Developmental Characteristics of Young Adolescents

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DevelopmentalCharacteristicsofYoungAdolescents
ResearchSummary
By:MickiCaskey,VincentA.Anfara,Jr.
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Earlyadolescenceisadistinctperiodofhumangrowthanddevelopmentsituatedbetweenchildhoodandadolescence.
Duringthisremarkablestageofthelifecycle,youngadolescents,10to15yearolds,experiencerapidandsignificant
developmentalchange.Understandingandrespondingtotheuniquedevelopmentalcharacteristicsofyoungadolescentsis
centralamongthetenetsofmiddleleveleducation.
Duringthe20thcentury,earlyadolescencegainedacceptanceasa
distinctiveperiodofdevelopment.Notably,G.StanleyHall(1904),
Americanpsychologist,identifiedearlyadolescence(i.e.,
preadolescence)asauniquegrowthstage.Hall'sstudyofadolescence
capturednotonlytheinterestofscholars,butalsothepublic(Arnett,
2010).Othernotablepsychologistsandtheorists(Flavell,1963
Havighurst,1968Piaget,1952,1960)advancedthecredibilityofearly
adolescenceanddevelopmentalstagetheory.Researchersandacademics
(Kagan&Coles,1972Tanner,1973Thornburg,1983)increased
awarenessthroughthedisseminationofarticlesandbooks.Donald
Eichhorn(1966),afounderofthemiddleschool,highlightedthe
TenetsofThisWeBelieveaddressed:
Educatorswhovalueworkingwith
thisagegroupandarepreparedto
doso
Curriculumthatisrelevant,
challenging,integrative,and
exploratory
Organizationalstructuresthat
supportmeaningfulrelationshipsand
learning
importanceofconsideringyoungadolescents'developmental
characteristicswhenplanningcurriculum,instruction,andassessment
andorganizingtheenvironmentoftheschool.Professional
organizations(AssociationforSupervisionandCurriculumDevelopment,1975NationalAssociationofSecondary
SchoolPrincipals,1989NationalMiddleSchoolAssociation,1982,1995,2003,2010)authoredpositionstatementsand
offeredrecommendationsabouttheeducationalprogramsandpracticesthatwouldaddressyoungadolescents'
development.JoanLipsitz(1984),adistinguishedmiddlegradesresearcher,emphasizedthatschoolsforyoung
adolescents"mustberesponsivetotheirdevelopmentalneeds(p.6).
Researchsuggestsdistinctivecharacteristicsofyoungadolescentswithregardtotheirphysical,cognitive,moral,
psychological,andsocialemotionaldevelopment,aswellasspiritualdevelopment(Scales,2010).Whileexaminingthese
developmentalcharacteristicsofyoungadolescents,twocautionswarrantconsideration.First,developmental
characteristicsareoverlappingandinterrelatedeachaffectsanothercharacteristic.Thesecategorizationsvaryandare
relativelyarbitrary(Scales,2010).Second,developmentalcharacteristicsmaybeoversimplifiedordescribedin
generalities(Kellough&Kellough,2008).Manyfactorsrace,ethnicity,gender,culture,family,community,
environmentandthelikeinfluencedevelopment.Cognizantofthesecautions,asummaryofdevelopmental
characteristicsfollows.
PhysicalDevelopmentalCharacteristics
Physicaldevelopmentreferstobodilychangesincludinggrowth,improvedgrossandfinemotorskills,andbiological
maturity.Inearlyadolescence,theyoungadolescentbodyundergoesmoredevelopmentalchangethanatanyothertime
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exceptfrombirthtotwoyearsold.Youngadolescents'growthisacceleratedanduneven(CaliforniaStateDepartmentof
Education,1987Kellough&Kellough,2008Manning,2002Scales,1991,2010Wiles,Bondi,&Wiles,2006).
Developmentalgrowthincludessignificantincreasesinheight,weight,andinternalorgansizeaswellaschangesin
skeletalandmuscularsystems(Kellough&Kellough,2008)withgrowthspurtsoccurringabouttwoyearsearlieringirls
thanboys(Brighton,2007Tanner,1973).Becausebonesaregrowingfasterthanmuscles,youngadolescentsoften
experiencecoordinationissues.Actualgrowingpainsresultwhenmusclesandtendonsdonotadequatelyprotectbones
(Kellough&Kellough,2008Wilesetal.,2006).Fluctuationsinbasalmetabolismcausetheseyouthtoexperience
periodsofrestlessnessandlassitude(Kellough&Kellough,2008).Youngadolescents,particularlyEuropeanAmerican
youth,areoftenphysicallyvulnerableduetoimpropernutrition,poorphysicalfitness,andhealthhabits(Scales,2010)as
wellashighriskbehaviorssuchasalcoholordruguse(Johnston,O'Malley,Bachman,&Schulenberg,2011)andsexual
activity.
Puberty,aphaseofphysiologicalchangetriggeredbythereleaseofhormones,beginsinearlyadolescence(Manning&
Bucher,2012).Theonsetofpubertyisanintensedevelopmentalperiodwithhormonessignalingthedevelopmentof
primarysexcharacteristics(genitalia)andsecondarysexcharacteristics(e.g.,breastdevelopmentingirlsfacialhairin
boys).Girlstendtomatureonetotwoyearsearlierthanboys(Caissy,2002).Theincreasedadrenalhormoneproduction
affectsskeletalgrowth,hairproduction,andskinchanges(Dahl,2004).Thesehighlyvisiblechangesanddisparaterates
ofmaturitycausemanyyoungadolescentstofeeluncomfortableaboutdifferencesintheirphysicaldevelopment
(Simmons&Blyth,2008).
Theyoungadolescentbrainundergoesremarkablephysicaldevelopment.Whilebrainsizeremainsrelativelyunchanged,
researchersreportsignificantchangeswithinthebrain(Blakemore&Choudhury,2006Casey,Giedd,&Thomas,2000
Dahl,2004).Duringearlyadolescence,synapticpruningisactivelyrestructuringthebrain'sneuralcircuitry(Giedd,2004
Nagel,2010).Theprefrontalcortexanareaofthebrainthathandlesexecutivefunctionssuchasplanning,reasoning,
anticipatingconsequences,sustainingattention,andmakingdecisionscontinuestodevelop.Additionally,genderspecific
differencesareevidentinyoungadolescentbrains(seeCaskey&Ruben,2007.)
Physicaldevelopmentoftenaffectsyoungadolescents'emotional/psychologicalandsocialdevelopment.Practitioners
(e.g.,teachersorguidancecounselors)andparentscanalleviateyoungadolescents'concernsaboutphysicaldevelopment
byexplainingthatthesechangesarenaturalandcommon(Strahan,L'Esperance,&VanHoose,2009Wilesetal.,2006).
Adultscanprovideaccurateinformation,respondtoquestions,andencourageyoungadolescentstoconsultcredible
resources(Scales,2010).
Schoolscansupportphysicaldevelopmentbyofferingresponsiveeducationalopportunitiesforyoungadolescents.Among
theseopportunitiesarehealthandsciencecurriculathatdescribeandexplainphysicalchanges(Kellough&Kellough,
2008).Schoolsalsoneedtoprovide(a)programsthatencourageadequateexerciseandhealthylifestyles,(b)accessto
plentyofwaterandnutritiousfoodduringtheschoolday,(c)appropriateinstructionconcerningtherisksofalcoholand
druguse,teenagepregnancy,andsexuallytransmitteddiseases.Youngadolescentsmustbeaffordedopportunitiesfor
physicalmovementandperiodsofrest(George&Alexander,1993).Whenyoungadolescentsavoidphysicalactivitydue
toconcernsaboutbodyimage(Milgram,1992),teacherscanincorporatemovementinclassroomactivities,minimizepeer
competition,andinterruptcomparisonsbetweenearlyandlatematuringyouth.
IntellectualDevelopment
Intellectualdevelopmentreferstotheincreasedabilityofpeopletounderstandandreason.Inyoungadolescents,
intellectualdevelopmentisnotasvisibleasphysicaldevelopment,butitisjustasintense(Stevenson,2002Strahanetal.,
2009).Duringearlyadolescence,youthexhibitawiderangeofindividualintellectualdevelopment(CaliforniaState
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DepartmentofEducation,1987Kellough&Kellough,2008Manning,2002Scales,2010),includingmetacognitionand
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independentthought.Theytendtobecuriousanddisplaywideranginginterests(Kellough&Kellough,2008Scales,
2010).Typically,youngadolescentsareeagertolearnabouttopicstheyfindinterestingandusefulonesthatare
personallyrelevant(Brighton,2007).Theyalsofavoractiveoverpassivelearningexperiencesandpreferinteractionswith
peersduringeducationalactivities(Kellough&Kellough,2008).
Duringearlyadolescence,youthdevelopthecapacityforabstractthoughtprocesses(Elkind,1981Flavell,2011Piaget,
1952,1960)thoughthetransitiontohigherlevelsofcognitivefunctionvariesconsiderablyacrossindividuals.Young
adolescentstypicallyprogressfromconcretelogicaloperationstoacquiringtheabilitytodevelopandtesthypotheses,
analyzeandsynthesizedata,grapplewithcomplexconcepts,andthinkreflectively(Manning,2002).Astheymature,
youngadolescentsstarttounderstandthenuancesofmetaphors,derivemeaningfromtraditionalwisdom,andexperience
metacognition(Kellough&Kellough,2008).Similarly,theyareincreasinglyabletothinkthroughideologicaltopics,
argueaposition,andchallengeadultdirectives(Brighton,2007Stevenson,2002).Theyformimpressionsofthemselves
throughintrospectionand"possesskeenpowersofperception(Brighton,2007,p.11).Additionally,theyappreciatemore
sophisticatedlevelsofhumor(Stevenson,2002).
Tomakesenseoftheworldaroundthem,youngadolescents,aslearners,buildupontheirindividualexperiencesandprior
knowledge(Piaget,1960).Experienceplaysacentralroleindevelopingthebrainandinduceslearnerstoconstruct
meaningbaseduponwhattheyalreadybelieveandunderstand(Bransford,Brown,&Cocking,1999).Duringearly
adolescence,youtharemoreinterestedinreallifeexperiencesandauthenticlearningopportunitiestheyarelessinterested
intraditionalacademicsubjects(Kellough&Kellough,2008).Intellectually,youngadolescentsseekopportunitiesto
explorethevariedfacetsoftheirenvironment(Brighton,2007).Theyalsotendtobeinquisitiveaboutadultsandareoften
keenobserversofadultbehavior(Scales,2010).Moreover,theyhaveanenhancedabilitytothinkaboutthefuture,
anticipatetheirownneeds,anddeveloppersonalgoals(Kellough&Kellough,2008).
ImplicationsforPractice
Teachersneedtoconsidertheintellectualdevelopmentaldifferencesofyoungadolescentswhenplanninglearning
experiences.Toaddressthisdiversity,teachersneedtoprovideanassortmentofeducationalapproachesandmaterialsthat
areappropriatefortheirstudents'widerangingcognitiveabilities.Forexample,theconcretethinkersrequiremore
structuredlearningexperiences,whiletheabstractthinkersneedmorechallengingactivities(Manning&Butcher,2012).
Inaddition,youngadolescentsneedteacherswhounderstandandknowhowtheythink(Stevenson,2002).Teachersneed
toplancurriculaaroundreallifeconcepts(Kellough&Kellough,2008)andsupplyauthenticeducativeactivities(e.g.,
experimentation,analysisandsynthesisofdata)thataremeaningfulforyoungadolescents(Scales,2010).Becauseyoung
adolescents'interestsareevolving,theyrequireopportunitiesforexplorationthroughouttheireducationalprogram
(Manning&Butcher).Tofosterintellectualdevelopment,theseyouthneedtointeractdirectlywiththeirworldthrough
discourseandhandsonexperiencewithpeersandadults(Stevenson,2002).Similarly,youngadolescentsneedtolearn
andengageindemocraticprinciples(Brighton,2007).Teacherscanalsoprovideforumsforthemtoexaminethereasons
forschool,home,andsocietalrules.Asadultrolemodels,teacherscanguideyoungadolescentstoconnectintellectual
thoughtandmoralreasoning.
MoralDevelopment
Moraldevelopmentisdefinedasanindividuals'abilitytomakeprincipledchoicesandhowtotreatoneanother.During
earlyadolescence,manyoftheattitudes,beliefs,andvaluesthatyoungadolescentsdevelopremainwiththemforlife
(Brighton,2007).Theymoveawayfromblanketacceptanceofadultmoraljudgmenttothedevelopmentoftheirown
personalvalueshowever,theyusuallyembracethevaluesofparentsorkeyadults(Scales,2010).Asnoted,theincreased
capacityofyoungadolescentsforanalyticalthought,reflection,andintrospectioncharacterizestheconnectionbetween
theirintellectualandmoraldevelopment.Youngadolescentsalsotendtobeidealisticandpossessastrongsenseoffairness
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(Kellough&Kellough,2008Scales,2010).Astheyprogressintotheinterpersonalconformitystageofmoral
development(Kohlberg,1983),youngadolescentsbegintoreconciletheirunderstandingofpeoplewhocareaboutthem
withtheirownegocentricity(Roney,2005).Theytransitionfromaselfcenteredperspectivetoconsideringtherightsand
feelingsofothers(Scales,2010).Genderaffectshowadolescentsapproachmoraldilemmasmalesviewmoralissues
throughajusticelensandfemalesuseaninterpersonalcarelens(Gilligan,1982).
Youngadolescentsoftenposebroad,unanswerablequestionsaboutlifeandrefusetoaccepttrivialresponsesfromadults
(Kellough&Kellough,2008).Theyalsobegintoviewmoralissuesinshadesofgrayratherthanonlyinblackandwhite.
Whileyoungadolescentsstarttoconsidercomplexmoralandethicalquestions,theytendtobeunpreparedtocopewith
them.Consequently,youngadolescentsstrugglewithmakingsoundmoralandethicalchoices(Kellough&Kellough,
2008).
Teachersneedtobeawareoftherelationshipbetweenyoungadolescents'intellectualdevelopmentandtheirmoral
reasoning(Scales,2010).Theycanorganizeinstructionalexperiencesthatfostercriticalthinkingskillsandhigherlevels
ofmoralreasoning.Forexample,teachersplanassignmentsthathelpstudentstoincorporatetheirthoughtsandfeelingsin
writing(Scales,2010).Teacherscanengageyoungadolescentswithactivitiesthatrequireconsensusbuildingand
applicationofdemocraticprinciplesteacheradvisoryprogramsandservicelearningcanfosterteamworkandbuild
community(Brighton,2007).Inaddition,teacherscandesignexperiencesforstudentstoexaminemoraldilemmasand
contemplateresponses(Scales,2010).Suchexperiencescanhelpyoungadolescentstodevelopvalues,resolveproblems,
andsettheirownbehaviorstandards(Kellough&Kellough,2008).Youngadolescentscanalsobeaffordedopportunities
toexaminetheirownchoicesandtheconsequencesofthesechoices(Kellough&Kellough,2008).Further,teacherscan
developscenariosthatpromptyoungadolescentstoexamineconceptsoffairness,justice,andequity.Schoolprogramsor
curriculacanincludeafocusonsocietalissuessuchastheenvironment,poverty,orracialdiscrimination.
SpiritualDevelopment
Spiritualdevelopmentisdefinedasadevelopmentalprocessformakingmeaningofone'slife(Lingley,2013).
Acknowledgedasalegitimatedomainofhumandevelopment,spiritualdevelopmentisrarelyreferencedineducation.
Understandably,concernsabouttheseparationofchurchandstateandFirstAmendmentrightspromptseducatorstoavoid
thisaspectofhumandevelopment(Brighton,2007).Nevertheless,theexclusionofspiritualdomainlimitstheprospectof
developmentallyresponsiveeducation(Lingley,2013).Increasingly,scholarsarestudyingthespiritualdevelopmentof
childrenandadolescents(Roehlkepartain,Benson,King,&Wagener,2006),whichmayleadtobroaderrecognitionof
thisdevelopmentaldomain.Acceptanceofthespiritualdomaininmiddleleveleducationisimportant.Youngadolescents
oftenwanttoexplorespiritualmatters,developconnectionsbetweenselfandothers,andgainasenseofthemselvesand
theworld(Scales,2010).Implicationsforpracticewilldependoncommitmentstoeducatingthewholechild.
PsychologicalDevelopment
Duringearlyadolescence,psychologicaldevelopmentischaracterizedbyidentityformationandthequestfor
independence.Youngadolescentsexperiencetwostagesofidentityformation:(a)industryversusinferioritywhen10to
11yearoldsidentifythemselvesbythetasksandskillstheyperformwell,and(b)identityversusidentitywhen12to15
yearoldsexploreandexperimentwithvariousrolesandexperiences(Erikson,1968).Identitydevelopmentdependson
thedegreeofexplorationandcommitmenttoanidentity(seeMarcia,1980).Duringtheseyears,youngadolescentsseek
theirownsenseofindividualityanduniqueness(Brown&Knowles,2007).Theymayexperienceanincreasedawareness
oftheirethnicidentityaswell(Scales,2010).Asyoungadolescentssearchforanadultidentityandadultacceptance,they
strivetomaintainpeerapproval(Kellough&Kellough,2008).Asyoungadolescentsexpandtheiraffiliationstoinclude
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familyandpeers,feelingsofconflictmayariseduetocompetingallegiances(Wilesetal.,2006).Thesearchforidentity
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andselfdiscoverymayintensifyfeelingsofvulnerability,astheybecomeattunedtothedifferencesbetweenselfand
others(Scales,2010).
Typically,earlyadolescenceisintenseandunpredictable(Scales,2010).Youngadolescentshaveatendencytobemoody,
restless,andmayexhibiterraticandinconsistentbehaviorincludinganxiety,bravado,andfluctuationsbetweensuperiority
andinferiority(Kellough&Kellough,2008Scales,2010Wilesetal.,2006).Theyareoftenselfconsciousandhighly
sensitivetocriticismoftheirperceivedpersonalshortcomings(Scales,2010).Youngadolescents'selfesteemlevelsare
generallyadequateandimproveovertime,whileselfcompetenceinacademicsubjects,sports,andcreativeactivities
decline(Scales,2010).Emotionallychargedsituationsmaytriggeryoungadolescentstoresorttochildishbehaviors,
exaggeratesimpleevents,andvocalizenaiveopinionsoronesidedarguments.Theiremotionalvariabilitymakesyoung
adolescentsatriskofmakingdecisionswithnegativeconsequences(Milgram,1992)andbelievingthattheirexperiences,
feelings,andproblemsareunique(Scales,2010).
Teachersneedtosupportyoungadolescents'questforidentityformationthroughcurricularexperiences,instructional
approaches,andopportunitiesforexploration.Youngadolescentsneedfrequentopportunitiestoexploreandexperiment
withvariousrolesandexperienceswithintheclassroomcontext.Teacherscanprovideeducativeexperiencessuchasrole
playing,drama,andreadingthatfosteridentityformation.Theseexperiencescanhelpyoungadolescentsrealizethattheir
challengesarenotunique(Kellough&Kellough,2008).Inaddition,teacherscanincorporateopportunitiesforstudent
choiceandselfassessment.Teacherscanalsodescribehowselfesteemaffectsmanyaspectsoftheirdevelopmentand
designexperiencesthatbuildyoungadolescents'selfesteem.Likewise,teacherscanacknowledgetheimportanceof
friendshipsandexplainthatshiftingpeerallegiancesarenormal(Scales,2010).
Tofostersuccessfulexperiencesforeveryyoungadolescent,schoolsneedtoprovideorganizationalstructuressuchas
teamingandadvisoryprograms.Thesestructureshelptoensurethateveryyoungadolescentisknownwellbyatleastone
adultandhasregularoccasionstoexperiencepositiverelationshipswithpeers.Youngadolescentsneedopportunitiesto
formrelationshipswithadultswhounderstandthemandwhoarewillingtosupporttheirdevelopment.Educational
programsandpracticescanbeusedtopromoteanatmosphereoffriendliness,concern,andgroupcohesiveness(Kellough
&Kellough,2008).Youngadolescentsdeserveschoolenvironmentsthatarefreefromharshcriticism,humiliation,and
sarcasm.
SocialEmotionalDevelopment
Socialemotionaldevelopmentconcernsaperson'scapacityformatureinteractionswithindividualsandgroups.Inearly
adolescence,socialemotionalmaturityoftenlagsbehindphysicalandintellectualdevelopment.Youngadolescentshavea
strongneedtobelongtoagroupwithpeerapprovalbecomingmoreimportantandadultapprovaldecreasingin
importance(Scales,2010).Asyoungadolescentsmaturesociallyandemotionally,theymayexperienceconflicting
loyaltiestopeergroupandfamily(Wilesetal.,2006).Becauseyoungadolescentsarefiercelyloyaltotheirpeergroup
(Kellough&Kellough,2008),theysearchforsocialstaturewithinthepeergroup.Youngadolescentsoftenexperiment
withnewbehaviorsastheyseeksocialpositionandpersonalidentity(Scales,2010).Theyarealsotornbetweentheir
desiretoconformtothepeergroupnormsandtheiraspirationtobedistinctiveandindependent(Brighton,2007).Young
adolescentsexperienceavarietyofpeerassociationspositiveandnegative.Duringearlyadolescence,youthtypically
widentheircircleoffriends(Brighton,2007)andmayexperiencefeelingsofromanticorsexualattraction(Scales,2010).
Issuesofsexualorientationandidentitycanalsoariseatthistime(Brighton,2007).Negativepeerassociations,
particularlybullying,alsobecomemoreprevalentinthemiddleschoolyears.Youngadolescentsarealsosociallyand
emotionallyvulnerableduetoinfluencesofmedia(Kellough&Kellough,2008Scales,2010).
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Youngadolescentstendtoemulatetheiresteemedpeersandnonparentadults.Whiletheyprefertomaketheirown
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choices,thefamilyremainsacriticalfactorinfinaldecisionmaking(Kellough&Kellough,2008).Youngadolescents
mayberebellioustowardtheirparentsandadults,yettendtodependonthem(Scales,2010).Youngadolescentsalso
frequentlytestthelimitsofacceptablebehaviorandchallengeadultauthority.Theymayoverreacttosocialsituations,
ridiculeothers,andfeelembarrassment(Scales,2010).Whenexperiencingadultrejection,youngadolescentsmayseek
theseeminglysecuresocialenvironmentoftheirpeergroup(Kellough&Kellough,2008).Importantly,teachersreport
thataddressingyoungadolescents'socialandemotionalneedsmayimprovetheirlearningandacademicachievement
(Raphael&Burke,2012)
Becauseofyoungadolescents'needforaffiliationandbelonging,theymusthaveopportunitiestoformaffirmingand
healthyrelationshipswithpeers.Teachersmustrecognizetheimportanceofpeerrelationshipsandfriendship(Scales,
2010)andprovideoccasionsforpositivepeerinteractions(Kellough&Kellough,2008).Teacherscandesigncooperative
learningactivitiesandcollaborativeexperiencesforyoungadolescentstointeractproductivelywithpeers(Scales,
2010).Teacherscanalsoplanactivitiesthatengagestudentsinargumentationordebateinacademicsettingsaswellas
thosethatsimulatesocialsituationsthroughroleplaysorsimulations(Kellough&Kellough,2008).
Schoolsplayakeyroleinprovidingyoungadolescentswitheducativeprogramsthatpromotefreedomandindependence
withinasafespace.Organizationalstructuressuchasteamingandservicelearningadvancepositiveplacesforyoung
adolescent'sgrowth.Schooldistrictsneedtosupportprogramsthatinterruptnegativepeerinteractions,particularly
bullying,thatimpedesthehealthydevelopmentofyouth.Schoolscanalsoensureyoungadolescents'accesstostudent
government,serviceclubs,orotherleadershipgroupsthatallowthemtodeveloptheirownprojectsandguidelinesfor
behavior(Kellough&Kellough,2008).
Conclusion
Youngadolescentswarranteducationalexperiencesandschoolsthatareorganizedtoaddresstheirphysical,intellectual,
emotional/psychological,moral/ethical,spiritual,andsocialdevelopmentalcharacteristics.Practitioners,parents,and
otherswhoworkwithyoungadolescentsneedtobeawareofbothsubtleandobviouschangesindevelopmental
characteristics.Suchchangescangiveadultsinsightsintothechallengesfacingyoungadolescentsandilluminatepossible
reasonsforshiftsintheirabilitiesandbehaviors.
Themiddleschoolfounders(e.g.,WilliamAlexander,DonaldEichhorn,JohnLounsbury,GordonVars)emphasizedthe
needtoconsideryoungadolescentswhendevelopingeducationenvironmentalandorganizationalstructures.Thedesirefor
developmentalresponsivenesswaswhatsetthemiddleschoolapartfromitspredecessor,thejuniorhigh.Today's
educatorsandpolicymakersneedtocontinuetheirsupportofinitiativesthataffordyoungadolescentswith
developmentallyappropriatelearningexperiencesandenvironments.
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Author.
NationalMiddleSchoolAssociation.(2010).Thiswebelieve:Keystoeducatingyoungadolescents.Westerville,OH:
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Piaget,J.(1960).Thechild'sconceptionoftheworld.AtlanticHighlands,NJ:HumanitiesPress.
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MiddleLevelEducationOnline,35(6),113.
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adolescence:Movingtothescientificmainstream.InE.C.Roehlkepartain,P.E.King,L.Wagener,&P.L.Benson
(Eds.),Handbookofspiritualdevelopmentinchildhoodandadolescence(pp.115).ThousandOaks,CA:Sage.
Roney,K.(2005).Youngadolescentdevelopment.InV.A.Anfara,Jr.,G.Andrews,&S.B.Mertens,(Eds.),The 8/10
encyclopediaofmiddlegradeseducation(pp.397401).Greenwich,CT:InformationAge.
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development.Carrboro,NC:CenterforEarlyAdolescence,SchoolofMedicine,UniversityofNorthCarolinaatChapel
Hill.
Scales,P.C.(2010).Characteristicsofyoungadolescents.InThiswebelieve:Keystoeducatingyoungadolescents(pp.
6362).Westerville,OH:NationalMiddleSchoolAssociation.
Simmons,R.,&Blyth,D.(2008).Movingintoadolescence:Theimpactofpubertalchangeandtheschoolcontext.New
York,NY:AldineTransaction.
Stevenson,C.(2002).Teachingtentofourteenyearolds(3rded.).Boston,MA:Allyn&Bacon.
Strahan,D.,L'Esperance,M.,&VanHoose,J.(2009).Promotingharmony:Youngadolescentdevelopmentandclassroom
practices.Westerville,OH:NationalMiddleSchoolAssociation.
Tanner,J.M.(1973).Growingup.ScientificAmerican,229(3),3543.
Thornburg,H.(1983).Isearlyadolescencereallyastageofdevelopment?TheoryintoPractice,22,7984.
Wiles,J.,Bondi,J.,&Wiles,M.T.(2006).Theessentialmiddleschool(4thed.).UpperSaddleRiver,NJ:Pearson
PrenticeHall.
AnnotatedReferences
Brighton,K.L.(2007).Comingofage:Theeducationanddevelopmentofyoungadolescents.Westerville,OH:National
MiddleSchoolAssociation.
Inthisconcisebookforpractitionersandparents,Brightondescribestheuniquenessofearlyadolescencecitingnotonly
thesalientmiddlegradesliterature,butalsohisownpersonalandprofessionalexperience.Inthefirstsectionofthebook,
heexplainsthedomainsofyoungadolescentdevelopment:intellectual,social,physical,emotional,andmoral,religious,
andcharacter.Then,inthesecondsection,heilluminatesthecontextsfamilyandsocietyinwhichyoungadolescents
function.Inthefinalsection,Brightonfocusesonthewellbeingofyoungadolescents,specificallyhealthandwellness
issuesandpositiveinterventions.Throughoutthetext,hecommunicateshispositionthatthecomingofageyearsearly
adolescenceareapivotallifestagewarrantingthesupportfromteachersandparentsalike.
teaching(5thed.).UpperSaddleRiver,NJ:Pearson.
Everythingeducatorsofyoungadolescentsneedtoknowiscoveredthoroughlyandpresentedclearlyinamannerthat
emphasizesthepracticalandthetheoretical.KelloughandKelloughencourageeducatorstoactivelyengagestudentsin
learningandaffordstudentswithanequalchancetoparticipate,learn,grow,andsucceed.Theyprovideawealthof
examplesandexercisesforeachofthebook'schapters.Topicsincludethecharacteristicsofyoungadolescentsand
planning,implementing,andassessinglearningbasedonthesedevelopmentalqualities.Thisbookisintendedforteacher
candidates,butseasonedteachersandadministratorswillfindthisbookveryusefulastheycontinuetodeveloptheirskills
inworkingwithyoungadolescents.
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4/10/2016
Stevenson,C.(2002).Teachingtentofourteenyearolds(3rded.).Boston,MA:Allyn&Bacon.
InTeachingTentoFourteenYearOlds,Stevensonoffershisreadersasuccinctoverviewofthesocial,physical,and
emotionaldevelopmentoftheyoungadolescent.Inadditiontoitsusefulnesstoeducators,parentsofyoungadolescents
willfindthisbookhelpfulbecauseitexplainsyoungadolescentdevelopment.InPartOne,Stevenson:(a)describesthe
underpinningsofmiddleleveleducationandestablishesthecontextforthereader'spersonalandprofessionaldevelopment
asateacherofyoungadolescents,(b)guidesthereaderinusingshadowingandinquirytechniquesasmethodsfor
observingandlearningfromandaboutyoungadolescents,and(c)presentsthedomainsofdevelopment(i.e.,social,
physical,andemotional)thatarecharacterizedas"interactive.InPartTwo,thebookfocusesonconceptualizing,
organizing,presenting,andassessingtheeffectivenessofschoolingthatwillcomplementthedevelopmentalcharacteristics
ofyoungadolescents.Inthefinalsection,PartThree,Stevensonhighlightstheteacher'spersonalcontextincludingthe
specificrolesandfunctionsofmiddlegradesteachersthatdistinguishtheirworkfromteachinginotherschoollevels.
RecommendedResources
Anfara,V.A.,Jr.,Andrews,G.,&Mertens,S.B.(Eds.)(2005).Theencyclopediaofmiddlegradeseducation.
Greenwich,CT:InformationAgePublishing.
AssociationforMiddleLevelEducation.(2012).Thiswebelieveinaction:Implementingsuccessfulmiddlelevel
schools(2nded.).Westerville,OH:Author.
teaching(5thed.).UpperSaddleRiver,NJ:Pearson.
Mertens,S.B.,Anfara,V.A.,Jr.,&Caskey,M.M.(Eds.).(2007).Theyoungadolescentandthemiddleschool.
Charlotte,NC:InformationAge.
NationalMiddleSchoolAssociation.(2010).Thiswebelieve:Keystoeducatingyoungadolescents.Westerville,OH:
Author.
OfficeofAdolescentHealth.(2014).AdolescentDevelopmentELearningModule.Retrievedfromoah.gov@hhs.gov
Scales,P.C.,Sesma,A.,Jr.,&Bolstrom,B.(2003).Comingintotheirown:Howdevelopmentalassetspromotepositive
growthinmiddlechildhood.Minneapolis,MN:SearchInstitute.
AuthorInformation
MickiM.CaskeyisassociatedeanforacademicaffairsintheGraduateSchoolofEducationatPortlandStateUniversity.
SheisacoserieseditorofTheHandbookofResearchinMiddleLevelEducation,pastchairofAMLE'sResearch
AdvisoryCommittee,andpasteditorofResearchinMiddleLevelEducationOnline.
VincentA.Anfara,Jr.(deceased)wasprofessorofeducationaladministrationandsupervisionatTheUniversityof
Tennessee.HewasthefoundingserieseditorforTheHandbookofResearchinMiddleLevelEducation,pastchairof
NMSA'sResearchAdvisoryCommittee,andcolumneditorfor"WhatResearchSaysinMiddleSchoolJournal.
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