Running head: AN ANALYSIS OF STAGES OF DEVELOPMENT: MIDDLE

CHILDHOOD AND ADOLESCENCE

An Analysis of Stages of Development – Middle Childhood and Adolescence

EDUC5410

Written Assignment Unit 5

Student No. S158710

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ABSTRACT

This assignment analyses the middle childhood and adolescence stages of development, with

a focus on physical, cognitive, social, and moral development. It looks at the implications for

education at these two phases and studies the implications faced by educators at each of these

stages.
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Middle childhood and adolescence are very complex stages of development, with

major changes happening to young people physically, cognitively, socially and morally. As

teachers, we must have a good understanding of the different stages and the typical changes

our young people will go through in their development.

Middle Childhood (11-14 years old)

Around the age of 10 or 11 years old, children go through a significant growth spurt.

Girls experience this earlier, usually between 10 to 14 years of age, while boys go through

this surge in growth at approximately 10 to 16 years old (Development Psychology, n.d.). At

this time, their bodies change physically as they go through puberty. Up until puberty,

children’s brain cells flourish and grow to develop the frontal lobes. At this stage of 11 to 14

years, the frontal lobes are developing rapidly (Spielman, n.d.).

Piaget believed that young people of this age were in the Formal Operational Stage.

His research found that they are able to think in abstract terms, use symbols in abstract

thinking and form hypotheses (Zhou & Brown, 2015, p15). However, girls and boys develop

cognitively at different paces. At this stage, girls develop cognitive empathy and are able to

see things from another person’s perspective (Spielman, n.d.).

Socially, middle childhood is a minefield for young teenagers and older adolescents.

Erikson categorises the different stages of social development and recognises middle

childhood as the stage of Identity and Role Confusion. Young people acknowledge their own

identity and that of others (Seifert & Sutton, 2009, p51). There is a certain confusion as they

grow to learn about themselves and the role they play in their environment.

In terms of moral development, Kohlberg sees this stage as the Conventional Level.

The stages he breaks this level down into are known as peer opinion and law and order. At
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this stage, peer approval is of utmost importance to young people. They seek acceptance and

will often succumb to peer pressure (Seifert & Sutton, 2009, p57). This can be a dangerous

phase, as children desperately want to belong to their friendship groups and behaviour can

sometimes be an issue as they take risks such as experimenting with alcohol. “Physical,

emotional, and intellectual growth occurs at a dizzying speed, challenging the teenager to

adjust to a new body, social identity, and expanding world view” (Development Psychology,

n.d.).

Implications for teachers include dealing with unwanted behaviours. Peer pressure,

brain development and role confusion may lead to challenging behaviour in teacher/pupil

relationships. It is therefore important to be sensitive and defuse issues to maintain healthy

relationships with pupils.

Adolescence (14-18 years old)

Between the ages of 14 and 18 years, adolescents reach sexual maturation. Their

bodies have gone through puberty and they have gained in height and weight (Development

Psychology, n.d.) Although physically they may have reached adulthood, their brains are still

developing in the frontal region. The frontal lobes area, the area responsible for functions

such as reasoning, ethical decision making and social judgment, is still developing.

Therefore, young people are more prone to risk-taking behaviour at this stage (Spielman,

n.d.).

Cognitively, this stage is a continuation of Piaget’s Formal Operational Stage. Piaget

believed that development was life-long, so there is no hard and fast rule for when one moves

from this phase to the next (Zhou & Brown, 2015, p15). As previously mentioned, girls show
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cognitive empathy at an earlier age that boys. It is only at this stage boy begin to mirror the

development of girls in this respect (Spielman, n.d.).

The adolescence phase is very important in terms of social development. Erikson sees

this as a continuation of the Identity & Role Confusion Stage previously discussed. As young

adults grow and mature, they begin to see the role they play in society and accept their

identities and those of others (Seifert & Sutton 2009, p51).

In Kohlberg’s stages of moral development, he lists this stage as the cusp between the

Conventional Level and Postconventional Level. The stages within this level are named as

Social Contract and Universal Principles. Morally developed adolescents find socially

accepted ways of making decisions. They are consistent in their actions (Seifert & Sutton,

2009, p57).

“Warm and healthy parent-child relationships have been associated with positive child

outcomes, such as better grades and fewer school behavior problems” (Thomson, n.d.). If

parents and teachers can find ways of accepting and guiding young people in a non-

confrontational and respectful manner, these positive relationships should remain intact

during this turbulent time. Male and female adolescents will approach the wat they view

relationships differently. In achieving identity, Gilligan notes females seek intimate

relationships, while males pursue independence and achievement. (Development Psychology,

n.d.).

Another point that teachers must consider is the fact that not all students will progress

through developmental milestones and reach the same stages at the same time, if at all. We

must therefore be open to offering diverse models in how we view life. It is important for

students to know that “there are many ways to be successful and satisfied with life” (Seifert

& Sutton, 2009, p53).

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References

Development Psychology. (n.d.). Retrieved July 14, 2020, from

https://www.cliffsnotes.com/study-guides/psychology/development-

psychology?fbclid=IwAR1-

gi0YZ1HV95Qs3yHEgm0a1xUSJeR1PzApQPoF4g3pcz4hUxxeW4a7Kes

Seifert, K. & Sutton, R. (2009). Educational Psychology. Global Text. The Saylor

Foundation. Retrieved from https://www.saylor.org/site/wp-

content/uploads/2012/06/Educational-Psychology.pdf

Spielman, R.M. (n.d.). Psychology: Lifespan Development. Unit 10. Retrieved from

https://www.oercommons.org/courseware/unit/8480

Thompson, R. (2012). (PDF) Whither the Preconventional Child? Toward a Life-Span Moral

Development Theory. Retrieved from

https://www.researchgate.net/publication/261533333_Whither_the_Preconventional_

Child_Toward_a_Life-Span_Moral_Development_Theory

Zhou, M. & Brown, D. (Spring 2015). Educational Learning Theories. Educational

Psychology Commons. Retrieved from

https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-

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