the
Connections Attribute in Practice
Kohlberg and Vygotsky – physical
activity can promote social
interactions, all centered around
social interactions
Piaget’s Developmental Theory –
stage theory, building upon
Dewey – importance of lessons in
one’s life
Vygotsky – we find our place in the
world by seeing our place in the
world around us, everything has an
impact to who we are
Creative Expression
Positive Social Interaction
Structure and Clear Limits
Students find a worldview and
their own emotions, participation
between themselves and the
world around them –
extracurricular activities
(drama, art, sports etc.), teachers
encouraging
Social relationships, learning
from others apart from yourself,
experiencing other worldviews –
extracurricular activities,
activities outside of school, good
classroom management
Understanding of independence
and freedom, but also learning
societal structure and norms
-Discipline, good classroom
management, but also
encouragement from teachers
Piaget’s Developmental Theory
Vygotsky - social development and
finding a place in life, expressing
oneself
Erikson’s developmental theory –
social progress is important to
education
Kohlberg - developing social
interactions to integrate self and
understand morals
Behaviorists like Skinner
Kohlberg - developing social
interactions to integrate self and
understand morals
Meaningful Participation Opportunity, opportunity, Existentialism
opportunity… , important to Erikson
learn and understand context of Bandura’s social learning theory –
the real world – teacher observation plays a critical role in
reinforcement, school structures learning

Now What: Answer this prompt in 200-300 words.

Consider the course essential question, “What is developmentally appropriate to ask of 11-18 years based on their assets and
needs?” What are some things you realized about teaching these age-groups that you hadn’t fully considered before? What
are some biases that surfaced (positive or negative) regarding certain age groups? What would you have to modify if you were
assigned to teach that age group?

One of the main tenets that I’ve come to realize of vital importance in educating 11-18-year-old students is identity. Everything the
students has or wants is related to their identity in some way. Identity is at the forefront of all their decisions and actions. For
educators to ignore the importance of student identity is doing all in the classroom a disservice. By refusing to understand the
importance of student identity the teacher is limiting relationship building, classroom comfort, and educational confidence. These kids
tie so much into their identity. It’s completely ignorant to not accept that many facets of their learning abilities are tied into their
identity as well. Teachers need to tap into that and use it for everyone in the classroom’s good.
I think a bias that I hadn’t recognized is that I assumed that student’s minds and bodies stop changing the rough middle-school
phase of puberty. I don’t think it was pure ignorance, but rather that I hadn’t been looking for signs that all students in all grades are
going through serious, substantial changes in their physical and cognitive development. It was rash of me to think that middle-
schoolers have it worst when in reality these poor students have it bad from start to finish. It was a humanizing lesson to learn, but
one that I also recognize will be even harder when I’m in the actual classroom.