Week 6: Early & Middle Adulthood - Roberson

Early adulthood is reached when a person is between 18 and 25 years old. Emerging adulthood is commonly used to identify the transition into adulthood (Fiore, p. 208). This transition can be marked by several different rites of passage: religious, physical, educational, social, and economic. These are different occurrences that prompt a person to prove themselves to be considered a mature member of society. Middle adulthood is characterized by physical and cognitive changes due to aging, but also when people have essentially "hit their stride" (Fiore, p. 232). Both stages of adulthood are marked by the biopsychosocial development theory:


Physical Development

Early Adulthood - During this stage, the physical changes that were occurring in adolescence are starting to slow down. People are considered to be at their physical peak at this age. One thing I found very interesting (and frightening!) is that "the peak performance capacity of each of our organs, muscles, and bones declines approximately 1% per year after age 30" (Fiore, p. 210). I can see how this is true, because as I approach 30 I can definitely see how my body is changing. I have less energy throughout the day and can't do things that I could before. In high school I was on the dance team and was part of a kick line. If I attempt to get my legs in the air now, they barely leave the ground. My equilibrium is not quite the same, either. My motion sickness has gotten exponentially worse as I've gotten older, and theme parks are a thing of the past. It's funny that such a fulfilling time in life is also marked by these sometimes alarming realizations! It is also important to pay closer attention to diet and nutrition during this time, and this is easier to do when you're older and have the time and money. 
Middle Adulthood - Things shift during middle adulthood and health concerns become even more pressing. It is during this time that is suggested for adults to get regularly tested for any problems. Preventative measures should be taken to fight against old-age and illness. It is important to measure blood pressure and cholesterol to monitor heart health. My grandmother had a massive heart attack several years ago, and now I annoy my dad constantly about staying vigilant on check-ups. We tend to get into the mindset of "it won't happen to me" and we don't stay on top of those things like we should. I have a genetic kidney disease, and have skated by not really thinking about it until now. I regularly check my blood pressure, as high blood pressure is commonly associated with the disease and can cause my kidneys to fail sooner. Things that were never on my mind as a child are a bigger priority now!

Cognitive Development

Early Adulthood - In the 50's and 60's, William Perry conducted a study of a group of males from Harvard ages 17 to 22. While he received criticism because all of the subjects were male, I can see how the data he recorded could be applicable to females at this age as well. "This sequence consists of nine positions grouped into three broader categories that show progress from belief in the absolute authority of experts to the recognition that one must make commitments and be responsible for one's own beliefs" (Fiore, p. 215). 

Dualism
Things are either absolutely right or absolutely wrong.

Relativism
Anything can be right or wrong depending on the situation; all views are equally right.

Commitment
Because of available evidence and my understanding of my own values, I have come to new beliefs.

Perry and Labouvie-Vief stressed the importance of education to help individuals further develop these things, and later research was done to take into account the influence of culture. It is imperative for educators to provide an education that also helps children develop their individuality. If they are given the correct tools, it will only help them to progress through these levels.
Middle Adulthood - 
"No aspect of adult functioning has received more research than intelligence" (Fiore, p. 239). While the ability to store and accumulate information (crystallized intelligence) does not decline with age, the ability to think and act quickly and abstractly (fluid intelligence) does. Expertise in a subject is achieved at this stage because of increased experience and acquired knowledge. Creativity is something that does not decline with age, and research shows that it can be strong in middle-aged adults. I can't wait until I can get to the point in my life where I have less responsibilities and can focus on creativity.

Social Development

Early Adulthood - Individuation relates to how we develop our own personalities and thoughts that eventually branch out from our parent's. As we develop these identities, we start to desire to merge identities with others for partnership. These relationships can be close friendships or love. Robert Sternberg came up with a theory of love called the triangular theory, in which love is represented by passion, intimacy, and commitment (Fiore, p. 221). If all three of these are achieved, it is then called consummate love and is the fullest form of love. This then leads to marriage and parenting. The dynamics of marriage have changed over the years in relation to sexual preference. Career development and identity become very important. I think that this stage is the most exciting for social development, but I may be biased ;) Things are gearing more towards family and a sense of unity rather than a focus on self like in adolescence.
Middle Adulthood - Erikson's theory of generativity vs. stagnation compares the ability to to be useful to self and society to a feeling of boredom and indifference. Adults at this stage generally have the aim of guiding the next generation and providing wisdom. During this time, friends become fewer and more precious. 

Week 5 - Adolescence - Roberson

If I think about one time in my childhood that I would not be eager to do again, it would definitely be adolescence. If I could do it again without all the emotions and everything else that accompany it, then I might consider it. I had a great childhood and enjoyed most of my school years, but adolescence was a time of marked uncertainty. Everyone was trying to fit in while also fighting vehemently to "stand out."  Expectations in school are higher and the impending doom of "what do I want to be when I grow up?" lingers. All of this is happening simultaneously with changes in your body that can be confusing or inconvenient.  We all know that kids are mean to each other, but the level of mean can change drastically at this stage.

Physical Changes:
There is a laundry list of milestones in a child's development that can be considered the beginning of adolescence. One common one is the beginning of menstruation or the first ejaculation. While uncomfortable to talk about for most, it is an important sign of puberty and its transition. Girls can get their first period between the ages of 8 and 16 years old. I have read that the age is getting younger and younger, possibly due to added hormones in dairy. I think if this is true, it is alarming and should be curbed. I am a big advocate for children remaining young and innocent for as long as they can. In today's society children are encouraged to grow up faster and deal with situations too mature for them. Becoming a woman is a process that should be experienced when a girl is of the correct age to handle it. I know that body type and other elements also contribute to early menstruation, so I would like to read more on the subject. The book states that "healthy biopsychosocial development depends on accurate communication with adults about this topic" (Fiore, p. 187). I remember going to Robert Crown Center, where they taught the basics of puberty. I never really had any conversation with my parents on that subject, and I don't think that it necessarily harmed me. My mom never made a big deal of the things that were happening to my body, and I am grateful for it. It was natural but not something we discussed at great lengths. The book also talks about body dysmorphia, and I can see how it is a prevalent problem in youth today. Teens are being fed with what a "normal" body looks like in the media, and can struggle to measure up. 

Cognitive Development:
I had never thought about the development of the brain, and how it develops at different rates of speed in every person. "Growth spurts in the parietal and frontal lobes of the brain, as well as subcortical regions, make possible tremendous changes in the quality of a teenagers thinking" (Fiore, p. 191). Before we would take big standardized tests, it was always encouraged that we eat a balanced meal and get plenty of rest. I now know that food actually does contribute a lot to thinking and actually can be "brain food." When I sit down to do homework now as an adult, I can't accomplish anything if I haven't gotten enough sleep. 

Adolescent egocentrism is an adolescent's tendency to exaggerate the importance or uniqueness of their social and emotional experiences. I had to laugh when I read this, because I can remember this being the case. Any unfair situation was catapulted into the most unjust case in the history of cases and I could not be consoled. I watch my teenage sister go through this exact thing, and I thank my lucky stars to have successfully made it to adulthood. How exhausting! 

Social Development:
I loved reading that "although mothers today spend more time in the workplace than in previous decades, they spend as much time interacting with their children as mothers did decades ago - perhaps even more" (Fiore, p.195). Nice! Feminist fist bump. I do think that fathers are taking more active roles in their children's lives than ever before, but I know that I always went to my mom for nurturing and guidance. Eventually, adolescents want to stay out with their friends and spend less time at home with their parents. My dad and stepmom are experiencing "empty nest" syndrome, as my 16 year old sister is the last of us and is never home. They bought a french bulldog that is seeming to fill that void for the time being :)

Week 4: The Development-packed Early Childhood - Roberson

I loved reading about the various stages within Early Childhood that contribute to so much of a child's development. More so than that, it is so fascinating to apply these concepts and theories to things that I have learned in the workplace. I know that I have found the correct direction for my life because I am so intrigued by these different theories and beliefs. I appreciated the section on motor skills because I can see the deficits in the students I work with, and the way they size up to typical students without disabilities (Fiore, p. 132). I currently work half of my day with one student and the other half with another, and their profiles couldn't be more different. My student in the morning has vast motor skill deficiencies that range from the inability to straighten his arms to the inability to write words without a slant board and pre-drawn lines. The student I'm with in the afternoon has excellent motor skills and has more issues that are anxiety-based. This student is 17 and is academically at the 2nd grade level. What is so interesting about these readings is that I can actually determine what developmental level he is at by the characteristics that he shows. I've been with him a little bit longer than the first student, and the progression I have seen in him is amazing. Situations that were harder for him to comprehend, or situations that incited more anxiety, are few and far between because he is progressing through these levels as he matures. 

I really took a lot from the section on Constructivist Education because it is most similar to what I have experienced. The book used an example of conducting a cooking lesson, and how it caters to science (measurement) and math (quantities). We often do cooking activities that require the children to pick out the correct measuring utensils and "experience" the quantities in a tangible way. I thought that this was also tied to symbolic play, in that it allows children to have an outlet that allows them to assimilate reality to themselves (Fiore, p. 134). There will be days that we will fill the entire classroom with different color foam to allow the kids to fully experience the concept of "foam" or "wet" or "clean." While it is messy, it allows the students to be a part of the concept they are learning and experience it in several different ways that they can draw meaning from. 

Vygotsky took constructivism a bit further and made connections between education and social relationships (Fiore, p. 135). Another important theme that we facilitate at work is the importance of relationships. Actually, our entire model is relationship-based. Students are encouraged to develop relationships with their one-on-one paraprofessionals in order to build confidence in academics. Throughout the day, students are encouraged to interact with each other. In students with autism, it can be hard to maintain engagement and build these relationships. The paraprofessionals encourage peer to peer interactions that encourage the students to acknowledge and eventually rely on each other. It can  be easy for these students to slip inside of their minds and shut others out, and I agree with Vygotsky in that it is imperative for them to stay in the "here and now." 

I also really enjoyed the section about sibling relationships, as I can totally relate! I am the oldest sibling of 4, and I absolutely paved the way and set guidelines for how the younger ones were expected to act. Did they always follow suit? Absolutely not! Were their rules the same? Absolutely not. "In early childhood, older siblings often act as caregivers for their younger brothers and sisters, which provides opportunities for them to learn about the needs of others" (Fiore, p. 143). I am so grateful for being the oldest sibling, because I think it really developed my love of teaching and nurturing. As it is, I want at least three children when I decide to have them. I used to make my first little brother play school with me (much to his dismay) and I loved developing "lesson plans" for my pupil. 

Week 3: Infancy - Roberson

I decided to focus on Chapter 5 in our LifeSmart text this week, as it is the stage in development I am most intrigued with. So many developmental milestones take place within the womb and when a child is a newborn, but Piaget believed that "the first few years of life are marked by extraordinary mental growth and influence the entire course of development" (Fiore, p. 112). When we were discussing chapter 2, I liked Erikson's theory of development and his breakdown of age groups in relation to their psychosocial crises. I feel that Piaget offers an even more intricate breakdown of a child's first year of development, which lays the framework for how that child will experience life. His theory was that children are active constructors of their own world, and was in direct contrast with Skinner's view that children are sponges waiting for something to absorb (Fiore, p. 102). I really liked the way the chapter laid out each developmental benchmark, and this is what I took from it:

Breastfeeding: 
This is such a taboo concept right now, in a time where women are ridiculed or judged for breastfeeding their children in public. All that drama aside, it was nice to read of the benefits of breastfeeding and just how exactly it affects development. Babies that are breastfed experience less illness, have stronger bones, display more advanced cognitive development, make an easier transition to hard food, and are at a lower risk for obesity (Fiore, p. 104-105). I know that some women are unable to breastfeed or are uncomfortable with it, and I think it is ultimately the decision of the mother. 

Motor Development:
I especially enjoyed the section about motor development, as motor planning is a concept that is discussed often at work. Many children with autism struggle with motor skills and find it difficult to complete activities such as cutting, catching, grabbing, etc. While a student may be at one developmental level, they may need extra supports (such as a "talker") to help them show it. It was interesting to learn that motor development is thought of on two planes: Cephalocaudal - from head to feet
and 
Proximodistal - from the center out to the arms and legs (Fiore, p. 107)
Babies develop motor skills from the minute they are born, and can be displayed in simple ways such as lifting or turning their heads. 

Perception:
The way a child perceives something can start as early as the infant years. When a baby learns to walk, their attention shifts from one thing to another  and strengthens their perception. Perception is the basis for growth of thought, regulation of emotions, social interactions, and progress in almost all aspects of development (Fiore, p. 110). 

Sleep:
Sleep is essential for growth in babies, and can even influence their cognitive development. I found it so interesting that babies are in REM sleep 80% of the night, whereas adults only reach REM 20% of the time (Fiore, p. 110). 

Habituation:
If a stimuli is presented to a child often, there will be a decrease in his attention. If the stimuli is altered, it can renew the child's attention and shows awareness of the difference (Fiore, p. 111). I love to see the connection between these chapters and my life at work. Every week, we develop a simple concept for the children to learn about for that week. Every day, the concept (For example: dirty) is explored in a different way, and the word is repeated often to secure comprehension. We do this because it is easy for a child to lose sight of the meaning of a word and attach it to one concept only. Repetition ensures that the children are experiencing the word in several ways that they can use in the future.

Language:
As an english language arts enthusiast, I am so enamored with the inter-workings of language and its significance in development. Language, while different across the continents, is so similar in nature and important for culture and education. The text talks specifically about a method called fast-mapping, when a child doesn't understand a word but acquires information about it from the surrounding context (Fiore, p. 113). This is the best way for children to acquire meaning from language they are not familiar with. One of my favorite sayings is, "Use your context clues!"


All of these categories (among so many more!) contribute to a person's beginnings in their development.

Week 2: Theories of Development - Roberson

This week's reading in LifeSmart was dedicated to the different developmental theories that people have studied and discussed over time. All of the theories are fairly different, and give varying ideas behind development and its stages. I will summarize a few that stood out to me for different reasons:

Freud:

While I don't necessarily agree with the freudian stages of development (a little too sexually-charged and vague), I do agree that the human personality uses defense mechanisms to deal with conflicts that arise within every stage of development (Fiore, p. 30). When you think about cases of child neglect and abuse, those children have learned to adapt and exist within that environment. 

Erickson:

I think that I agree most with Erik Erikson's views of development and the intricate stages between birth to 65 and older. The stages, psychosocial crises, and environmental influences are perfectly aligned and I think a person would be hard-pressed to dispute them based on his extensive research. I found it particularly interesting that while you would automatically assume that playing with a child between the ages of 3 to 5 is appropriate, it is actually essential in helping to build the child's identity (Fiore, p. 33).

Piaget:

I liked the shift from psychoanalytic theories into cognitive theories. I can see how the use of symbols and "to think abstractly increases with each stage until we are able to manipulate abstract concepts and consider hypothetical alternatives" (Fiore, p. 34). I work with children of all different developmental levels, and have experienced this first hand. While all of the high school students are learning the same lesson, it is differentiated based upon their individual levels of comprehension. While one student may be making a simple graphic organizer of the basic concepts or sequence of a story, another may be coming up with alternate endings to the story because he can think on a more critical level.

Vgotsky:

Lev Vygotsky believed that the clues to understanding mental development lie in children's social processes. He spoke of two planes on which they occurred: 1) interpsychological - social exchanges with others and 2) intrapsychological - inner dialogue to guide behavior. I definitely agree that the ways in which we interact with people and the environment around us shapes who we are. I work with a girl that grew up in around the same area that I did, and I know that we get along so well because we have similar interests and mannerisms. Vygotsky focused on internalization - "when we observe something (behaviors, customs, rules) and then make it part of our own repertoire over time" (Fiore, p. 36). He also believed that speech is one of the most powerful tools humans use to progress developmentally (Fiore, p. 37). The school that I work at was founded by 3 speech & language pathologists, and we are constantly reminded of the importance of language. At a school for children with autism, it can be easy to overload the students with language that they are incapable to process. Language can be such a barrier for them, and it is important to monitor and take data on it. 

Bandura:

Albert Bandura stuck out to me because he stressed the importance of modeling on personality development (Fiore, p. 40). At work I use modeling very often, again as a way to minimize language that can be too overwhelming. Children of all ages can successfully recognize modeling through observation and mimicking. 


It was interesting to read of all of the different viewpoints and different things that each person considered most important in development. I agreed with different parts of almost all of them, so I don't believe that any particular one is more correct than the others. I think it's important to analyze ALL of the different angles, because human development is broad and all-inclusive.

Week 1: The Mobius Strip - Roberson

I really enjoyed this week's video about the mobius strip. I like the idea that a person is born into wholeness and integrity, and that there should be no differentiation between the two in that person's life. Due to the stressors and humdrum of life, though, we lose touch with our souls and conform to our "roles." In thinking about this, I agree that most people adopt a different persona outside of their personal lives and behave as they feel they should in maybe their professional atmosphere. Parker Palmer stated that this way of flipping back and forth between the two can actually be detrimental and unhealthy, even painful. People may be born whole, but they become too concerned with "surviving and succeeding" and lose touch with the values and principles that make up their inner person. We subconsciously feel that it is unsafe to reveal our inner selves to the outside world, and begin to build a barrier. Palmer says that people eventually realize this disconnect and wish to close the gap, and react to life in ways that are synonymous with their core values and principles. While this is a good start, he feels that this way of thinking creates something comparable to a gated community. While one person may feel that their beliefs are the "correct" way to think, this model excludes other people and their beliefs. It doesn't allow the entrance of anything else, which can hinder unity. A better option would be the mobius strip model, which resembles the infinity symbol. This introduces the idea that there is no difference between the inner and the outer person, and the two actually feed off of each other. Whatever is inside, emerges and interacts with the outside world. We take that interaction and internalize it, and it influences what we form as our personal realities. 

I know that in my everyday life, I definitely alter my personality/appearance to fit the different roles that I have. In a professional atmosphere, I think censoring yourself and being politically correct are very important. It was a little difficult to realize that this is not exactly what Palmer was referring to. A person's inner self is a compilation of many things, and their core values should be what truly motivates the things they do or say. I can see the ways in which I have previously lived the "circle" model. I have always tried to live from my heart and stay true to my beliefs, but there have been instances in which someone did not agree with my beliefs and I was unwilling to hear their side. Our LifeSmart text talks about a biopsychosocial model of development, in which it "results from the interaction of biological, psychological, and social/environmental factors" (Fiore, p. 13). It makes sense that a person's views would be influenced by outside factors, and should not be dismissed because they are different from their own. All of these outside influences help shape a person as they progress through life, and can change accordingly. 

As an aspiring teacher, I think this was a great reminder for how we want our students to look at the world. It is already full of closed-minded people that attach themselves to their beliefs and block out all others. I want my students to be able to address opinions and thoughts that are different from their own in ways that are not demeaning or dismissive. I want them to think critically, but never by passing judgment. We live in an ever-changing, diverse world, and I would love for my students to be equipped with the tools they need to excel within it.