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From the Center for Early Adolescence The 7 Developmental Needs of Young Adolescents (How Schools Can Respond) Because of their enormous developmental diversity, 10-to 15-yearolds require a variety of types and levels of activities designed to meet the seven needs listed below: 1 curticullom and physical activity can be encouraged during Positive social interaction with adults and peers Because of their changing relationships with adults, especially parents, and the increasing importance of pears, positive social interaction with these groups is extremely important to young adolescents, Schools can encourage peer interaction by offering small-group learning activities and by providing space for small roups cof students to informally congregate. Positive social interactions between adults and students are ol aed ‘by advisor-advisze relationships, staff participation in activities, and informal-contact outside the classroom, Structure and clear limits Schools that are responsive:to the young adolescent's need for siructure have clearly-stated rules and expecations that are generally accepted and understood by students and stalf members. One way of assuring acceptance isto involve students in the escablishmént of rules and the consequences for failing to observe them. Young adolescents need the security provided by clear limits in order to learn anc! grow during atime of rapid and pervasive change. However, schools should avoid rigid structure and excessive limits because they invite dependency, hostility, withdrawal, and rebellion. ‘Competence and achievement ‘Schools can meet:these'two needs by-emphasizing academics, high-quality instruction, positive expectations ofall ues, generous yetmeaningil rewardé-andpralseanc opportunities fr simcreaset! independence and responsibility. vatiety-of teaching methods and a balanced curriculum ~' othasic-subjacss high-intetest exsloratony courses, and extracurricular activities helpyprovide a-diversiyy, Gf rewards so that-each student can be-Successfulatsomething. - : dtaS EatIve EXPTESSION . : 3 - : ‘Opporunitiésit0 express creatively their‘feelings, aston ables ands im:schodl helps.studerns. understand and acceptthe mew people:they re becoming, Accireiculum swith a’belance.ofigore.caurses “and highsinterest exp oratory activities such as.diama,:roller skating, music, tendling.a garden, cooking, painting @ mural, and:making up:gemes for younger:children, ‘are all avenues for satsiying this expression, hysical actin Be gk eR Ee EE Responsive schools provide structured cutlets forthe physical energy of young adalescefs, cather than ignoring.ar-tryingto suppress it. Noncompetitive physical education is an integral part ofthe i breaks and lunchtime. Teachers cah also lassroor, provide opportunities for students to move around in the-ch Meaningful participation in their families, schools and communities Studentiniiated studly and activities, student councils and committees, and school improvement projects such as designing and constructing recreation areas or learning resources.are only a few ways schoo's can engage students in these areas. Schools can also offer opportunities for students to extend their new knowledge and.competencies by contributing to their communities through service projects Self-definition ‘Schools can help stucents to integrate their developing capabilities, interests, and relationships into a sense cof who they are by focusing units in courses in these areas. For example, a language arts project might include keeping a diary and writing weekly summaries, A social studies unit cOuld focus on adolescence in various countries and eras. Students should be encouraged to pursue answers to thelr own questions as well as their teachers’. The guidance program could focus on helping students create personal meaning and understanding in areas like carser decisions, family relations and sexuality Center for Early Adolescence School of Medicine University of North Carolina at Chapel Hi D-2-Care Mill Town Center / Car*boro. North aro 919/965.1148 fan 819 1966-7657

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