i6 F\JNDAM\iNTALS 01; EDUCATIONAL PSYCIIOLOOY
NCE 77
interference in his :11.":livities. 13v 1hc end of childhood he Is nblc io
imbibe standards of mornlitv f~r uiffcrcnt si1ua1ions in life.
· . • ' d bc1wce11
3. Ado\csccncc - Adoksccncc 1s normully II pcrll1
rh,,..,..
~ en ond ~ c i , years of age. Therefore. 11 1s a Iso called us
· ·
the ~Jl~ It may be noted that the st:in of udoloscence m_uy
differ in various climates. lt starts late in cold climates and earlier
in tropic.al regions. Adolescence is the mos\ important period of
life. During this stage the child reaches the nu1.~iinum growth-an?
d~lopmenl. - excel the boys in both height and weight l. t
The word adolescence comes from a Greek word 'adPlesc.ere'
which means '.!f>.._gr.o.w~ lUriry'. According to A- TJe_cs~d,-
"Adolescence is that span of years during _which boys and g1TIS
move from.childhood to adulth@d. mentaJly, emotionally. socially
and physically. ,.
Adolescence isµ penoct ot strr.s.s_arni.s.tta@ The adjustment
becomes more complex for the adolescent boys and girls. It is so
because of the nature of I.he physical and mental development
duri.ng this period. Jusl as childhood is a period of consolidation
after infancy, similarly adolescence is a period of expansion after
childhood. Therefore, the child attains maturity physically,
menta11y, socially and emotionally.
CHIEF CHARACTERISTICS OF ADOLESCENCE PERIOD
Physical Characteristics
During this period.rapid physical and physiological ch.mges
take place in boys and girls. They are of special importance to the
adolescent and also to the teacher who wants to study them.
Generally we can find marked differences in the growth of boys
and girls during this period. The following remarkable physical
changes take place du.ring adolescence.
1. Changes in beighLand weigbt - Almost all adolescent
boys _and girls show a remarkable growth in height and weight.
OROWTI I /\ND DEVELOPMENT DUl<INO ADOLESCP.
I
I There is n rupitJ growth sput in girls-from.ccn.to.fourteen.y~ and
in ba.y.s..from_Lwc.l.Y.cJo.si~tc.cJ1,y.c.ar". The mature h~jght is attained
I by C~l~CJ!!Y~ ; Boys arc on the avcrngc taller than
I the girls up 10 clcvcnlh years. Pc.oJJ1J.WclYi!JoJjfLCen,yc.ar.s..girJs V ·
gi:.ow....fU.S~l!hc_ho_y.s. Arter that boys arc taller than girls and
)
retain that superiority till maturity.
[ Studies show that boys arc on the ~veragc, ~ayjerJ.baruhe
_girls al all ages e2(.C.CpLfrorrLelc.. Y.en to fourteen >.'cars when g_irls
-tr
2. Changes in ~J:Qll.CU:tio.n.s - Human individuals differ
not only in height nnd weight but also in body proportions as they
grow. It must be noted that nol all pans of the body attain mature
proportions at the same time. Some areas auain their mature size
at one age while others attain ma1urity at earlier or later ages. But
rnosLpar.ts--of:.. .the..body as~ume adult p,ropgJ!i..wJS by the end of
eighteen years. This happens due to the development of~muscl_ss
and~bQrulS. ~1
roc.., nt-l ,,ni b i cr. r.,- &h.t..-"!->< ,:,,, c,rl..>
J
3. Changes in internal organs - During growth imponant
changes occur in the internal organs such as hrnia. ro11sdes.,
} sk~l.eton amLglands. The brain gradually matures and too, the
I\
nervous system. The skeleton becomes longer day by day and joints
I of the bone become stronger. Glandular changes also take place
during physical growth. Thyroid, thymus, pituitary and sex glands
I develop to maximum. The chan.ge.s.in..gl.a..o..ds:affect the be,havjou,r
I of the adolescent boys and girls. They develop masouJine-and
I feminine characteristics.
.....---.....
I 4. Change in voke - The change of voice in boys is
I
noteworthy. During adolescence'the voice of the b..o~becomes
c_par~~ ,day by day, but that of the girj§_Q~.O.DJ.r u~eeter.
\,f
#\ l(."-\""S Dnelopment of seconda·ry sex characteristics -
Secondary sex characteristics appear in both boys and girls . .ti.aics
appear in di,fferenL parts of the body both in boys and girJs. The
I ,
I )l' I ' I i i ,,, I I -, I I ' 1, . ? -

78 AJNDAMENTALS OFEDUCATIONALPSYCHOLOGY
.. l •
\.. \ .\ I . 'I
boys develop beard on their faces. ln girls brcaslS develop t1nd
rnenstruatio~tarts:
6. Development or sex - Both boys and girls become sexually
marured during adolescence.-Gen.ital::organs in boys increase in
size and in girls sex organs 100, acquire maturity. The girls become
conscious of their bodily changes. Both boys and girls-~ o ~
interest in---0.pposile-sexes- They develop interest for ~
i_gJ.i;J.Coyrse..or ~ For teinpgracy.sa1Wao.i.on of sex
desires they, too, ~acti se mastur~°')The adolescent boys and
girls become capable of ceprnduclian
7 . Changes in physical. activity, ~bility..,_strcngth and
speed -The adolescent boys and girls become physically active
and develop ability, skills, strength and speed in doing various
activities. Girls seem to mature eatlie.Ltb~Q..bny,.tin..p~
p.c.ti.¥iL¥~ The b ~ r particularly in activities which
invojye_speed..and.musculai:..str-ength. Both boys and girls develop
athletic abilities during adolescence. They always li~ ~u_ro
and s~~ during this period .
Mental Characteristics
As the child grows physically, therP. is a gradual de~.clopmcnL
oihl£lllf.Iltalp_o~vers. The child starts @dei:standing•.mcmorising..
thinking aQd_re~s,gning. Mental development is greatly io011eoce.d
by m:11urn1ian nudJearning. Both hcr.edity and environmcnr.play
a relative role in the men1.al development of the child. Mental
de velopment includes s uch ab ilities as anending. perceiving,
ol}serving, remembering, imagining, thinkil}g, problem~ olv.ing.as
well as de_y_elopingJangt!_age abi liJies. These al;>ilities chang~ grow
and ~ ture with age. These mental abilities are imer related and
develop as a whole . but not in isolalion.
1. Sensation and Perception - Sensation is the fit"st-step lo
knowledge . Whe n sens ation is objectified and-a- meaning-is
anuched 10 it, ii becomes perceplion. Gaining experiences. the
\
\? Ic
i"' , mo 'p ,·,-. cJ -z c1 -> .; ) 1 • .' , , , f , (1 ,
I
. I , I
I i Lt rf I u -NI.'-·, ' J
(I , '
I I I I
✓
GROWTH AND DEVELOPME, DURING ADOLESCENCE 79
f ..-
-+r c. ,- o , , r f ~ /1..t.·~
0
-I
child's sensations of 1a~~colour:,_so.u_ncL.lo.uch_ru_pE_ssurc...ge1
a~ e.d_w.iLh-ceFtain-concretc objeclS. He is ~ e.,1.0. d~c.timi.Jw_e_
betw een things and to understand them basing on his sensations
and perceptions. As the child grows and enters adolescence his
percep_tions are influence.cLb.y.J:lis_b.e~f_s,_opinions and cultural
idea~
V 2. Concept formation - A concept is a ~1.iscd...idea.
auached..J.U..a.pers011. a thing or any quality. We arrive al concepts
of thin gs. persons and qualities as a result of our perceptual
experience, our ability to COIJJRare and contrast. to relate and to
generalise. Concepts may be cong_ci_e..like father, mother, teacher,
stars, moon , sun , river, ocean and also we may form abstraci
<:_On~ pts like honesty, truthfulness·, god and electricity.
The fo.rrn atioll' and acquisi.tion_oLcancepts. is a great step
fo rw ard in the mental development. Th~_concepts i™ e in
number and become ri_cher during ado lescen1..e owing to the
increilsed ability to generalise the facts.
3. De,•elopment of Memory - Memory 1s an important
manifestation of menwl development. Lt increases with_age and
experience. le_le ~ t events are_ID.Q!C_Dilll_cmbercd....Lhan the
l!nplea~m~venajTherefore, the children remember-a number o f
stories and tales.from ~ ythol2g.y. As the child grows he forgets
many of his past experiences, but retains-the imponanl events or
experiences both pleasant and unpleasant. Forg~.lJJg§.is m ore
in childhood but te:sJ in adolescencc.\k_o]!glem1 memory increase~
in adolescents and they can retain facts for Ion&,- ~ period .
4. Development of imagination, thinking and problem
solving - Conce pt formation is accompanied ~y imagination ,
thinking. rea.son ing and problem-solving. These mental activities
appear at lilter stages of development panicularly after l:hildhood.
Adolescents develop the ability for ~bstractj_maginati.oo. They
m anife st suc h ima.ginati on in pJ i ~ d li ~ e.
 80 llJ:l;D \Ml:~7 ,\ LS 0 1· I Ol ' C1\rlONAL rs, CIIOLOGY
l~fnouon "'-0 Ix· ~rroJuctl\ C 0( CIC,U l\C lm.is1nJll(lll t-,c-c(lnlC'i
~ - f l
n:proJuctn c "hen one 1m.1gmc:. frrin1 h1:. r~ tc,pcnl"nCl' or ron
On) c,tern::il souh.l! lile 0 1), l' I ant! tklccu \ l' 13ut Ill cn·ati,i:
ir.1ngina11o n. Lhc i.ourcc ,, ,n tl"nlJ I The JJ ok sccnl CJJl crcJtc
so m1:1h1ng. nc ~ "l11ch "' "" o ri gin .ii co n1r1bu11 o n Passl\C
inugmJ llo n, \\luch 1s c.1lleJ .1~.si.l!J-<lf!.ul!'i~ o r ph3nlJ S) . helps
the ado l'-·scc nt 10 be.- fr.:.c Jn"'m cmou C'n.11 te!_ls ,o ns Acti,•e
1m..tgt.nJIIOn hclp~ the JJok~cn110 d,,co,er n C\\ 1de:i.s and 1h,ngs.
The Jb1l11> 10 )Oh c problems incrc:L~ in utlok sceni:-e The)
:ire ::iblc menwlly 10 d'-·::il "'1 1h c, cnts in a \\-Orld that c"<tl·nds far
bc) omJ tJ1ei r o,,n ,mmcJ iJIC !-phe:-e of :icri, 11~. Thcv II) IQ s_ohe
:md 1oll :JboU1..n!l.UOD1 • u11on::u rohk ~ d
hl~hcr orJer thmking occur dun ng udoles~ncc.
S. AlJilih lo make dccisfons - TI1e tndl\ idu:il h~ lo male
dec1s1~)ns for. ~ lier utljuSJJJll!JJUD..JJ.fc.. Durin~ adolescence.. the
gro" ,ng lhild gum s ingc:1s1p~..c0Jlr!_g!"f!Ci: 111 his own opm1cm.
TI1crc ,s a ccn:iin .imount of mJer,cndC'n~ tn rheolmg. :i c-enain
frl."t'dom 10 e.~ plo nng and 1n \\ c,glung :illcm :iu, '-'~ rhut enJbks
one to m:u..c. ~ ,sc dt-c1s1o ns. I k cri.J.i.r ..u.l)_eQ.rntlll!S Lb..e mornl ccxk
fr,-.uued b) p.1.rCJllS .mtl_ re.,cl~.•D unJ :c,l..s o number of qu~ tions.
Out the n19r.u.conccp1s ~ ·comc2111cmallsr<l and the nJ ole:scent is
nhlc IQ tftffe_n·oJintr "h.11 1~ good unJ ,, ha1 is bad for him.
6. Oru~l11pmcnl of inlclligencc - Grow1h of inte lli gence 1s
the mos1 impor tan t .'.lSpcc t o f mc nt :1 1 de vdopmt!nt Mcn1:1 I
<.k vl.'lopmcnt uITects all o thl.'r de H~lopmenrs of the child li ke
l :m guugc Jc v.: lopmt! nl. cmo1ion.il Ul.' vc lo pment and 1,oci:il
dcvclopml.'nl. Dl'.vcloprncnt of 1111cll1gencc sums ul earl) cl11l<lhoot.l
und co111inucs 1ill the end of adok ~,cnct!. wlu:n it reJches 11:1
max imum. lntclligcn,c incn·u5':s "uh J£C. Some ind1v1Ju:iJ1; ~how
a rnpid im:rcuse in ccrt:11n Jrl':J" of in1cll1gcncc. "hen::LS others
ind ical.: 11 r.-1pid 111crcu~ in 0 1hcr arcJ\..
Oy mrc lligcncc we rncun the Llb1l1t)' lO--llppl} l.uo\dc.Jpc. to
11cw si1uat1on", ah1l11y to soh,: prublcm.c.. ubility 10 .,tljust to new
ORQWTII ANO DEVELOPMENT DUH.ING ADOLf..SCl:NCE
81
s11wit1ons. ability 10 thi.n.l ~
• J11 ac1 w:iys. II 1s u g lobal conccp1
"h1~h includes nl_most all mcnr:il ubili11es Gener.illy iolcJJ,gc.ru:e
~e~ h ~~ iimum auh_c_.1g__u_ls L,lCc~. The grow th of
intcll,gencc ,s represented by I. Q. {Intelligence QuoL1cn1).
. l A det::i~led_discussion on the nature and mcnsuremem o f
inrdl_1~~nce 1s given in a sep::irare chap1cr. Herc 11 1s wn11cn from
1he view poin t o f growth only).
Emotional Characteristics
. ~ot a single d:iy of ours goes without a slate of joy. fear. anger.
d1 sgusL IO\ e and aITection. Emo1ion is a ~_g_lmg._a s1a1c of mind. a
s tale of being mo, cd or st med up or aroused in some way.
lnerdore. emo1ion in_volves feelings, impulses and physiologic al
')!aCUOOS.
Emotion usually has three impon ant ~clS :
1. Conc-crned wilb a feeling - In a s1u1c of emotion the
inJ,, iduJI e,pencncc.(, cen J m r~lings "hich ~n2.!!IY be n:Jl iscd
b.0)1.Dl. He c:m c,JX·ric:nce- the feeling of lo~-e~ffcction, io)'LJnger,
dis.~~_plC=5un: :md f e!l[.
2. ACC'Ompanled by ph) siologic-al changes - The S) mp!lthetic
~ ous ~) stem \\Or~ r.qmll) dunng e-motion:il s lates w hich ;affects
chffc:rrnr , 1~r.il org:ins like l~ ~ d stomuch. The-re is rapid__
hc3n ~at, br9'hing__J.nd blQO<l pressure. Thc-sc ph) s1olog,c:il
•
--
ch:inge~ affect the hungN, rest aod sl~p of the indi vidu:ll.
-
-
J. E,pressrd in the form of OHrl behu\'lou rs - The
--
l' ind,, 1JuJI e,pre1;~s his emotions or feelings In lhe lonn of ccnom
~ ii) mo, l!ments or postures . Fore,omple. ht- m:iy take recourse
to ru n. 10 \Jui;h, to Cf) . to shout, w thro" out the tongue. to smi le,
to sta,e .11 clc. Whc:n \\C see a tiger \\C sr:in running. We ,e,e_rcs~
our surrn~ through \\-Ords or through :ictions.
,\ doksctn~ pt'nod 1s mJr~cd b) h,ght~nt·J cmo11onwi1y.
This 1s c, idcnt from nJ1tlbi1mg.. tcnc;ion, conO,cts. quarrels with
 ~/
wh~ 1-ie. f~I<;
p{!rcnts ,tnd teache rs. sibl.i ngs and cl.1ssma1es. ~ es ides the
· ,,,
ldo lcsce nts use other mech anisms as 2,£gress1o n. absent_
rpi.ndedoess, ~yncss, withdrawal and \!!£_gntiv~~rn. There ar~ a
number of reasons for such hightcncd emotionality. As the child
grows. I.here is a change in his roles and responsibilities ;1s a
member of the fo mily or as a member of a group or as a student in
Lhe school. Cb~a nges in roles •~q!!rudj u~lmcnt 10 new situations
ar home. school m,d society. He, too. experiences problems of
adjustment with opposite sex. Religions and social customs, at
ti mes, create conflicts in hi s mind. He ~,lso experiences some
vocational problems.
Emotional Characteristics during Adolcs~ence
l. Q2mru..~i(y - As the child grows into an adolescent his
emotions become complex. His varied experiences_fro1n-di ffcrent
environments add to the_c.Qmpl~•:Y of his emorional development.
He lea.m~.JoJli..dcjJ.is...lw.~.1.i.onalexpruenc.es. Therefore, it is
difficulL to .understand-his...emot.io.ns.
2. Emotional feelings widened - There is a great shift in his
sociJI sphere. He starts making friendships. forming groups with
others, raking leadersh ip or foll owership. He, too, starts
appreciacing others. He may be emotiQ,[l__ally attached to a group a
P~...Q!l or an instituLion.
3. D eve lopment of to lerance - Ado lescc n1 s develop
competencies ta beoc and 1olcra1e tens ions. troub.les. frlJ.5.trations
aridr;iilures in different social situatiQns. They give emphasis on
~ - They ;ilso le.irn how 10 r ~ r- ~ ions in
accept.able directions.
4. Capacity to share emotion - The adolescents develop 1he
quality of sh~ring the f~cliags ~r Dlbcrs. They share with 1.hc m,
and ~ o f oLhers. They beg1f'U,P.JOl!C.lheir neighbours, glal.es,
members of groups ;mJ fellow beings. They deri ve D,Ieasur.e..b.
1
rhc ach~_v~ncnl of 11JcirJcie_rul1i,.. They s~ rhe persons in
1rouble.
OROWTJ I AND DEVELOPM ENT DURING ADOLESCl:.N_<J~ 113
1
1 1-\p -J~
.1 """-'T .; rori,r1 •
.. r~ c k
5. Rcvlc,ymg'df Hopes on
.r t . .vz
· sprrullons -
i.lJ r f?"-"114/; ''
Ille .1dolc~cn1 boys
and girls ge neral ly have bigh hopes and aspira1ions for their f!)_!.U rc
life. When they find that their achievemen ts arc not par:.illcl with
thei r~ pj_uttjoJlS , they become ~ r plis.tic and accordingly try
lO review their aspir..itions in the light oJ their achievements and
a!ill,ilics.
6. Tolerance of a loneness - The adolescems at times prefer
to~o_.M.jn their home. They get pleasure from ~c.amj[l_g
o r ~ imagination by sitting alone for a long lime. Any
d ~ e during this Lime is not liked by them.
7. Love for ~ - The adolescenlS fee l a kind of inner
freedom, freedom to feel and express. They like Lo .i!£t and be hav~
ir~...emlmJ:Ly. Any imerferenceon lhem from parents and teachers
make them rebellious und.SJug..Q!Jl.
~
Common Emotions during Adolescence
]. Love and Affection - During childhood love centres around
the objeclS of interest which satisfy the immedi;ite needs of the
child. But in adolescence ~ associated with near relatives ,
!)els and with omJOsite sex,. During this period love takes a sexu:il
colour and becomes a SOL!!.Ce of p_leasqre. Most of the adolescent
boys and girls have fre_~nJ.J;onversations centred around the s.ex...
:111d~Jlli}.hlemS-
2. Joy, Pleasure and Delight - The adolescent fee ls joy when
he is well adjusted. He deri ves pleasure ond delight from his
a.chievements. The adolescent s develop a fce lin!!, of superioritv
which provides them maximum pleasure. They are deli2hted when
they succeed in any sort of competition in sr1orts.. d ~u nd
other grQ!!p_.1c_tiyj ties.
3. (YVorrics nnd Anxictic.sl \Von·y is an i.!Illigin:iryJear. It is
caused by a repeated rehearsal of the situatio_!!_which cu uses fear.
The adolescents mny have worries for the following in school.
 )J _,
•
l r J ,I
84 F\JND/\MENTALS OF EDUCATIONAL PSYCI IOLOOY •. ,,., . , / 'J J,, ,J
GROWTH /\ND DEVELOl'M l;NT DIJl<INO /\ DOLf~CLNCI.!., , t -{ , ,

li) School ,,wk "J 'fi) ,r ·~ 'I ' . ,, ' ,

,Jji) Examinations and tests (iv) Fuilurc in responsibilities r •1 , , ,

1
1

Jv) Unnecessary imcrfcrcm:,:s by parents Jnd rcJcherJ

!iii) Favouritism by the teachers
j,vi) Assignment of ta sks beyond his ability.
(iv) Unreasonable home work
{v) Lack of ability to concentr~llc Social Choroclerislics
v-l"'' i) Failures in competitions Maruu s.9cialanimaLand he ~a!!not li ve without a society.
He develops his personality in interaction with the socie1y and
{vii) Sex problems
develops _gr_ad_ually some of the s~l__b_ehaviours. In ordinary
~ also they experience worries owing lo the following language by social development we mean the attainment of the
reasons. maturity of social re_illtiOJ.lShips. IL enables an individual for better
~l-i) Lack of adjustmc11t and understanding with parents. adjustment to his environment.
!ii) mness of parents and poverty of paretlls. Social development occurs on account of social funcLioning
(iii) Family problems like bitter relations between different under a particular set of circumstances. The indi vidual learns the
members, presence of stepmother, favouritism by parents etc. special ways of the society like CQSLoms, tradilio.ns_._manner.s.
langy.age.....__J"Qorals...anclw_ays of,liviog, As the individual gro"'s and
4. Fear -Fear is learned by the c hild from his environments.
matures, there occurs a change in his taste, altitude and intercs~ -

l
Some categories of objects ure listed below which may cause fear.
(\} Fear of animals and snakes.
(i i) Fear of ma.teriaLo.b,i.e.c.Ls Ii ke machines, electric appliances.
sea. ri vers, deep waler, high and lovely places, strange noise, fire
and darkness.
(iii) Fear of ~tionsbips.-meeting with hi gher
authoriti es, being with elders and teachers, speaking from a
plarform.,m.e.eting with me'mb~ r ~posi.Le...sex.
Fears decrease with the increase of age as the adol~scents
become more rational and reasonable.
S. Anger - Anger is a violent emOLion expressed by the
Accordingly he may show person to person, person to group and
group to group intera~Lions. tf{) JJ '
•f C2;"X · l
1. Friendship J Adolescents tend to choo£Cdncnds of rbeir
~n age ancltempernroenL They develop friendships based on
common interests, needs and goals. They d_on' t tolera~ Lhe
interference by parents and others in selecti ng friends.
2. Social Consciousness - The adolescents become sociall y
conscious and develop a s~...oLso.cialI:.espons.ibiliues. _duties.
rights and obligations. They ~p_gr:QllpJoyalties which are
wider in scope. Such loyalties are not only to the gang. but extend
10 the school, the community nnd the nation. Famil y loyalty and

adolescems due 10 the following reasons. pride are well marked in ~1dolescents.
~

3. Social maturity - The adolescents attain social maturity

(i) Unfair 1reu1m~nt by teachers, parents, elders and peers i\
and show a number of important characteristics. They develop
(ii) Satirical remark s by othe!'s
the ability to adap~ hers in ch~1gi_ng_~ituati9n. They develop
(iii) Encroachment of ri ght by others wide behavioural fonns ns gregariousness or herd living. kindness.
syJ!!.pathy. cm~tesy, dependability, self confidence. cooperation
 S6 FUNDAMENTALS OF EDUCATLONAL PSYCHOLOGY
and sacrifice. They coo. c ~ s ~ e s and -
reoul:1tion customs and traditions. They develop the ~ for
m~ing ju~gements and decisionsjn critical situations.
4. Leadership - Leadership is an important aspect of social
development in adolescence. The adolescent boys and girls exhibit
the qualities of leadership by particigating_in a n_umbec__o.f__gro_y_lL
activities. Leadership is a process of interaction among different
members in a group. OUI of that interaction some leaders emerge
out. Four importan1 factors are essential for such interaction-
presence of a group, need for some group action, presence of a
leader and presence of followers. A leader should possess certain
special qualities. He should have personal prestige. P-atience and
endurance, quality of domination. courage and flexibility,
hardworking, responsibili~sincerity__and img¥1-iality...,_
In schools, the adolescent boys and girls show their leadership
in academic performances, games and sgorts_. organising debates,
C.D.Illp_etitions, excursions and social services.
5. Changes in the hov-gicl celatioosbips - In adolescence,
the boys and girls_take interest io the opposite sexes Boys like
to make friendship with girls. They prefer group activities where
both boys and girls can particiR.fil_e., They like much to stage
dramas with girls. They act as volunteers fo.L.Lh~ and to
help girls. This happens owing to their development of
h~exualiry.
6. Development of social, cultural, recreational and
vocational interests -
(a) Socio/ interests - The adolescent boys and girls develop
interest to allend differenu.acial IJmc.Lian.s. celebrations, fairs,
festivals, nJarriage ceremonies and also like to visit Lhe house of
others, religious places, market places where both the sexes meet.
They, too, carry on conversations regarding various social
problems. Arguments grow, out of such discussions.
GROWTH AND DEVELOPMENT DURING ADOLESCENCE 87
(biRecreatio11al interests - Recreation contributes to mcntaJ
health. The adolescents develop interest in reading, C.1Jlt11ral
activities, movies. group games, radio listening and they also
engage themselves in different hobbies like d..Iilliiog, gardening,
writing photography, collection of stamps etc.
(c)}1ocatio11al interest5, -The adolescents develop an interest
in their future career. They gather data about different vocations
available for them such as teaching, joining army, farming,
medicine, business.._execucive posts, engineering, law and police.
They try to prepare themselves for such vocations depending on
their area of interest and abilit~.
- .
(d) Development o[social attitudes -Social attitudes develop
as a result of social interaction and derermine the 9e£Tee of
~djustmeot of the adolescents; such attitudes may be formed
centring around different persons. customs. traditions. culture,
religion, marriage and social.conventions.
i
Moral Characteristics ·
The conduce of the young children is mostly governed by the
mores or standards of the group and society. These mores or
standards are known as morals. Mmls guide 1..he-beha.v.inur_pJ an
individual. Adolescence is the actual stage for moral development
of the children. ~g.ion,gre-atly_influences.the moral development
,-, of the adolescents.
1. Religious consciousness - The adolescent boys and girls
be come cQD_scious of their religion. They develop imerest in the
philosophy behind religion and life. They deve lop an attitude of
dependence on a religious hero, prophets. !!ods and goddesses_
1l1ey. too, st.illl__worsh.iping_them. They like Lo 1~ad_m~olQgie_s__
and learn many morals from them. They very ofte,, quote the moral
i;haracte:rs.Jrom Mahabharat-aud Rnma)'_:.1n. They also study the
-
biographies of great religious heroes.
 88 FUNDAMENTALS OF EDUCATIONAL PSYCHOLOGY
2. Altruism_ The udolescenls develop altruism or Lhe
principl~Q[__Qlllers. They cherish the i~eaJs of social
service-They aspire for the creation of an ideal society. They take
keen interest in sociaJ and political events. They develop a sense
of patriotism and.Jaye for their nation.
3. S-Ocial Reformation - Though the adolescents become
religiously conscious, they don 't accept all aspects of religion ~d
social conveoria11S.-They develop a sense of reasoning and
judgement. They S!!:Q!lgly oppose some religious practices and
.g m_e.rn~They develop rebellious altitude towards s ~
and superstitio~ and accordingly argue ro bring about social
refonnations. But due to lack of education and proper training
most adolescents become victims to blind beliefs...pre.judic_e_s_and
false practices.
4. Formation of sentiments - The adolescents form strong
sentiments of Jove, religiQn.__pJ!ldoJ.ism and friendship. When a
number of emotions get org_anised.around an objecl, a person or
an idea, thar is called a sentiment. The adolescents g;t angry when
their sentiments are hurt by othe..cs. For example, they get angry
when some one says against their religion or country or almamater.
These sentiments become ideaJs for them and they are guided by
their ideaJs. They develop a will power by which they control
their basic impulses and.rise above the social approval. This is Lhe
highest moraJ development in adolescents.
5. Formation of character -Formation of sentiments results
in the formation of strong character in adolescents. When the child
is born he is not clear about himself. As he develops, associates
with others, gets experiences, he knows about himself. He
develops a sentiment about himself and chis is what is called
'character'. Character is fonned when the various sentiments get
organised around a person or self. The adolescents develop strong
characters such as ~Jity.,_dependability_._persistence and
opt~sm.
'Ir
GROWTH AND DEVELOPMENT DURING ADOLESCENCE 89
Needs of Adolescents
When we formulate the objectives of education and frame
Lhe curricula, we must take into consideration the needs and
I
requiremenls of the adolescents. Because, unless the needs of the
adolescents are reflected upQILJ.ruuys1.em olecwcation, it would
I. merely be a waste and failure. Therefore, a teacher rr1_ust un.derstand
~he sp~ialn_eeds of the adolescents.
The term ' need' has been defined in various ways. E. C.
Tolman defines a need as "a readiness or tendency to persist
towards and perform a consufJ!alory response". Murray defines a
need as a hypothetical construct. It is the resultant of various
physiological and social forces. One need succeeds another.
The needs are of many kinds. Broadly we can divide them
into two categories-Primary and Secondary.
Primary needs - These are also called as ph.)'.sjologicaJ needs_
They are called primary as they are fundamental for our existence.
Examples of such needs are hunger, thfrst, sex and rest. We cannot
live without oxxgen, food a~ater.
Secondary needs - All our s9£.h1l and psycholo_gical needs
are grouped under the secondary needs. Need for weaJth and social
~atus., leadership, social re.c.ogni.tion, need for independence,
security, love and affection are some of the examples of secondary
needs.
~1 In the absence of ful filmenl of these needs an individual
remains maladjusted. The adolescents experience a good number
1 of needs both primary and secondary owing lo their maximum
developments. At times the_y sacrifice their primary needs for the
fulfilment of their secondary needs. What is needed. therefore, is
J a clear understanding of their special needs.
1. Sex 11eed - The sex instinct of an individual which takes
the shape of a ~ d u r i n g infanc~ s w du~ng
childhood, takes a strange turn into 6~-sex~ dunng
 90 FllN DAM ENTALS OF ~DLICATIONAL PSYCHOL OGY
adolescence. The ohjl'cl of :11L:.1chmc11t :.ind lg_vc is ,i.l member of
the QjlJ.l.Os.iLC-S~>.-. Th~ ;idolcsccnts become ~rious_ab.ou.Lse,L
and bcco~1e over conscious ahout the biological_cilan~ _-gorng
onio rhe baciy -
Thc bovs have rtatural :.1nr:.1ction towards the girls but they
have no so~i:illy uccep1:1ble channels 10 come in contact with
them. The resul! is chat they develop some awkward behaviour
to ~ase tbe .,g_irl.s and to pass rem:.irks on their classmates. They
also de ~le:i~urc in waving_s t.o.cic.s._;1round sex and the
character of girls.
The remedy. therefore, lies in pr.ovidjng more sociaLconLacts
so that the youths may_(eel thau hexe is nothing abnormal.with the
members of the opp.9§i1e...s~ and they. can C,flQJleI.ateJ.11..fonns-of-
..._wor~ and -~ay~ Better sex education will be vecy_b.clpful in
remedying the behaviour of the adolescents.
2. Gregarious 11eed - The gregarious instinct plays an
important role during adolescence: The adolescent is more
interested in the contemporaries and close associates. He continues
to be a wember of a ~ _ng..oc ~rnup He tries to growindependenL
of parencs and falls in line with the activities of the group in the
school and outside the school. If misdirected, the impulse directs
him co be a member of gangs of pickpocketers, cinegoers, truants
and vagabonds indulged in unsocial.ac1s-The strikes and organised
indiscipline in schools and colleges are because of lack of proper
direc.tion and due to satisfoction of this need.
The adolescents should be encouraged to satisfy_tl:!is..nced-
tbmugh.pan.ic_~R.ati.onJ n grQup act i\titw.s such as S~,_N~ C. C ..
Social .service squads and Community
....,..... actjvjties.
3. Ad11ellfure need - Owing to maximum physical
development and heightened emotionality the adolescents like very
much advemurc. They come for wurd to gel delight by participating
in all ~rts of advenr.urJ)JJ.s..acli1li1ie.s wirhout any aLLcnLion to their.
GROWTH AND DEVELOPMENT DURING /\J)(JI_~ UWL
capucilics and limitutions, Even they fail to upprchend any Clllnger
in such activities. They prefer acti vities of ad venture li ke lQ!!g_
cycling, mountaineering, s..w_imming...in ri vers and™· ju~g
'r , ~ ~ . fighting with fire, mctY.in& .1ncJJiun tiog m fore.st.s..
In the absence of proper direction, it takes the form o f ai mles.s
wandering, vagabonding and unsocial ac ts like strikes and
demonstrations. Even the scxual_aJ;~ mcan a thrill_amLadvcnt.ure
.fot..them.--
8 uL properly directed, love of i.ldvcnture can take the form of
hiking, excursion, tours. social service and scientific explora:1ions.
4. Social or status needs - In all acts, social or educational.
the adolescent w.an1s_rec.ogniti'on_m_ay be in the form of ~ .
prize, cheer, gift.Qr rewar_d. He is ambitious of i.Jchie ving success
and getting Q.!:lblic recognitiJ)n. To satisfy this need thr adolescents
are curiou~ to participate in all sorts of competitions in and out of
the school. A teacher must take note of this need of the adolescenLs
to organise a variety of ~J; urTicular activi1i.e s.J 11,.-the...school as
well as outside the sc.ho.olaLthe local, district, state and national
level.
.yNeedfor indepe11de11ce and dependence - The adolescent
breaths a spirit of independence and freedom. Re docs not colerace _
the interference and overstrictness of the parents and ceac~- He
wams freedom of s~expressio_!l and ~ lf-decem1ination. For this
tendency he at times wants to break the barriers of social rules.
~ulations and conventions when they stand before him us
obstacles. He strongly resents and protests 1he social conventions
to achieve his goals.
On the other hand, the adolescent also shows an aJ1i111de of
~dence.- The dependence, however, is not necessarily on
parents, but on heroes found in real lifer in history or in literamre.
He ~nts insp.ir.ation-fron1-a-lu~r.0-.whom he worshi ps and~
~ 111 . They develop interest in studying biographies of great

9:' FUNDAMENTALS OF EDUCATIONAL_PSYCHOLOGY
heroes like Gandhi, Nehru. Vivdan:mda. spor1sme11 and other
grearmen according 10 their area ·of interest. This need of
dependence is also called as 1he sccuri1y needs as the individual
tries lo secure by lhe inspiration received from Lhe parents. teachers,
elders and greatmen.
ec:oblems o[Adolescents
In this chapter we have made a detail discussion about the
various developmental characleristics of the adolescenls and their
needs. An analysis of these characteristics and needs definitely
will throw some light on the problems faced by the adolescents.
Because, there is direct relationship among these three factors.
l Vari~us de:elo~ments •such as physical, mental. social and
emol1onal, give nse to a number of special needs of the adolescents.
There is .:1 spontaneous tendency 10 satisfy these needs for better
adjustment. When the adolescents fail to fulfil their needs they
face a number of problems, one at a time or many at a time.
Because, one problem may result in other types of problems. As a
result the adolescent boys and girls develop conflicts, frustrations
and violent reactions 10 failures. A teacher must understand the
reasons of their problems and should accordingly try to enable
them to solve their problems. The following are some of the
important problems faced by the adolescents.
1. Problem of sex - The period of adolescence is a period of
stress and strain. The period makes the reawakening of repressed
s~ -~mpuJses. But che society does not allow the adolescents to
··satisfy thei ~ sex desires b)' the free and unrestricted mixing with
opposi!~ sexes. They feel that there is restriction from ~ !q uarters
on their-sexual beh~viours. Therefore, they face a proble,.;; of
adjustment at home, school and society.
2. Emotional problems - The abnonnal functioning of the
__,!:e_~ system and the endocrinl! glands give rise to a number of
emotional problems like the pro_~lem_of inferiority and superiority
s
GROWTH AND DEVELOPMENT DUIUNG ADOLESCENCI.:- 93
complexes, extreme ernotioni; of frustration :md triumph, excess
anger and fcl:!!'. Whul is required is.to help the 3dolcsccnt to control
l1is Clll~ lS lhroug!JJl1e in1.[pduclion or music. art and cocurricular
--;ctivities which will provide him <;atharsis and~ emotional
-tension in hin1. - --
- 3. Problem of social adjustment - An adolescent faces the
problem of adjustment and sometimes fails to adjust himself to
the conditions at hon~ school or society. His parents impose rigid
res trictions which are against his nature. He may not gel
sympathetic treatment from his teachers. He may have academic
- problems. He may not be able 10 pull on well with his classmates.
Even a bright child is not al home in the comp:.111y of mediocres. A
rigid discipline, overcrowding al home and school, lack of activi ties
in the school may create problems of adjustment. This tension
can be resolved when the environment is made congenial.
4. Occupational · problems - Adolescence is a time for
making_ deci.sian~.J orJ ut~1i;:~_vocation_s and_~are.ers. He faces the
proQlem... oL~.l1oice of vocations and the problem of economic
independence. He noJonger wants to be a burden on his parents
and strives for ~c0nomic independence. ,But he is ignorant of the
world of occupations and careers. Therefore, schools should sel
up guidance services in order to help the adolescents to discover
the fr interests, abi Ii ties and apritu des and help them to make proper
adjustment in their occupational assignments.
5. Problem of Moral values - The most important
psychological need of an adolescent is his quest for moral val ues.
Feelings about his sex are al' the core of much of his behaviour.
Though ph ys iologi call y he has reached sexual m atur ity,
erriot_i_onally he l-i.1s pol yeLattained the n1aturitY. of judg~ ent.
This results in a problem of great magnitude - th~Jlroblem of
morality and self-,_control. The school an_d the home must recognise
tl; is problem and place before the adolescent proper standards of
conduct, that is rc..distic enough to be acceptable lo his age mares.

9.i FUNDAM ENT,-\ LS OF EDUC AT ION AL PSYCI-IOLOGY
6. Problem of selfesteem - Deve lopment of self is an
important phase of adolescence . It is composed of many
psychological statfS such as feelings. atlitudcs. impressions. habi IS
and disposirions. The adolescent is eager 10 sec. 10 touch, to hear,
to reason. to di scover, 10 know and 10 comprehend. He is also
eager to invcsrigate t.he purpose and goal of life. lie_is motivated
by his curiosity and_be_wa.11.LS 10.establisb.his.selfl1ood. He thinks
only in terms of hjs own polentialitics. At times aJso he thinks of
himself what he is not in reality. The adolescent gives the first
prekr..~nc.e_to-'1iJIUI1 all so.rts..o.L:tc.Liv,itie.s and lives on purpose,
hopes and strivings.
Adolescent development and Education
Adolescence is the most imponant period of human life. A
major pan of a coumry·s population ranges between t.he ages 13
to 21 years. The couill:r)' ·s success in various fields of Ii fe depends
on t.he proper guidance of adolescents. The schools and the teachers
have to shoulder maximum responsibility for promoting maximum
growth and development of the adolescents. Teachers should have
a thorough understanding of the general nature of growth and
dev~lopment so that they can fomiulate the objectives, frame the
cumcu_la and devise the methods of instr,1c1ion accordingly. Special
educational ~rogram_mes should be organised for different 1ypes
of growths like physical. mental, emotional and sociaJ.
Educational lrnplications of Physical Development
. l . The teacher should realise that there are ·i.ndividual
d1~erences in physical growth and motor development. Different
chtldren grow and develop at c;!i£fuent.rnt_e.s. Therefore, educational
cprogrammes
· sh_ould be dif~ rent foraiffcrenl cateoories
o
of cl11·1dren.
urn~u 1um should be graded according to the Jevels of h sical
matunty. p y
2.
. Classroom
. and coc
- urricular· activities wt1·1c11nvove
I . 1 should be provi<led.
physical strength. motor skills, speed and accuracy, should be
adopted to the de velopmental variations among the children.
GROWTH /\ND DEVELOPMENT DUl<ING ,\DOU ~t;CENCC 95
3 . Manual wor ks like gardening. wood wo rk. wo rk
experiences. games and sports should be orgu niscd for promoting
physical strength and motor de ve lopment.
4. There are sex differences in physical growth and motor
development. Therefore, the t~ac hcr_sh_otJl.d not expect the same
~ormance from.botlt the sexes. In some aspects boys e.xcel the
girls. where..is in other girls excel the boys . According ly,
assignments should be suggested for boys and girls.
5. Adolescent boys and girls suffer from sex complexes. The
teacher should handle them carefully and psychol ogicall y.
Cooperative group works should be assigned to the m unde r
personal guidance of the teacher.
6. Children having poor physical growth devel op some
inferiority. They may not like to mi x with the children having
good physique. Similarly fatty children arc joked at by other
children. Such altitudes will create problems or adjustme nt. The
teacher should be very tactful to enable the pupils not to develop
such altitudes.
7. Guidance clinics may be started in schools t.o help the
children suffering from problems of physical growth and motor
development. Parents, too, may be consulted in this regard.
Education for Mental Development
L. Teachers should not give more emphasis on rote learning
or cramming. rupils shquld be h_eJp_~Q_to understand the ..e_ro~ 1s
correctly.
2. The most imponant functions of the school is to provide
conducive environment for the proper development of the mental
abilities of the children. Qood library and laborator-y_focilities.
opportunities for free discussion and commu nity p;1nicj pa1ion
3. Adolescents should b.c provided with opportunities for
the development of thei r creati ve abilities. i\'lusic, dance. arts
 97
GROWTH /\ND DEVELOPM ENT DURI NG ADOLl:.Srl.:.NCL
96 FUNDAMENTALS OF EDUCATIONAL PSYCHOLOGY
. al nise and rewards
and crafts should be included in 1he curriculum to enhance 6. Praise am/ n:warcl:. - Occ.is1on p • d promise
, . . Tl te·1chcr should pr.use an
divergent thinking. motivate the children. ,e. ' f I . -111·1drcn This will .srousc
. · fy the emotions o t 11.: c •
4 . Labora1ory and prac1ical works should be suggested to rcw..ird s to sat1s . for their achievements.
. y pleasure and delight in adolescents
widen their reasoning and thinking. A number of developmental JO•
. I d Moral Ocvclopmcnls
t:isks or problems should be assigned to them in the form of Education for Socta an . where a variety of
projects. . I sl appropnate p1ace
School is L1e mo .. I development among
. .. b rganiscd to foster soc1a
5. Mental development will be more effective if teachers and acuv111es can e o r the measures that can
parents can provide a variety of rich and concrete experiences and the adolesce~LS- The following are some o
challenging activities for the learner. The home and the school be undertaken for the same. . Social functions bring
should surround the child with challenging problematic situations. .
1. Orgamsal1on o
. r social functions -
. . sc of belonginoness-
. d develop in them a sen o .
Education and Emotional Development the students closer an . oni~ and other celebrauons
umber of festivals, cerem
To enjoy the good effects of emotions and to eliminate its Therefore. a n - -
r ed in the school.
bad effects control of emotions is very essential. Control does not should be per orm . . . The school should organise
mean to check or repress, but it means to direct emotions in 2. Cooperative act~v~t_,es -1.k <'amcs and sports- d~ -
. oroup act1v1t1es t c e,=- .b. .
constrUctive ways. cooperatl ve or o . fi1 Id triP.S and exht ,uons
. . dr.,ama excursions. ~ - -
l. Adolescents shoul£1 ~ ~ ouraged .!£.__ e.K.al'[li.fil! criti_cally group d1scuss1ons, . . , ·bTty and leadership.
. . f soc1a\ responst I I
the cause of their failures and frustrations. They should de~elop to foster a spirit o I . lationship should be
. •ce A c ose 1e
r~sista~ and l_oler.ance_to such failures. Failure is the pillar of 3. CommuntlY serv• - , . d the community. Adolescems
success. Repeated failure definitely will lead to success. . d bet een the schoo an . •ct
establlshe · w 'tl real life siwauons O.ll~ C.:.
. I se contact w1 '· .: - - -:- .d
2. Teachers should not unnecessa!·ily interfere with the free must be brought in c o . . \'ke cleanin<'0 village roa s
. . . .
P:iruc1pauon in co
mmuntty services I t--- - ~.
. r t' v;ils actin!! ~1_s...)'..Q\uot1.:dS
activities of the adolescents. Some amount of &,uLded.-freed~ro) · · o community es 1- - . · · ·~
should be given to them. Freedom will mj,n.imise their anger. The and ponds, organism., . I ·wider social rcspons1bJltu1.:s
. f . . . d crowdin<'S will dcve op • • -
teachers should have an impartial treatment with the ad7lescents. 1n ans an °
3. Teachers should be af.fcclionate-1.Q-provide a homely among the adolescents. . . Pro er d~111ocratic atmosphere
atmospberejn the school. They should provide proper environment 4 Democratic disc1phne - pI houId not possess
. . . h s · hool T eac ,ers s
for the expression of pem-up emotional feelings. should prevail ,n t c I,; • ·h l<l rc·11isc some dc gJce
. . d Adolescents s ou •
4. Teach the adolescents to relax and express their emotions authoritarian all itu es. .
. ·kin" m groups.
by providing opportunity for l)_ol>bies, cocurricula~ itie;i;ke of freedom wh1 1e wot o Tl ~ (,choL1I should provide
I \
II. Go,•crnment - ,1: .I .
dra,ua•.pfays.and free discussions. 5. Students. sc - b l . ·tuJcnts. They w1\ sit
If G vcrnmcnt y th.::, . ·11
5. Assign a number of rew...9.n_§ibilities which will develop a opportunities for sc - o • . ~ l the pl.ins together. This w1
toc,cthcr. plan together anJ 1,;wcu c
spirit of !oJerancc. coopejjitio11 <:_~n~ cc_~nd fair play. C •
 9S FUNDAMENri\l; S OF EDUCATIONAL PSYCHOLOGY OROWTI I AND DEVELOPMENT l)lll< INO Af)()LF,.")rr:N(f-

p,~purc them h"' shoulder hi g her responsibilities in future life 6. Whut pecu liar c hurac teri s t ics m c.1 rk the pe riod <> f
situations. adolescence ? Discuss their educ ational ,mplicaflon ?
6. Moral Models - The teacher should set a good cxurnple lo 7. How could you justify differentiated c urri c ulum fo r
moral condul·t before the students. Plain living and high lhinking adolescent boys and girls? Explore the po~c;1b1li1ies of hav,nz
should be 1hc ideals of both the rcachers and s tudents. Morals coeducution at the secondary stage.
should not be taught. They s~1ou ld l~ practised in rej;tJ (jfe situulipns. 8. What are the special needs and problems o f adolescenc.s ?
7. Fostering Ideals - Patriotism, nationalism . good How can a teacher help them ?
citizenship. selfs;icrifice and social service are some of the ideals 9. Explain the following within 50 words :
lh.:ll must be fostered in the adolescents. (a) Difference of growth between adolescent boys and girls.
8. Religious Teachings - Programmes of religious teaching (b) Adolescence is a period of stress and s traj n.
accompanied by social service should be organised in school to (c) Adolescent is gregarious in nature.
set moral standards by quoting fll~ al charact~ of religious heroes. (d) Occupational problems of adolescents.
Adolescents should be encouraged to read the life histories of (e) Altitude of dependence among adolescent boys and
- .-..... ---
religious heroes like Aurobindo and Vivekananda. The students
-
too. should be taken to visit religious institutions organised by
' girls.

religious leaders. I 0. Write short notes on :

(a) Social interests of adolescents
(b) Gang age
QUESTIONS
(c) Social maturity
l. What physical changes Lake place in boys and girls during
adolescence ? (d) Altruism
2. (e) Sentiments
Discuss the role of the teacher in stimulating the physical
growth and motor development in children. (f) Sex educalion.
3. What are the features of intellectual development during
~dolescence ? How can a teacher help in the effective
,mellectual development in the children ?
4. Describe the common emotions found 1-n a d o Iescents. W hat
meas_ures can be taken to help them for better control 0 f I1 .
emo11ons ? t e1r
5. Descri be the special fe.:11ures of soc ial d .
1
adolescence and state their education · I . evel .op~enl during
..i imp 1ca11ons.

fi,1