Adolescence

Explains at least two physical developmental milestones that typically developing children

should attain during this period of development

This is a time of changes for how teenagers think, feel, and interact with others, and how

their bodies grow. Most girls will be physically mature by now, and most will have completed

puberty. Boys might still be maturing physically during this time, (Center of Disease Control).

As regard to the differences observed in the intensities of the practiced activities, we believe that

such effects may be consequence of the types of activities more practiced by this age group in

the local context, in which girls are more involved in activities such as walking, gymnastics and

dance whereas boys in sports practice such as soccer, basketball and handball, (Ramires, V. V.,

Dumith, S. C., Wehrmeister, F. C., Hallal, P. C., Menezes, A. M. B., and Gonalves, H. 2016),

Explains at least two language developmental milestones that typically developing children

should achieve in this period of development

At this point in adolescence they are able to have meaningful conversations with peers.

Adolescence language milestones are using more vocabulary words to express themselves. As

Bates (2003) explained, beyond the preschool years, speakers are becoming more fluent and

efficient in the process by which words and grammatical constructions are accessed in real time,

and [are] learning how to use the grammar to create larger discourse units (e.g., writing essays,

telling stories, participating in a long and complex conversation) (p. 15). As Scott (1994)

explained, there are many varieties of expository discourse (e.g., descriptive, procedural, causal,

sequential, contrastive, comparative) but the defining feature of this genre is that the speaker

attempts to convey information (Bliss, 2002).

Explains at least two cognitive developmental milestones that typically developing children

should achieve in this period of development.

Show more concern about future school and work plans. Be able to give reasons for their

own choices, including about what is right or wrong. In solving well-structured problems,

individuals apply a limited number of domain-specific rules and/or principles. These rules and/or

principles are organized and predictable (Jonassen, 2004), and therefore require less cognitive

complexity than ISP solving does. Well-structured problems have definitive right and wrong

answers that change little over time and context (Kitchener & King, 1990). They have knowable

and comprehensible solutions (Jonassen, 2004). Logical, algorithmic, and story problems are

generally well structured in nature. Although existing empirical studies have shown that

wilderness education can improve students perceptions of problem-solving and related skills

such as resilience and creativity (cf. Hattie et al., 1997), and a number of theoretical papers have

linked outdoor programs with learning (naturalistic) decision making, challenging assumptions,

and questioning norms (cf. Galloway, 2002; Gookin & Leach, 2009; McKenzie, 2003), there is

very little research on actual performance of problem-solving skills.

Explains at least one sign that may signal atypical development during this period of

development

When adolescence are experimenting with alcohol and drugs. Childhood traumatic brain

injury can occur for a variety of reasons, ranging from sports concussion to physical abuse,

accidents, and impulsive actions. Notions of cerebral plasticity offer optimism for greater

recovery of function when brain injuries occur at an earlier age (the so-called Kennard effect). It

is also the case, however, that when the injury occurs to a complex integrative area such as the

prefrontal cortex, recovery of function may not be as robust as in other areas.

Describes at least one strategy that families can use to influence their childrens learning

and development during this period of development.

Show interest in your teens school and extracurricular interests and activities and

encourage him to become involved in activities such as sports, music, theater, and art, (Center of

Disease Control). The premise of including multiple parental behaviors has also resonated in

measures of family influences through the home environment. The most well-known measure of

the home environment, the Home Observation for Measurement of the Environment inventory

(HOME; Bradley, Corwyn, Burchinal, Pipes McAdoo, & Garcia Coll, 2001; Elardo & Bradley,

1981), characterizes the general home environment of the child. Theories specifically related to

the areas of childrens motivation and activities have also emphasized the multifaceted nature of

parental influences. Grolnick and Ryan (1989), for instance, considered the interplay of three

parental behaviors as critical in childrens internalization of behaviors and development of

values: parenting involvement and interest, support for autonomous behaviors, and provision of

adequate structure, (Simpkins, S. D. and Kenn-Davis, P. E. 2005).

Reference;

Nippold MA; Hesketh LJ; Duthie JK; Mansfield TC; Journal of Speech, Language & Hearing

Research, Oct2005; 48(5): 1048-1064. 17p. (Journal Article - research, tables/charts) ISSN:

1092-4388 PMID: 16411795, Database: CINAHL Complete Conversational versus expository

discourse: a study of syntactic development in children, adolescents, and adults