Cognitive Development

Youths are typically able to think more creatively (Piaget, 1950) and able to think of hypothetical cases, such as the future or alternatives to a problem. Since cognitive skills are still being developed in teens, their behaviours may be unexpected when communicating with others. (American Psychological Association, 2002, p 12). The Association suggests that having poor decisions is normal, and the level of maturity plays a critical role in good judgement more than age. Maturity may slightly dip during the teen years and recovering in early adulthood. Parents and teachers are advised to provide adolescents with options to allow them to consider each one and faciliate their decisions. Teens will often be influenced by peers, and positive behaviours can be deduced from them. Adults should be aware of situations where the decisions may lead to negative behaviours, such as consuming alcohol.

Stress is normal to have in the daily life. (Middlebrooks, Audage) However, a certain degree of it will lead to health problems for the child later in life. Positive stress are short, such as losing a favourite toy. This is considered normal for a child to cope. Tolerable stress are slightly larger in magnitude but short-lived, such as a disturbing accident. With support from an adult, a child can overcome it. Toxic stress are long-lived, such as undernutrition or parental abuse. Such stress may lead to permanent changes in the brain. However, its effects can be lessened by parental or school support. Possible sources of toxic stress are abuse or neglect of the mind or body, or family dysfunction, such as a family member with substance abuse.

Physiologically, the brain undergoes growth spurts in the womb and in the teen years and puberty (Wallis, Dell, Park, 2004). In puberty, the child develops with the amygdala (the emotional centre), and immense neuron connections. Neuron connections to the pre-frontal complex, important for critical thinking develops last. Connections begin to be pruned into adulthood, which strengthens pathways that are often used, and weakens ones rarely used.

Support in learning abilities can be made to resolve possible cognitive difficulties. Investigate adaptive technology and modifications to the classroom based on the multiple intelligences from the class profile.
Creation of classroom helpers to encourage moral development. Youth volunteering strengthens the sense of responsibility and in the community may also encourage the sexual and academic development of the individual.
Provide options in topics in math and science for the child to have on what may be most relevant to them, such as for cumulative assessments.

Teaching Strategies

Anonymous “Poll Anywhere” questions to identify potential toxic stress in students in the form of a class profile. This allows the teacher to be aware of stress that may negatively affect academic progress. Some stress, such as family dysfunction may not be revealed due to the fear of consequences from the family.

Technology Tools

References

American Psychological Association. (2002). Developing Adolescents: A Reference for Professionals. [wk 1, p21-28]

Centers for Disease Control and Prevention, National Center for Injury Prevention and Control.

Middlebrooks, J., Audage, N. (2008). The Effects of Childhood Stress on Health Across the Lifespan.

Wallis, C., Dell, K., Park, A. (2004) What Makes Teens Tick. Time Magazine.