Adolescence Essay Research Paper AbstractThe period of

Adolescence Essay, Research Paper

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The period of Adolescence is most clearly defined by Jean Piaget and his definition, the formal-Operations phase. One of Piaget & # 8217 ; s four phases of Cognitive Development, it involves features of advanced logical thinking, creativeness, grasping of external constructs and believing more extensively. Criticisms of this theory, are it & # 8217 ; s deficiency of flexibleness in a kid & # 8217 ; s ability to achieve Formal-Operations phase, and that kids can achieve these features earlier or later than Piaget & # 8217 ; s pre-determined age bracket. It is the expressing of these new found abilities in adolescence that puts kids in struggle with parents. Argumentative behavior, Self-Centredness and Hypocrisy are merely some of the defects within this group of features that can take to possible struggle. Children develop otherwise, and many factors are associated with this development, and every bit long as that is understood, adolescence may non turn out so disruptive for both kids and parents.

Adolescence is a period within the lifetime, that is disruptive for some and inanimate for others. Sing the attack of Jean Piaget, the period of adolescence can run between the ages of 10 or eleven crossing up to the ulterior adolescent old ages of 17 or 18, and potentially subsequently. Many people can confound the pubescent phase to be the Centre of an striplings development. But as it is seen through Piaget & # 8217 ; s work with kids, striplings and the developmental phases they encounter, there is a great trade more to adolescence than mere physical alterations a turning individual go through. The Cognitive Development is of equal importance, and could be considered to play a superior portion in footings of overall continued development of a individual throughout the lifetime.

Piaget theorised four of import phases of Cognitive Development: the Sensorimotor phase, the Pre-Operational phase, the phase of Concrete Operations and eventually the Formal Operations phase. Throughout these four phases, specific critical cognitive abilities are achieved, for the kid to develop into the universe and understand everything that goes with it. It is during Piaget & # 8217 ; s concluding phase of development, Formal-Operations, covering adolescence, that kids are able to believe otherwise and speculate abstract jobs. This involves abilities such as, looking for alternate solutions and extinguishing those that are inappropriate, and believing outside the kingdom of one & # 8217 ; s self and the environment they are in. ( Walker, et Al, 1994 P 410 ) . There are specific features associated with the period of adolescence and the Formal-Operations phase, they include:

Advanced Reasoning

As already mentioned, the Formal-Operations phase of Cognitive Development, allows the kid to ground with others logically, creatively and in abstract formats. This ability gives the kid the opportunity to better cognition and apprehension of jobs and state of affairss by inquiring more direct instead than general inquiries ( eg: The game & # 8220 ; 20 Questions & # 8221 ; a funnelling of inquiries asked, Walker et Al, 1994 p410 ) and work outing jobs at a more advanced degree, such as mathematic narrations.

Advanced Concepts

Another feature of Piaget & # 8217 ; s Formal-Operations phase, is the grasping of advanced constructs such as the chase of truth, beauty as something more than merely visual aspects and the world of the ego and others everyplace ( Jaffe, 1998 p125 ) . The understanding and significance of universe constructs and constructs that seem normally unmindful allow kids at this phase to give themselves an individuality in footings of other people, objects throughout society.

Abstract Thinking

Similarly to concluding, kids attain widening abilities to believe intuitively, abstractly and hypothetically. Some of the features of this are: The ability to dig into chances and improbablenesss and conceive ofing other universes. This is where a great trade of accomplishment and creativeness can come from, which expands the cognitive boundaries and restrictions of developing kids. ( Jaffe, 1998, p125 )

There are many unfavorable judgments of Piagetian theory and much grounds to belie Piagetian histories of what kids can and can non make at different ages. ( Gold, 1987, p147 ) Even though Piaget & # 8217 ; s work has an influence on a batch of developmental Psychology, subsequent research has tended to sabotage the construct of specific phases. ( Durkin, 1996, p19 ) An illustration of the incompatibility in Piaget & # 8217 ; s theory, is that this type of attack takes a job and efforts to bring out qualitative differences of how kids of different phases tackle or explain a Si

tuation. That sounds all right, in rule, but it neglects the cardinal facet of this type of developmental relationship, the context of what is being acquired. Piaget’s attack assures that all meaningful fluctuation lies within the kid. ( Durkin, 1996, p19 ) This attack theory is good in footings of demoing how striplings may be able to ground in comparing to a kid, but lacks the deepness in acknowledgment of the stuff being taken in by the topics in inquiry.

The abilities and understanding striplings attain through Cognitive Development at the Formal-Operations phase is really much dependant on other factors as good. These features may depend on the type of civilization and environment kids are socialised into. Alternatively, the degree of intelligence a given kid may possess will play an of import portion, in their efficiency with which each degree of Piaget & # 8217 ; s theory is attained. For illustration, some kids of low degree intelligence may ne’er achieve Formal & # 8211 ; Operational idea, and conversely, an above norm kid may execute every bit good as or better than some grownups. ( Walker, 1994, p410 )

If Children attain a new and advanced signifier of concluding and thought, it is imaginable for this to make struggle between equals, governments and parents. Adolescence and the period of pubescence, are stereotypically seen as turbulent and rebellious for the developing kid, but it is clear to see the relationship that Piaget & # 8217 ; s phase of Formal-Operations has with this type of unsettled behavior. The stripling & # 8217 ; s new found logical thinking and originative thought accomplishments opens the head to a assortment of new state of affairss and chances to exert these new accomplishments. Some of the possible defect in this phase of Cognitive Development, are self centredness and ego consciousness, which promote struggle with parents in footings of the stripling & # 8217 ; s deficiency of consciousness of others around them, supplying parents, the chief receiving systems of the struggle, considerable defeat. ( Durkin, 1995, p128 )

Another defect striplings overlook is the inability to judge right, even though they are believing more extensively, striplings, like grownups, don & # 8217 ; t ever see the effects of the opinions they make. This in bend can take to another possible defect, which is Argumentative Behaviour. In the context of stripling & # 8211 ; parent struggle it can be, this characteristic can be associated with the two places on what is right and what is incorrect. ( Bryant & A ; Colman, 1995, p67 ) . For illustration if a 13 twelvemonth old kid wants to travel out and socialize on a school dark, the place of the parents is no, due to the undermentioned yearss schooling. In contrast, the stripling would reason against this mentioning several different statements sing equals, school, and fairness, doing clash between the two parties.

The incompatibility here is that non everything an stripling decides to make is right, and their effort to logically warrant it, proves a clear degree of self centredness with no consideration for others. ( Durkin, 1995, p128 ) Therefore making struggle with parents and unwittingly advancing the adolescent stereotype of rebellion. Other possible defects of note include ; Indecisiveness, Hypocrisy, happening mistake with authorization figures and pulling self-seeking decisions while keeping the semblance of reason. ( Durkin, 1995, p21 ) These features besides contribute to the struggle parents endure from striplings in the Formal-Operations phase of development.

In footings of the Cognitive Development of kids through to adulthood, Psychology is non an exact scientific discipline. This can be attributed to fluctuations and uncertainnesss from kid to child. Therefore it is of import to be critical of Piaget & # 8217 ; s Formal-Operations phase, and the features associated with it. Criticisms allow others to analyze, trial and size up these theories to better find more unequivocal and accurate features about the adolescent period of the lifetime in the hereafter. The struggle an stripling promotes with his or her parents is non due to pure rebellion against parents in general, but a canvas to seek out the new found abilities they have attained through Piaget & # 8217 ; s Formal-Operations phase. Similarly it is of import to indicate out that all kids develop otherwise, and that periods of struggle can change as does the development of the kid itself. The contextual, environmental and cultural factors play an built-in portion in this development, but every bit long as these factors are understood every bit good as the features formulated by Jean Piaget, viewed critically, in a kid & # 8217 ; s development, the alleged rebellion and turbulency, that is adolescent Cognitive Development, may hold greater significance.