PROF EDUC-1

CHILD AND ADOLESCENT LEARNERS

AND LEARNING PRINCIPLES

NUARIN, JAY-AR NITO

MY PERSONAL REFLECTION:

From the module on learner-centered psychological principles, I realized that it is focus on

psychological factors that are primarily internal and under control psychological factors. It
also attempt to acknowledge external environment . Those principles gives me motivation
and guide me on how to be a good student and teacher someday. Learner principles helps me
to be most effective when it is an intentional process of constructing meaning from
information and experiences like habit formation, generation of knowledge, skills and
learning strategies. A goal for learner process Is to be a successful learner, overtime and with
support and instructional guidance, it can create meaningful coherent representations of
knowledge . The cognitive and metacognitive factors are most effective with learners of
varying abilities. It gives me strategies on how communicate students or in teacher with a
good attitude. The 14 principles that I've learned in this module are the ideas and different
strategies that I will apply on myself as a student and future educator. The learner-principles
gives me also a lessons, knowledge and strategies that I'll use someday when I become a
teacher. But for now I will apply those principles in myself for me to enhance and develop in
learning process. I realized that as a future educator, we have many ways to advocate the
Learner-centered psychological principles. In order for me to become an effective teaching
educator, I need to apply the principles first to myself. Through these I can help them to
enhance their capabilities to understand my lesson easily. We must ensure that they think
critically and encourage them to have or apply higher order thinking skills to relate lessons to
real life situations. For them to be prepared for their future professional career. Aside from
that, we all know that the learning environment has a significant impact on student learning.
We should help them to deal with it.We should open the door for them to view the real world
and to be aware of the challenges that they may encounter. And teach them to recognize
individual differences and respect each other.
PROF EDUC-1

CHILD AND ADOLESCENT LEARNERS

AND LEARNING PRINCIPLES

NUARIN, JAY-AR N.

MY PERSONAL REFLECTION

Human development is a lifelong process of physical, behavioral, cognitive, and

emotional growth and change. This process starts in the early stages of life from babyhood to
childhood, childhood to adolescence to adulthood, where enormous changes take place.
Through this process each person develops different attitudes and values that guides choices,
relationships, and understanding. Another important developmental stage is sexuality, this is
a lifelong process. Infants, children, teens, and adults are sexual being. It is important to
enhance a child’s physical, emotional and cognitive growth, it is imperative to lay foundations
that will help during the child’s sexual growth. Adults and parents have a great amount of
responsibility. Where the child learns to make their own decisions and discover that their
actions have consequences. I can say that based on the type of life I was living with my
parents my sense of independence came at a very early age. Instead of me being nurtured to
develop self-confidence and not have self-esteem issues, I would nurture my parents and try
to lift them during our difficult time. By that time My parents were only focused on working to lift
us out of poverty, at that time our parents were working hard, because we were three siblings who
were studying at the same time. And for the good of our family, we learned to stand on our own feet
to be a good son and be responsible for all the household chores and being diligent in our studies.
Then suddenly I realized, they are getting old and it is more difficult for them to work, so we should
take care of them more because they are getting older.
PROF EDUC-1

CHILD AND ADOLESCENT LEARNERS

AND LEARNING PRINCIPLES

NUARIN, JAY-AR NITO

MY PERSONAL REFLECTION:

When I was in early childhood the things that I've always to do is discovered anything that
new to my eyes. I've also remember on how my parent teach me to indentify letter and
numbers, my parent spoiled me to buy a toys that I realy want to played for. At my middle
childhood I started to have a lot of friends especially in school, I remember when I was in
elementary days after school we're going to the playground and played a games that we've
always do after school and it is " habol- habulan" . I can say that my middle childhood is full
of memories. At my late childhood into adolescence stage my life begins to explore, my
friends become a big circle of friends that I have before, a friend that brings me into a reality. I
started to inlove and my feelings change. There's a lot of things that changes when I become
an adolescent instead of playing sport I played a mobile game and many more. Having
mastered the developmental tasks of early childhood middle and late childhood and
adolescence, reflect on what you should do as a teacher to facilitate your students’
acquisition of these developmental tasks. As a teacher the things that I'll do to facilitate my
students is to advice them and lead them into a great life. As a teacher I will avoid my
studentsin a things that leads them into a mesirable life. As their childhood stage I'll teach
them on how to be a productive in exploring a new things. At their adolescent stage I will do
the same thing I'll teach them how to be a good model to a new generation I'll teach them
also to become a good person because me as a teacher I don't want to see my students in
straggle, I want them to be success and fighting boldness towards in their dreams.

PROF EDUC-1

CHILD AND ADOLESCENT LEARNERS

AND LEARNING PRINCIPLES

NUARIN, JAY-AR NITO

MY PERSONAL REFLECTION
Human development is a process of biological maturation however there are factors in developing a
human. As for the present me, I live my life through social experiences that shaped me what I become
the person now on applying the lessons I learned. Encountering difficults truggles that nurture me are
helpful to become a better person but fighting nature which is thegenes I inherited was hard. My
personality characteristics are something I dislike. As I grow up, Islowly became self-aware to find out
that I am not exactly a good person; I don’t have values andprinciples in life because of environmental
factors so I tried to fix the part of me that I think isnot a good trait. To be honest, it was hard. I had to
teach myself from the start because I wasn’ttaught in the right way especially the heredity factor I
have had since birth so it was really astruggle. On raising me, I was a spoiled brat like he didn’t want
me to clean the house, but justplaying outside with other kids. I do not know what the right thing to
do is, I was naïve. I onlylearned on interacting with people that developed me both something
negative and positivethrough adapting the behavior I observed but the negativity
dominant. When I became a teenager, the development was abrupt because my personality changed
due to interactions withdifferent people that have different personalities and behavior. It gives me
insight into morality. I acquainted myself with good people that eventually influenced me as a person.
Taking an actionwithout thinking, there is always been a consequence. I was an aggressive person but
I read patience is a virtue. However, there are qualities that have stayed the same. I am still outgoing,
always smiling, and knowing nothing, stability indeed. It took a long to realize that I have onething I
must change. It does know nothing and it made me decided to be a person that knowseverything.
Indeed, knowledge is power. I can’t do anything without the awareness or knowledgeto live in this
world. I need to be a knowledgeable person to acquire skills, to interact withpeople, to avoid causing
trouble, and for the sake of myself. I wanna feel good and be good. In the future, I wanna become a
good person to influence people who are suffering from lostidentity. To be able to impart the
knowledge I gained from experiences in order to become self-aware and find out what are the things
they need to know and do. To share words of wisdom, to lift them up from drowning in problems, and
be able to stand up firmly on the ground
PROF EDUC-1

CHILD AND ADOLESCENCT LEARNERS

AND LEARNING PRINCIPLES

NUARIN, JAY-AR N.

MY PERSONAL REFLECTION

My Personal Reflection about the whole topic of Research In Child And Adolescent
Development, is I was inspired by what said of Albert Szent that the Research is to see what
everybody else has seen and to think what nobody else has thought” that is true, in
researching there are a lot of questions in our minds and what we do? we search things that
we can't see but others can see. Everything that other people know, we will also know
through research. Research it is also very important to our teachers and fellow students and
research is not only for those who plan to take master's degree or doctorate degrees, it is
important that we know this. And according to my research, Research is a process of
investigation. An examination of a subject from different points of view. It’s not just a trip to
the library to pick up a stack of materials, or picking the first five hits from a computer search.
Research is a hunt for the truth. An abstract is a short summary of your completed research. It
is intended to describe your work without going into great detail. Abstracts should be self-
contained and concise, explaining our work as briefly and clearly as possible. Different
disciplines call for slightly different approaches to abstracts, as will be illustrated by the
examples below, so it would be wise to study some abstracts from our own field before you
begin to write one. And I learned also that this three standards given above are the following
considerations for researches conducted with young children and other vulnerable population
which are enumerated by the National Association for the Education of Young Children
(NAEYC). First research procedures must never harm children, physically or psychologically.
Second Children and their families have the right to full information about the research in
which they may participate, including possible risks and benefits. Their decision to participate
must be based on what is called “informed consent.” There must be informed consent
procedures with research participants. Third children’s questions about the research should
be answered in a truthful manner and in ways that children can understand. Researchers
must be honest and clear in their communication. Fourth there should be respect for privacy.
Information obtained through research with children should remain confidential. Researchers
should not disclose personal information or the identity of participants in written or oral
reports and discussions. And there are Impact of Teachers’ Research Involvement on Teachers
Research itself has proven that teachers have everything to gain and nothing to lose when
they get involved in the research process. Evidence suggests that: teachers who have been
involved in research may become more reflective, more critical and analytical in their
teaching, and more open and committed to professional development (Oja & Pine 1989;
Henson 1996; Keyes 2000; Rust 2007). Second participating in teacher research also helps
teachers become more deliberate in their decision-making and actions in the classroom. Third
teacher research develops the professional dispositions of lifelong learning, reflective and
mindful teaching, and self-transformation (Mills 2000; Stringer 2007). Fourth engaging in
teacher research at any level may lead to rethinking and reconstructing what it means to be a
teacher or teacher educator and, consequently, the way teachers relate to children and
students. Fifth teacher research has the potential to demonstrate to teachers and prospective
teachers that learning to teach is inherently connected to learning to inquire (Borko, Liston, &
Whitcomb 2007).
PROF EDUC - 1

CHILD AND ADOLESCENT LEARNERS

AND LEARNING PRINCIPLES

NUARIN, JAY-AR N.

MY PERSONAL REFLECTION

From the module on Freud’s psychoanalytic Theory, I learned that the importance of the
unconscious mind and the primary assumption of Freuduan theory is the unconscious mind to
govern behavior to a greater degree than people suspect. Indeed, the goal of psychoanalysis
is to make the unconscious be conscious. Freud's theories make a lot of sense if we combined
with the marxist theory of power. In this case, one can understand a great deal about oneself
and others, using their knowledge, one can no longer make much sense of anything. Frued,
by himsel, can be very misleading. Freud theories simplifies the way we decide on things
which based on our id, is sought out in newborn stages of life. A child is born and has needs
that are not based on how other feel. For example when the child is hungry Uncomfortable,
or not feeling wellit cries at the time. Both ego and id stages of life are co-parts. One feed
two, two proceeds to grow, and then three is developed which is called the superego stage of
personality and can be defined as our beliefs, moral and attitudes. It can also include our
cultural backround and knowledge. This stage of personality teaches us how to maintain
ourselves in the world on how to make national decisions in life. Hence, freud theory does
not work for all people, but when you really want to know about it, it gives us a better
understanding in our personality.

REACTION PAPER
Sigmund Freud played an extraordinary role in the broadening and deepening of
psychological analysis. In social sciences, the signs of his influence are instantly recognizable.
In psychiatry, as everyone knows, he affected a resolution. Problems of ethics have been
reviewed in the light of his theories, and the implications of his doctrines have by no means
escaped the attention of students of philosophy and religion. Even such general disciplines
such as common sense, arithmetic, and physical sciences took on significant challenges when
seen from his point of view, but the most remarkable of all is his effect on the thought in
everyday life. We must first understand Freud's view of how the mind is organized before we
can understand his theory of personality development. The mind, according to Freud, canbe
divided into two major parts. The first is the conscious mind, which includeseverything that
we are aware of. This is the aspect of our mental processing that we canrationally think about
and discuss. It includes our memory here. The Id, the ego, and thesuper ego are the three
elements of personality identified by Sigmund Freud.And the second one is the conscience,
which contains information about things that are considered negative by parents and society.
these behaviors are frequently. As previously stated, Freud established the psychoanalytic
theory of personality development. This is his view on how the personality of a person
develops into what they essentially are and how they behave. The aspects of this theory
indicate that one’s behavior and personality develops from the id, ego, superego, the
conscious-unconscious continuum, defense mechanisms, psychosexual development, and
other psychological constructs (Nystul, 2016), and it’s important to go over these critical
concepts to understand human development. Freud believed the personality was structured
into three braches of the id, ego, and superego. The id supplies the energy to the ego and
superego and is driven by pleasure of sexual of aggressive manner.

MY PERSONAL REFLECTION

NUARIN JAY-AR N.
From the module on Erickson's stage of psycho- social, I learned that Erickson was
interested on how social interaction and relationships played a role in the development and
growth of human beings. Erikson's theory was based on what is known as the epigenetic
principle. This principle suggests that people grow in a sequence that occurs overtime and in
the context of a larger community. Psychosocial theories explore the psychosocial crisis of
adolescence, personal identity vs. Identity confusion. This concept highlights the needs for
individuals to find self- definition as well as sense of meaning and purpose that will guide
decisions as they transition into adulthood. Erikson's maintained that personality develops in
a predetermined order through eight stages of psychosocial development from infancy to
adulthood. During each stages, the person experiences a psychosocial crisis which could have
a positive or negative outcome for personality development. He developed a theory of
psychosocial development that covers an entire life. His theory has eight stages trust vs.
Mistrust, autonomy vs. Shame and doubt, initiative vs. Guilt, industry vs. Inferiority.
Erikson's stages of theory has a resolution or virtue in culmination in old age. Hope for
appreciation of interdependence and relatedness. Will for acceptance of cycle of life , from
integration to disintegration. Purpose humor emphaty and resilience. Competence humility
acceptance of the course of one's life and unfulfilled hopes. Fidelity sense of complexity of
life emerging of sensory logical and aesthetic perceptions. Love sense of complexity of
relationships value of tenderness and loving freely. Care caring for others and agape
empathy and concern and integrity strong enough to with stand physical disintegration. That
would be the experience of every stage in their lives. Life is a continuous process involving
learning and trials which help us to grow. At this moment Erikson's theory was a largely
influenced by sigmund Freud, but Erikson extended the theory and incorporated cultural and
social aspects into Freud biological and sexually oriented. Erikson's eight stages of theory is
the stage of infancy that the primary caregiver, like the parents can give the baby a sense of
familiarity, consistency and continuity. In fact parents who are overly protective of the child.
This is the same ability that later life, get us through disappointment in love our career and
other domains of life that was the virtues of being infancy. The parent is the one who will
protect us in every single steps of our foot. The second stage was the early childhood at this
point the child now a toddler to explore and manipulate his environment. The parents should
not discourage the child about it. Instead the parents will give advice to their children in that
way the child will develop both self- control and self esteem. The virtue of being early
childhood is about the things that they can do to observe and explore more about their
environment. Stage three is the early childhood at age of four to six, it is the stage that the
child can imagine their future if they can be a responsible as well and guilty. Stage four it is
the school age stage a child was dedicated themselves in education and to learn something
from there school and society requires to them. The child also starting to have peers and
other members of community at larger they all contribute parents and friends. Stage five
adolescence at this stage it is an adult culture that is worthy of adolescent respect one with
good adult role models and open lines of communication. A person here has a responsible in
time and it required that we should learned about life and to ourselves to mold into a things
that make things easier. There such a things to us ego identity where we are involved in a
particular role in society. Stage six it is stage of young adulthood it is an intimacy to us to
have an ability to be close to others as lover or a friend. In this maturity stage fear isn't
always obvious because many people now a days putting off the progress of their
relationships. In this stage Erikson give emphasis the love context being able to put aside
differences and antagonism which love we find in a good marriage relationship between your
partner and friend. Stage seven it is the stage of middle adulthood it is the hard time to us to
take the serious stage of life because it is concern to our next generation in the future. It
refers also the stagnation on the other hand self- absorption or caring for no - one. Being
stagnant persons stops us to be productive members of society that we're no longer allow
time for ourselves. We think about our success and capacity for caring to serve in the rest of
our life. Stage eight a stage of maturity it is the point in our life perhaps of still sympathize by
considering our life up to now. We've all made a mistakes and some of them are pretty nasty
one. I found out at this stages a very modest gifts who have tought a great deal simple and
gentle approach to life and death. The key idea of Erikson's theory is that the individual faces
a conflict at each stage, which may or may not be successfully resolved within that stage.
MY PERSONAL REFLECTION

NUARIN JAY-AR N.

From the module of Piaget's stages of cognitive development I learned that it was a
progressive reorganization of mental processes as a result of biological maturation and
environmental experience. Children construct an understanding of the world around them,
then experience discrepancies between what they already know and what they discover in
their environment. The theory of cognitive development by Jean Piaget the swiss
psychologist, suggests that children intelligence undergoes changes as they grow. Cognitive
development of children is not only related to acquire knowledge, children need to build on
develop as mental model of their surroundings world. The cognitive development means
how children think, explore and figure things out. It Is the development of knowledge, skills
problem solving and disposition, which help children to think about and understand the
world around them. Brain development is part of cognitive development. I understand that
Piaget's theory of cognitive development helped added to our understanding of children
intellectual growth. It also stressed that children were not merely passive recipients of
knowledge. Instead kids are constantly investigating and experimenting as they build their
understanding of how the world works. Piaget's stages are sensorimotor stage,
preoperational stage, concrete operational stage and formal operational stage. The
sinsoremotor stage during this earliest stage of cognitive development learn about the world
through basic action such as sucking, grasping, looking and listening. The preoperational
stage it begins to think symbolically and learn to use words and pictures to represent objects.
The concrete operational stage is the stage of children begins to understand the concept of
conversation that the amount of liquid in short. Thinking become more logical and organized
but still very concrete. The formal operational stage it is the stage of young adults become
capable of seeing multiple potential solutions to problems and think more scientifically about
the world around them. It begins to use deductive logic or reasoning from general principles
to specific information. The main idea or the conclusion of what I have learned in Piaget's
theory is that children act as little scientist, exploring their environment to gain
understanding. I thought that children do this naturally without any adult intervention. Each
stage is correlated with an age period of childhood but approximately.
MY PERSONAL REFLECTION

NUARIN JAY-AR N.

From the Kohlberg's theory of moral development, I learned that in this theory it focuses
on how children develop morality and moral reasoning. Kohlberg's theory suggests that
moral development occurs in a series of six stages and that moral logic is primarily focused on
seeking and maintaining justice. I realized that Moral development is what each person goes
through as they grow and develop and as a person each us has responsibility to our own
development while we grow up. The moral development refers to the ways people choose
between right and wrong as they mature, As far as I know when we are realized that we are
in maturity stage we have been though that we have responsibility as a human person are
more longer be influenced by our environment and also the people around us and with that
perspective we as a person knows what is right and wrong in our life. Morals are influenced
by social and cultural norms, as well as established laws, It explains that the moral
development begins in childhood and typically ends when one reaches adulthood; however,
it has been suggested that moral development is a continuous process. Kohlberg's argued
that correct moral reasoning was the most significant factor in moral decision-making, and
that correct moral reasoning would lead to ethical behavior. Kohlberg believed that
individuals progress through stages of moral development just a process of cognitive
development. Kohlberg's theory of Moral Development is the approach most widely used to
examine moral reasoning. Kohlberg's ideas of moral development are based on the premise
that at birth, humans do not have morals, ethics, or a sense of honesty. His theory is based on
responses to scenarios that involve a moral dilemma that he broke down into different levels
and stages.

In the first level, the Pre-conventional Level, he claims that children respond to moral cues
from their parents. At this stage children are self-involved and moral behavior is only in
response to rewards based on behavior. This leads to stage 1. "The Obedience and
Punishment Orientation". Stage 2 is the "Instrumental Relativism Orientation." At this stage
moral behavior depends on what the individual wants. In level 2, "The Conventional or Moral
Level", moral reasoning is based on existing social norms and the rights of others. Kohlberg
asserts that most adolescents and some adults operate at this level of reasoning. Stage 3 is
the "Interpersonal Concordance Orientation", at this stage the individual can empathize and
is no longer selfish in their moral reasoning. Stage 4 is the "Orientation Toward Authority,
Law, and Duty." At this stage people follow rules and have no need for personal approval.
Level 3 is "The Post-conventional or Autonomous Level", this is the most advanced level of
moral reasoning. It relies on universal principles when approaching moral problems. Stage 5
is the "Social Contract Orientation" which relies on principles like equality and human dignity.
Stage 6 is the "Universal Ethical Principles Orientation". Kohlberg says this stage is rarely
reached. It is based on principles that are self-generated and that apply universally.
MY PERSONAL REFLECTION

NUARIN JAY-AR N.

Vygotsky’s sociocultural theory is based on the understanding that children are social,
that meaningful learning occurs in social environments that are rich in interaction, and that
learners use their prior experiences to build upon what they already know. In the past I’ve
used Vygotsky’s theories in essays and reflections to explain my own observations and
support statements I have made surrounding the social nature of learning. In my experience
with young children and learning, I’ve found that my observations can usually be explained
using Vygotsky’s ideas, so I agree with most aspects of his sociocultural theory. I personally
believe that the idea of the ‘Zone of Proximal Development’, a theory that explains the way
learners build upon prior knowledge to make sense of new experiences and construct new
understandings, is correct as I can explain my own learning experiences with this theory.
Being able to explain my own observations with these theories has also contributed to me
favourable view on Vygotsky’s theories. While I have a positive view on Vygotsky’s theories,
I’ve always believed that there is no ‘one’ theory on child development, and that each theory
has strengths and limitations. Even so, I’ve never considered Vygotsky as ‘invalid’ or ‘wrong’,
because I have always thought his theories are quite strong. As an educator, a significant
part of my job is interpreting observations and providing appropriate experiences for young
children. To be able to do this effectively, I need to stay on top of new theories that are
constantly developing to ‘refresh’ my understandings, and be able to see my observations
through another lens. To bring diversity to the table, instead of thinking the thing I have
always thought.
MY PERSONAL REFLECTION

NUARIN JAY-AR N.

From the module Bronfenbrenner's ecological theory shows how people can have
influence on each other and, depending on how close you are or what system you're in, how
much influence they can have on you. I never really stopped to think about how people
influence me before I learned about Bronfenbrenner's theory. I never thought if the reason I
was influenced by something was because I thought the thing I was influenced by was
important to me or not or if it was because source of information that I got through a person
who cared for me. For example, mass media never really effected me much unless my friends
said it was a cool thing. I never really thought about how it was a tier system. How it effected
me more because my friends thought it was cool than if I had just found it on my own. Then
after that wanted to see what it was. never realized that the main reason enjoyed whatever
was enjoying so much was because my friends were enjoying it too. Whenever I think about
how I'm going to be a teacher one day, I realize that I will have an influence on children's
lives. That I could be the difference between if a child succeeds or fails educationally. It
makes me proud to know that one day I could be a special part of so many kids' lives.
Brofenbrenner's theory showed me how and why I will effect these children and it was an eye
opener. Bronfenbrenner's ecological theory shows how much each and every aspect of a
person's environment can affect them, their lifestyle, and their development. Of course the
things within a person's microsystem are going to affect them, because those are the day to
day interactions. These interactions are very important due to the fact that they are so close
to a particular individual. Bronfenbrenner's theory also shows that things that may not seem
so closely tied to a person, and actually seem almost not a part of a peron's day to day life,
can have seemingly the same importance as the things that a person interacts with on a daily
basis. Though a person may not interact with their neighbors everyday it would make a huge
difference if they had different neighbors or were in a different neighborhood. Though a
person may not take part in voting for their president, the laws that their president amends
will eventually find their way back down to that person from all the way up in the
macrosystem. This theory of looking at a person's environment makes all the aspects of a
peron's life come together to create the ultimate development of a human being. It is
amazing to think of all the things, big and small, that had to happen or not happen, where a
person was born, who is their family, what friends they choose, where they go to school,
where they lay their head at night, their parents level of education, the availability they have
to resources, all of it leads to what makes up each and every individual on Earth.
MY PERSONAL REFLECTION

NUARIN JAY-AR N.

From the Learner centered Psychological principles the Late Childhood or the Intermediate
Schooler has the initial cognitive characteristics, (1) they greatly enjoy the cognitive abilities
that they can now utilize. With that characteristics the cognitve of a person may also be used
in their abilities as far as I know cognitve pertains to our mind so that our abilities may
develop through our experiences and also we can utilized it by sharing knowledge to other
people. (2) Their thinking skills have become more effective as compared during their primary
years , because the cognitive of a person may develop as they are getting older and also
increase their knowledge, In every stage of life we have a lot of experience so that we can
gain more knowledge. And as a student (3) the school work is now more complicated because
In every year that a student is growing up and upgrading their year level in school they can
experience increasing of school activities and the (4) Problem-solving has become an
everyday part of their lives. As they grow up (5) they now become very interested in talking
about the future or even their potential careers. As I experience before this perspective
during my late childhood years I also make senses about talking about future dreams, In
terms of work and other Important obligation in the future that I will experience someday .
(6) They develop special interest in collections, hobbies and sports. In this stage the children
will develop thingking about their interest. The Cognitive skills continue to expand in middle
and late childhood as thought processes become more logical and organized when dealing
with concrete information. Children at this age understand concepts such as past, present,
and future, giving them the ability to plan and work toward goals.

MY PERSONAL REFLECTION
NUARIN JAY-AR N.

The adolescent years are the most crucial years in one's life and I also have my adolescent
experience that is unique and valuable for me. By definition, adolescence is "the
developmental period of transition from childhood to adulthood; it involves biological
cognitive, and socioemotional changes." The word "adolescence is from Latin adolescere,
meaning 'to grow up' and that really what the entire period is all about. We all go through it
differently and have completely different trails and things that happen to us, that might not
always happen to everyone. It is like we are on some journey that tends to drag on forever
and has so many highs and low just to identify ourselves or find ourselves. During this, we are
preparing ourselves for the adulthood years that lie ahead of us. During My adolescence
stage has had its ups and downs like many others, but overall, I would describe it as a positive
experience. I definitely shifted from being more quiet and timid to being more friendly and
outgoing. In my beginning stages of adolescence, I worried over fitting in and had some
problems socializing. However, within a few years, I secured a good friend group and became
more self-confident. I developed a good sense of my self-identity that I still stick with today.
As I am still in adolescence, I still have some struggles with relationships and self-confidence,
but having a strong sense of myself and managing my own abilities. I learned that
adolescence does not recognize their parents as actually trying to help them so it sometimes
causes them to push back. This time is also where psychological and social changes occur like
crazy. Honestly, there is so much that goes into adolescence. It seems like just a couple of
years out of a lifetime of living so why should it even be such a big deal. But because of all the
little things and big things that are coming into play during these years for them, it is an
extremely important and big deal and should always be taken seriously.