In A Discussion Post Of 200–400 Words Demonstrate Your Under

In A Discussion Post Of 200 400 Words Demonstrate Your Understanding

In a discussion post of words, demonstrate your understanding of concepts learned in this module by responding to the following prompt: Pick an age: 1, 3, 7, 12, 15, 22, 35, 50, or 75. Think of your own experience or the experiences of those you know at this age. Consider the major developmental theories you learned about in this module (psychosocial, cognitive, and moral), and apply them to the age of your choosing. Describe either your own experiences, the experiences of someone else, or an imagined situation at this age, and use appropriate terms and definitions from the module to describe that stage of development. Be sure to identify the stage of development that you are discussing and those who have contributed to its development.

Do you agree with the developmental theories that describe this age? Why or why not?

Paper For Above instruction

For this assignment, I have selected the age of 12, an age characterized by pivotal developmental changes across psychosocial, cognitive, and moral domains. This stage corresponds primarily to early adolescence, a critical period marked by identity exploration, cognitive advancements, and emerging moral understanding, as explained by Erik Erikson, Jean Piaget, and Lawrence Kohlberg.

Erikson’s psychosocial theory identifies this stage as “Identity vs. Role Confusion,” which typically occurs during adolescence. During this time, individuals are actively exploring different roles, beliefs, and goals to develop a cohesive sense of self. A 12-year-old, for example, might try out various social groups, hobbies, or ideals to see which align with their burgeoning identity. Family members, teachers, and peers significantly influence this process by providing feedback, guidance, and social validation. For instance, a preadolescent might seek affirmation from friends or struggle with conflicting expectations from parents, reflecting the challenges Erikson described as essential for developing a stable identity.

From a cognitive perspective, Jean Piaget’s formal operational stage applies to this age group. Piaget posited that children around 12 years develop the ability to think abstractly, reason deductively, and consider hypothetical scenarios. I observed a friend who, at this age, became fascinated with philosophical questions and enjoyed debating moral dilemmas, showcasing Piaget’s concept of hypothetical-deductive reasoning. This cognitive shift allows for more complex problem-solving and enhances academic achievement, especially in science and mathematics, as the individual can contemplate multiple variables and future outcomes.

Laurence Kohlberg’s moral development theory highlights this age as transitioning into the conventional level of morality. Children begin to internalize societal norms and rules, seeking approval from authority figures and conforming to social expectations. An illustrative example is a 12-year-old who might believe that lying is wrong because it violates societal rules or could lead to sanctions. This development reflects an understanding of justice, fairness, and the importance of maintaining social order, which Kohlberg identified as characteristic of this stage.

In my view, these developmental theories accurately describe the processes of early adolescence. While Erikson’s emphasis on identity development resonates strongly because of the observable struggles and self-exploration during this age, Piaget’s focus on cognitive advancements underpins the increasing complexity of thought I’ve seen in peers and students. Kohlberg’s moral reasoning development also aligns with behaviors typical of this age group who begin to concern themselves more with societal approval and justice. Although individual experiences vary, the overarching patterns these theories present are valid and informative for understanding this critical period in human development.

References

• Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
• Piaget, J. (1972). The psychology of the child. Basic Books.
• Kohlberg, L. (1981). Essays on moral development: Vol. I. The philosophy of moral development. Harper & Row.
• Santrock, J. W. (2021). Life-Span Development (17th ed.). McGraw-Hill Education.
• Blakemore, S., & Mills, K. L. (2014). Is adolescence a sensitive period for brain development? Annual Review of Psychology, 65, 187-207.
• Steinberg, L. (2017). Adolescence. McGraw-Hill Education.
• Shaffer, D., & Kipp, K. (2013). Developmental Psychology. Cengage Learning.
• Ginsburg, G. S., et al. (2015). Managing adolescent anxiety: The role of developmentally appropriate approaches. Journal of Clinical Child & Adolescent Psychology, 44(3), 393-404.
• Furnham, A., & Cheng, H. (2019). Moral development in adolescence: Theoretical perspectives and practical implications. Journal of Moral Education, 48(2), 129-142.
• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241.