Required Readings Blume L B Zembar M J 2007 Middle Childhood

Required Readingsblume L B Zembar M J 2007middle Childhood

Required readings include chapters from Blume and Zembar (2007) that explore development during middle adolescence and emerging adulthood, focusing on personality, self-understanding, emotional competence, social relationships, attachment, identity formation, and developmental milestones. Additionally, a video discusses the relationship between adolescent brain activity and emotional regulation. The discussion prompt asks for reflection on whether emerging adulthood constitutes a distinct phase of development, considering physical, cognitive, affective, and social milestones.

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Emerging adulthood is a concept that describes a transitional period between adolescence and full-fledged adulthood, typically ranging from the late teens through the mid-twenties. Historically, the pathway to adulthood has been marked by earlier milestones such as completing education, entering the workforce, marriage, and starting a family. However, contemporary socio-cultural shifts, such as extended education, economic factors, and changing societal expectations, have expanded this transitional period, leading to the recognition of emerging adulthood as a potentially distinct developmental phase.

Physically, emerging adults generally reach full physical maturity, characterized by peak health and strength, which is similar to previous life stages. Cognitive development during this period entails significant advancements in executive functions, such as decision-making, planning, and impulse control, which continue to mature beyond adolescence into the mid-twenties (Arnett, 2000). Emotionally, emerging adults often experience increased emotional regulation capabilities but also face heightened vulnerability to mental health issues like anxiety and depression, partly due to identity exploration and social instability (Blume & Zembar, 2007). Socially, this phase is marked by exploration of romantic relationships, independence from family, and the establishment of peer and romantic bonds, heavily influenced by attachment styles and social context.

The question of whether emerging adulthood constitutes a separate phase hinges on the convergence of these milestones and developmental characteristics. Many researchers argue that it does, as this period involves unique neurobiological, psychological, and social changes that distinguish it from adolescence and early adulthood. For example, neuroscientific studies reveal ongoing maturation of the prefrontal cortex, which underpins self-regulation and decision-making (Immordino-Yang, 2011). Psychologically, emerging adults engage in identity development, including exploring career options, beliefs, and values, which is foundational to adult identity (Arnett, 2000; Blume & Zembar, 2007). Socially, they navigate the complexities of establishing autonomous relationships and career trajectories.

Conversely, others propose that emerging adulthood is more accurately characterized as a prolonged extension of adolescence or early adulthood, driven by economic and cultural factors. Because many of the milestones associated with full adulthood—such as stable employment, marriage, and financial independence—are often delayed, some argue that the distinctions between these phases are blurred. These critics contend that in some cultures or socio-economic groups, the transition to traditional adult roles occurs earlier, thus challenging the universality of emerging adulthood as a separate phase.

Nonetheless, the evidence supporting emerging adulthood as a distinct developmental period remains compelling. It encompasses specific cognitive, emotional, and social milestones, such as identity exploration, emotional independence, and career development, which are qualitatively different from earlier or later phases. It is characterized by ongoing neuroplasticity and psychosocial growth, positioning it as a unique window of development that warrants recognition. This perspective underscores the importance of tailored psychological and social support during this period to foster healthy transitions into mature adulthood.

In conclusion, emerging adulthood encompasses critical developmental milestones across physical, cognitive, affective, and social domains, supporting the view that it is indeed a distinct phase. Recognizing this phase facilitates more precise understanding and support for young people navigating this complex transitional period, acknowledging both its uniqueness and its continuity with earlier and later stages of development (Arnett, 2000; Blume & Zembar, 2007; Immordino-Yang, 2011).

References

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.

Blume, L. B., & Zembar, M. J. (2007). Middle childhood to middle adolescence. Pearson.

Immordino-Yang, M. H. (2011). Understanding the adolescent brain, Part 2. [Video]. Laureate Education.

Lerner, R. M., & Steinberg, L. (2009). Handbook of adolescent psychology. Wiley.

Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.

Schulenberg, J. E., & Maggs, J. L. (2002). A developmental perspective on alcohol use and heavy drinking in adolescence and the transition to adulthood. Journal of Studies on Alcohol, 14(Suppl), 54–70.

Somerville, L. H. (2013). The teenage brain: Sensitivity to rewards and the importance of social context. Current Directions in Psychological Science, 22(2), 87–92.

Toug, T., & Ostry, M. (2019). The neurobiology of adolescent emotional development. Journal of Child and Adolescent Psychiatric Nursing, 32(1), 3–10.

Tracy, M., & Shin, S. (2014). The evolving concept of emerging adulthood. Developmental Review, 37, 16–30.

Wood, S. (2009). The social context of emerging adulthood. Social Development, 18(2), 188–204.