Developmental Matrix

In ED - 271, Adolescent Development, we created individually Developmental Matrices. These Matrices were used to describe professional theories about the development of adolescents Cognitively, Socially, Emotionally, Morally/Spiritually, and in their Language. Below is a copy of my finished Matrix which fits into the Performance Criterion 1.1 because the research I completed to design this table will assist me in my future career as an educator. I will be able to consult this chart when creating lesson plans and planning activities that correspond with my teaching.

Category	Theorist	Age	Teaching Considerations
Cognitive - Formal Operations: Capable of: thinking logically & abstractly, formulating hypotheses & testing them systematically; thinking is more complex and are able to think about thinking. - Curious, show a wide range of interests, have a desire to learn about things they deem interesting/useful. Varies widely from student to student. Able to think through ideological concepts, argue a position, & challenge adult directives. Also begin to appreciate/understand more sophisticated humor. Experience plays a very important role in development - Begin to form a sense values & ethical behavior; learn a great deal from adults that model caring, helping, and loving behavior towards adolescents Increased ability to understand & reason, ability to think about one’s thinking, & independent thought Very curious & lots of interests (although most interests are eventually abandoned)	- Piaget - AMLE source Manning Kellough & Kellough	11-15/20 Middle school ~ 11-14 11-20 11-20 11-20	When teaching adolescents it is important to consider that they are still developing so, as teachers, we do not want to provide tasks that are so difficult that it discourages them. It is crucial to challenge them to encourage development but there is a very distinct difference between a healthy amount of challenge and an impossible amount of challenge. It is also necessary for adults to model appropriate behavior towards adolescents and other adults because adolescents learn how to behave by watching adults. If we want our children to be kind and caring, we have to show them how to do that.
Affective/Emotional Strong need to belong to a group (peer approval is important). issues of sexual orientation & identity arise; experience of romantic feelings & sexual attraction; emotionally vulnerable due to media influences Psychological Development – experience moodiness, restlessness & erratic/inconsistent behavior. Behavior includes anxiety, superiority/inferiority/, & bravado. Self-conscious & sensitive to criticism Identity vs. Role Confusion: involves establishing a clear sense of who one is & how one fits into the world around them. Key areas of identity development are love, work & ideology Search for independence & identity; seeking individuality & uniqueness Feelings of vulnerability Intense & unpredictable; moody, restless, erratic & inconsistent behavior (anxiety, bravado, etc.) Self-conscious, lack self-esteem, sensitive to criticism	AMLE source AMLE source Erikson Knowles & Brown Scales Kellough & Kellough Scales	~11-14 ~11-14 13-21 Early adolescence	It is important to consistently encourage our students; they need to be aware when they are doing a good job. The ability to praise is something every teacher needs to have in their teaching “tool box.” It is also necessary that teachers are always aware of their students mood and behavior. If a student is acting unusual in relation to their normal behavior, that should be addressed by asking the student what is going on and ensuring that they know that you genuinely care about them as a person.
Social - Very loyal to peers, strong sense of needing to belong to a group; bullying is prevalent in these years; susceptible to peer pressure. Struggle between conforming to group & being independent Identity vs. Role Confusion: involves establishing a clear sense of who one is & how one fits into the world around them; identity is often formed because children build relationships with someone & desire to be similar to them (or unlike them in every way) come adolescence Looking for an adult identity while still being accepted by peers Strong need to belong to a group – peer approval is most important Experimentation with slang & behavior due to a quest for position among their peers; prefer to make their own decisions – but family still has a sway in the final decision	AMLE source Erikson Kellough & Kellough Scales Kellough & Kellough	~11-14 13-21	Teachers should encourage social interaction in a productive manner. This could be through group projects or activities. However, it is important to ensure that students are on task during those activities. Having students work together is a great way to allow them to form friendships that can then be built upon outside of the classroom. This is extremely important for new students who may not know anybody in the class.
Moral/Spiritual Theory has 3 levels & 6 stages that involve preconventional reasoning – perceptions of the likelihood of rewards/punishments; conventional reasoning – advocates the value of conforming to the moral expectations of others; & postconventional reasoning – based on individual’s own personal judgments instead of on what others think is right/wrong Autonomous Morality – increasing realization that moral rules are social conventions that can be changed if people think they should be changed Students have a desire to explore spiritual matters, develop connects between self & others, and gain a sense of themselves & the world Growing ability to make appropriate choices; idealistic & have a strong sense of fairness Increased capacity for analytical thought, reflection, and introspection Transition from self-centered perspective to considering others Very aware of others flaws but hardly recognize their own	Kohlberg Piaget AMLE source Kellough & Kellough; Scales Roney Kohlberg Scales	Started at 10-16; expected (and monitored) development over the next 20 years 10-12 11-14 11-20 11-20 11-20 11-20	Teachers have the responsibility for ensure that, while at school, students are educated on right and wrong. Although some students morals may differ for religious or cultural reasons, students should be given the opportunity to practice using their moral judgment in decision making whenever possible.
Language As they reach higher education they should use more complex syntax & be able to adapt communication to their audience. They should be challenged with tasks that will stretch their abilities & allow them to grow. Continue to develop abstract thinking skills. ** They will also adapt to “fit in” with peers. Ex – using foul language in order to be accepted by peers Understand metaphors, derive meaning from traditional wisdom, and experience metacognition Able to discuss ideological topics, argue a position, question authority, & understand higher levels of humor More interest in real-life experiences & authentic learning opportunities	Kellough & Kellough Stevenson Kellough & Kellough	11-20(+/-)	Again, students should be challenged to stretch beyond their present abilities in order to grow as a well rounded person and student. As students progress through their schooling, they should be encouraged to delve deeper into course content and other related and relevant material, providing time for analysis and discussion.