Relaciones entre las clases de operadores no normales

Each age in early adolescence has unique characteristics that should be considered when developing a curriculum. The search for identity is the most prevalent among the needs that are present in my curricular units along with a basic need of being cared for. Johnson and Kottman (1992) explain that the following developmental considerations from the Gesell Institute of Child Development are general guidelines for adolescents in this age group (10-14), and children all develop at a different pace. With this being known, it is important not only to rely on

these developmental guidelines and considerations were created for school counselors, I feel that this information is helpful for classroom teachers to know as well, in order to help in create developmentally appropriate lessons and activities in a curriculum.

2.15.1 Age 10

According to the Gesell Institute of Child Development, children at age ten tend to be a talkative and energetic bunch who enjoy the outdoors as well as constructing things. While they love to talk, they have a more difficult time listening to other individuals. They have pretty level tempers that can flare at times. They love telling stories and reading, but prefer not to participate in writing exercises. Memorization of facts is also something this age group enjoys. Friendships are highly important with this group and they tend to have good relationships with parents and peers. When it comes to peer relationships, ten-year-olds spend great levels of time and energy trying to fit in with other peers. They embrace conforming to peer groups more than they do individuality. This group is concerned with forming groups and clubs over seemingly frivolous ideas or events. They also tend to like the teacher and school. Giving these students the ability to create or tell their own stories would be considered a good activity.

2.15.2 Age 11

The developmental processes of eleven-year-old children causes them to be a group characterized by their mood swings and high emotion. According to the guidelines, “Eleven- year-old children are restive, investigative, talkative, social, inquisitive, assertive, and moody” (Johnson & Kottman, 1992, para, 9). Like ten-year-olds they are also a highly energetic group. They still enjoy forming groups and are susceptible to peer pressure even though they can make their own decisions. They tend to fight, make up and break up with friends. This is an age where relationship conflicts between students are common. They can be difficult to deal with at home

due to their rambunctious and emotional state. Physically, most girls form breasts and may begin their menstrual cycles. Boys often go through what is called their “fat stage”. The guidelines state, “Eleven-year-olds need a certain amount of routine. They like to know what is expected of them and how much time they have to accomplish it” (Johnson & Kottman, 1992, para 11). They also respond positively to a teacher who is kind and enthusiastic. They do not do too well with remembering facts, and much like ten year olds, they enjoy telling stories as well as drawing. At this age they enjoy telling stories about themselves and others. Small group exercises, as well as exercises that allow active participation and engagement is beneficial for this group.

2.15.3 Age 12

Twelve-year-olds are at the age where true personality development becomes apparent. They are an enthusiastic bunch “characterized by reasonableness, tolerance, humor, empathy, and self-insight” (Johnson & Kottman, 1992, para 18). They are more positive and need the approval of others. The guidelines reveal, “They have the capacity to look at themselves and others with some objectivity” (Johnson & Kottman, 1992, para 18). They are able to do some things on their own and enjoy doing so as well as performing group tasks. Peers have an

extensive influence on their personalities and interests. They enjoy socializing and are interested in the opposite sex. Girls will go to greater lengths to get the attention of boys. They are more mature and cognitively advanced than the previous group. They still need opportunities to move and be active in activities. Any type of group work would be beneficial for this group, as they tend to be relational. As the guidelines suggest, “making a collage together or building a project as a team are prized activities” (Johnson & Kottman, 1992, para 22).

2.15.4 Age 13

According to the guidelines, “This period is a time of intense complexity…Students of this age group have a new capacity to think and a heightened awareness of the external world” (Johnson & Kottman, 1992, para 24). This is a period where adolescents have a heightened awareness of their inner self. They spend a great deal of time in the mirror judging their own appearance. They tend to be highly critical of themselves and others. The guidelines reveal, “This criticism seems to be a part of the process of forming judgments about the self and about the self in relation to others” (Johnson & Kottman, 1992, para 24). A lot of their energy is channeled into exploring their own identity. Girls tend to confide in each other and ask each other questions regarding their own physical looks. They also discuss what boys they are attractive to. Boys are less likely to have these conversations with their peers. They tend to be understanding of other’s feelings while getting their feelings hurt easily. They tend to be offended by not being included in groups or invited to parties. They tend to be highly self- absorbed. This group is more confident and more defiant of authority. They also are able to “work independently for longer periods of time. Self-control is more evident, and 13-year-olds are more responsible and dependable” (Johnson & Kottman, 1992, para 27). They enjoy school and more challenging work, and are also able to sit still for longer periods of time. Activities where students can explore and learn about themselves, others, and the world would be

beneficial to this group according to the guidelines. Writing stories and keeping journals are also of great benefit to this group.

2.15.5 Age 14

At age fourteen, adolescents become more confident and less sensitive than the previous year. Fourteen-year-olds “seek to understand themselves through comparison with others” and

are “more cooperative, more energetic, and more comfortable with family” (Johnson & Kottman, 1992, para, 33). Even though they are more comfortable with family, they tend to be easily embarrassed by parents and see them as old-fashioned. Peer relationships are still very important and girls are highly concerned with being involved in cliques. Even while away from each other, girls in this age group try to stay connected via technology to keep up with each other’s lives outside of school. Male groups tend to be larger, and more accepting of others. The female body tends to be more developed during this stage of life and boys tend to shed their fat becoming more muscular. Adolescents this age are more intellectually developed and enjoy having the opportunities to show off their intellectual expertise. This group would benefit from participating in activities where they can learn and explore their identities as well as the identities of others.