Lesson Developmental Stages in Middle and Late Adolescence

3 Week 3

“Maturity is achieved
when a person postpones immediate pleasures for long-term values.” Joshua L. Liebman

SESSION TOPIC: DEVELOPMENTAL STAGES IN MIDDLE AND LATE

ADOLESCENCE
TIME FRAME: WEEK 3
LESSON HOURS: 1.5 HRS
CONTENT The learners demonstrate an understanding of him/herself during middle
and late
STANDARD: adolescence.
PERFORMANCE
STANDARD: The learners shall be able to conduct self-exploration and simple
disclosure.
LEARNING
COMPETENCIES:

a discuss developmental tasks and challenges during adolescence;

b evaluate one’s development through the help of significant people around him/her (peers,
parents, siblings, friends, teachers, community leaders); and
c identify ways that help one become capable and responsible adolescent prepared for
adult life.
 1) Paste your picture on the following stages in your life:

Early Adolescence Middle Adolescence Late Adolescence

(Ages 10-13)
PRE-ACTIVITY (Ages 14-16) (Ages 17-19)

 Write something about your best moments you’ve experienced in every stage.

LESSON CONTENT

Are you ready to learn the

different changes experienced
by an adolescent?

These changes are physical,

cognitive, emotional, social and
behavioral. You can learn more
by turning your module to the
next page
Reading: DEVELOPMENTAL STAGES
Human Development focuses on human growth and changes across the lifespan, including
physical, cognitive, social, intellectual, perceptual, personality and emotional growth.
The study of human developmental stages is essential to understanding how humans learn,
mature and adapt. Throughout their lives, humans go through various stages of development.
Developmental Stage Characteristics
1. Pre-natal Age when hereditary endowments and sex
(Conception to birth) are fixed and all body features, both external
and internal are developed.
2. Infancy Foundation age when basic behavior are
(Birth to 2 years) organized and many ontogenetic maturation
skills are developed.
3. Early Childhood Pre-gang age, exploratory, and questioning.
(2 to 6 years) Language and Elementary reasoning are
acquired and initial socialization is
experienced.
4. Late Childhood Gang and creativity age when self-help
(6 to 12 years) skills, social skills, school skills, and play
are developed.
5. Adolescence Transition age from childhood to adulthood
(puberty to 18 years) when sex maturation and rapid physical
development occur resulting to changes in
ways of feeling, thinking and acting.
6. Early Adulthood (18 to Age of adjustment to new patterns of life
40 years) and roles such as spouse, parent and bread
winner.
7. Middle Age Transition age when adjustments to initial
(40 years to retirement) physical and mental decline are experienced.
8. Old Age Retirement age when increasingly rapid
(Retirement to death) physical and mental decline are experienced.
The human being is either in a state of growth or decline, but either condition imparts change.
Some aspects of our life change very little over time, are consistent. Other aspects change
dramatically. By understanding these changes, we can better respond and plan ahead effectively.
 PHYSICAL DEVELOPMENT
Elements Boys Girls
Growth/ Rapid growth of bones and Rapid growth of bones and
development muscles muscles

ages 11 to 14 Ages 9 to 12
Changes Oilier skin and some acne Oilier skin and some acne
observed
Increase sweating especially Increase sweating special
underarms underarms

Growth of pubic and underarm, Growth of pubic and

facial and chest hair underarm hair

Masturbation and fantasies Masturbation and fantasies about

about sexual intimacy sexual intimacy

Enlargement of testicles, erections, Breast budding, increased

first ejaculation, wet dreams, vaginal lubrication and the
deepening of voice beginning of menstruation
 COGNITIVE DEVELOPMENT
Elements Boys
Growth/ Dramatic shift in thinking
development from concrete to abstract
Appreciate hypothetical situation.
Ability to think about future,
evaluate alternatives, and set
personal goals
Changes Become more independent
observed
Take on increased responsibilities
such as babysitting, summer jobs,
or household chores
Shift their focus from play-
centered activities to academics.
Begin to consider future careers and
occupations.
Begin to develop social conscience;
manifest concern about social
issues
Develop sense of values and ethical
behavior, recognizing the
importance of traits such as honesty,
helpfulness, caring for others
EMOTIONAL DEVELOPMENT
Elements Boys
Growth/ Establish identity, new cognitive
development skills, ability to reflect on who they
are and what makes them unique
Changes different ways of appearing,
observed sounding and behaving
increased social relationship
recognize and manage emotions
develop empathy, learn to resolve
conflict constructively
develop cooperative spirit
Girls
Dramatic shift in thinking
from concrete to abstract
Appreciate hypothetical
situation.
Ability to think about future,
evaluate alternatives, and set
personal goals
Become more independent
Take on increased
responsibilities such as
babysitting, summer jobs, or
household chores
Shift their focus from play-
centered activities to academics.
Begin to consider future careers
and occupations.
Begin to develop social
conscience; manifest concern
about social issues
Develop sense of values and
ethical behavior, recognizing the
importance of traits such as
honesty, helpfulness, caring for
others
Girls
Establish identity, new
cognitive skills, ability to
reflect on who they are and
what makes them unique
different ways of appearing,
sounding and behaving
increased social relationship
recognize and manage
emotions
develop empathy, learn to
resolve conflict
constructively
develop cooperative spirit
 SOCIAL DEVELOPMENT
Social Early Adolescents Middle Adolescents Late Adolescents
Group (ages 9-13) (ages 14-16) (ages 17-19)
Peers Center of social world Peer groups gradually series of intimate
shifts from family to give way to one-on- relationships begin
friends one friendships and to develop
romances
Peer group tends to be
same-sex
Peer group tends to
Strong desire to conform be gender-mixed
to and be accepted by a
peer group Dating begins

Less conformity and

less tolerance of
individual differences
Family Increasing conflict family influence is
between adolescents in balance with
and their parents peer influence

Family closeness is most

important protective
factor against high-risk
behavior

BEHAVIORAL DEVELOPMENT
Element Observed Changes

Shaped their identities

Growth/Development
Tried out their new decision-making skills
Developed realistic assessments of them Gained
peer acceptance and respect (Ponton, 1997; Jessor,
1991)
 ACTIVITY

1) Fill-in the boxes below with your strengths, weaknesses, and likes as well as dislikes. This is to
measure the extent of your understanding of who you really are.

My Strengths My Weaknesses My Likes & Dislikes

2) In a drawing below, label the three (3) major parts of the human body; the mind, the heart, and the
body by writing the persons/individuals responsible for its development.
 3) Find a group you are comfortable working with. Interview at least three (3) teenagers and ask them
to describe the changes they have observed of their bodies, their beliefs and how they think, how they
socialize with peers and their major emotions.

REFLECTION

 Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10 (10
as the highest) on whether you have accomplished those expected tasks.

 As you are in Grade 11, you are in transition from high school to college, from being an adolescent
to young adult. How do you feel about this transition?

 Do you think you are ready for this transition which may mean more responsibilities and greater
accountability? If no, what are the expected tasks you need to work on? If yes, what are the ways to
take so you can better plan for the future?

JOURNAL WRITING

JOURNAL NO. 3
1. Who are/were the most significant people in your life? How did they influence you?
2. What would you change or add, if you could? How would each of these changes or additions affect
your life, or even change its present course?
3. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline
will be?