1. AGE-LEVEL CHARACTERISTICS OBJECTIVES: DESCRIBE ONE OR MORE ASPECTS OF PHYSICAL, SOCIAL, EMOTIONAL AND COGNITIVE DEVELOPMENT OF STUDENTS IN THE FIVE STAGES OF EDUCATION DESCRIBE HOW TECHNOLOGY RESOURCES CAN BE USED TO HELP STUDENTS SUCCESSFULLY RESOLVE THE DEVELOPMENTAL CHALLENGES OF EGOCENTRISM, INTERPERSONAL REASONING, AND COGNITIVE DEVELOPMENT

2. PHYSICAL CHARACTERISTICS: PRESCHOOL AND KINDERGARTEN AGES THREE TO FIVE YEARS -PRESCHOOL CHILDREN ARE EXTREMELY ACTIVE REQUIRING FREQUENT REST PERIODS -GOOD CONTROL OF LARGE MUSCLES MORE THAN FINE MOTOR SKILLS -INCOMPLETE EYE DEVELOPMENT -EYE-HAND COORDINATION STILL IMPERFECT -CRANIAL BONES ARE STILL SOFT REQUIRING SUPERVISION TO PREVENT HEAD INJURIES

3. PSYCHOSOCIAL AND MORAL DEVELOPMENT INITIATIVE VS. GUILT -PROVIDE OPPORTUNITIES FOR FREE PLAY AND EXPERIMENTATION TO PROVIDE A SENSE OF ACCOMPLISHMENT -SOCIABLE FLEXIBILITY, FRIENDSHIPS CHANGE RAPIDLY, ARE DEFINED AS THOSE WHOM THEY SHARE THEIR TOYS AND PLAY WITH THE MOST -PRETEND PLAY A MAJOR COMPONENT MORALITY OF CONSTRAINT/PRECONVENTIONAL -RULES ARE VIEWED AS UNCHANGEABLE OF THOSE IN AUTHORITY PUNISHMENT/OBEDIENCE ORIENTATION FOCUSES ON PHYSICAL CONSEQUENCES

4. EMOTIONAL CHARACTERISTICS -EXPRESS EMOTIONS FREELY AND OPENLY -FREQUENT ANGRY OR JEALOUS OUTBURSTS -EGOCENTRISM MAKES IT HARD TO CONSIDER THE THOUGHTS OF OTHERS TEACHING APPLICATIONS -HELP TO EXPRESS THEIR EMOTIONS WITHIN LIMITS -ENCOURAGE TO ANALYZE THEIR BEHAVIOR (WHY THEY FEEL A CERTAIN WAY) TO HELP ACCEPT AND CONTROL THEIR OWN FEELINGS -TRY TO GIVE EQUITABLE ATTENTION AND PRAISE TO PREVENT RESENTMENT AMONG STUDENTS

5. COGNITIVE DEVELOPMENT PREOPERATIONAL THOUGHT -BY AGE FOUR MANY CHILDREN BEGIN TO DEVELOP THEORY OF MIND: AWARENESS OF THEIR OWN MENTAL PROCESSES AND THAT OTHERS MAY THINK DIFFERENTLY -AWARE OF THE DIFFERENCE OF THINKING ABOUT SOMETHING AND EXPERIENCING IT -ACQUIRE ABILITY TO CONSERVE (CERTAIN PROPERTIES STAY THE SAME DESPITE CHANGE IN APPEARANCE) -ACQUIRE ABILITY TO DECENTER (THINK OF MORE THAN ONE QUALITY OF AN OBJECT/PROBLEM AT THE SAME TIME) -UNABLE TO MENTALLY REVERSE OPERATIONS -NEED TO LEARN TO LISTEN, FOLLOW DIRECTIONS, AND GET ALONG WITH OTHERS

6. EFFECTS OF VARIOUS PARENTING STYLES (TEACHING STYLES ?) -AUTHORITARIAN “BECAUSE I SAID SO” -PERMISSIVE “WHATEVER” -REJECTING/NEGLECTING “MAYBE NEVER” -AUTHORITATIVE STYLE TENDS TO RAISE COMPETENT CHILDREN WHO ARE SELF-MOTIVATED, STAND UP FOR WHAT THEY BELIEVE, AND ARE ABLE TO WORK PRODUCTIVELY WITH OTHERS -PROVIDES MODELS FOR CHILDREN TO IMITATE -ESTABLISH LIMITS AND EXPLAIN REASONS FOR RESTRICTIONS -ENCOURAGE CHILDREN TO SET STANDARDS FOR THEMSELVES AND TO THINK ABOUT WHY CERTAIN PROCEDURES SHOULD BE FOLLOWED HOW AND WHETHER TEACHERS CHOOSE TO EXERCISE SIMILAR POWER CAN HAVE LONG-LASTING EFFECTS

7. PHYSICAL CHARACTERISTICS: PRIMARY GRADES AGES SIX THROUGH EIGHT -STILL EXTREMELY ACTIVE, FREQUENT BREAKS HELP CHILDREN TO SIT AT DESKS FOR LONGER PERIODS AND CONCENTRATE ON IMPORTANT TASKS -LARGE MUSCLE CONTROL REMAINS SUPERIOR AND EYE LENS DEVELOPMENT CONTINUES -FINE MOTOR SKILLS LIKE WRITING SHOULD NOT BE SCHEDULED FOR EXTENDED PERIODS OF TIME -GOOD CONTROL OF BODY CAN RESULT IN OVER CONFIDENCE OF THEIR SKILLS AND CAN LEAD TO INJURY, ACCIDENT RATE PEAKS IN THIRD GRADE LEARN YOUR SCHOOL PROCEDURES FOR HANDLING INJURIES!!!

8. PSYCHOSOCIAL AND MORAL DEVELOPMENT INDUSTRY VS. INFERIORITY -MINIMIZE AND CORRECT FAILURES WHILE URGING COMPLETION OF TASKS -FRIENDSHIPS TYPICALLY SAME SEX BEGINNING TO BE MARKED BY MUTUAL UNDERSTANDING, LOYALTY, COOPERATION, AND SHARING -MARKED RIVALRY APPEARS IN TEAM ACTIVITIES, ROTATE TEAM MEMBERS FREQUENTLY TO MINIMIZE -START TO ENCOURAGE STUDENTS TO WORK OUT THEIR OWN SOLUTIONS TOWARD DISAGREEEMENTS -MORALITY OF RESTRAINT (PRECONVENTIONAL) CONTINUES ALONG WITH BELIEF THAT OBEDIENCE SHOULD BRING BENEFITS

9. EMOTIONAL CHARACTERISTICS -SENSITIVE TO CRITICISM AND RIDICULE, FREQUENT PRAISE AND RECOGNITION PROVIDE POSITIVE REINFORCEMENT -GREATER SENSITIVITY = DEEPER HURT FEELINGS TEACHERS SHOULD WATCH FOR CHILDREN WHO ARE SPECIFIC TARGETS OF INSULTS, PHYSICAL AGGRESSION, AND EXLUSION FROM PEER GROUPS, AS THEY CAN CONTRIBUTE TO DEPRESSION AND LOWER ACADEMIC PERFORMANCE AND TEST SCORES -REMEMBER, AS THIS IS THEIR FIRST EXPERIENCE WITH FORMAL EDUCATION, LONG LASTING ATTITUDES TOWARD SCHOOL AND LEARNING MAY BE ESTABLISHED

10. COGNITIVE DEVELOPMENT TRANSITION FROM PREOPERATIONAL TO CONCRETE OPERATIONAL STAGE (THINKING IS LIMITED TO OBJECTS THAT ARE ACTUALLY PRESENT OR THAT CHILDREN HAVE EXPERIENCED CONCRETELY AND DIRECTLY) -BEGINNING OF SCIENTIFIC THINKING, PREFER EVIDENCE BASED EXPLANATIONS OVER POSSIBLE (THEORETICAL) EXPLANATIONS OF THEIR OBSERVATIONS -PRIVATE SPEECH HELPS THEM CLARIFY THINKING AND SOLVE PROBLEMS (USUALLY DISAPPEARS BY AGE EIGHT) -ABILITY TO SEE BEYOND THEIR OWN PERSPECTIVE IS FACILITATED BY PEER INTERACTION -METACOGNITION: BEGINNING OF AWARENESS AND MONITORING THEIR LEARNING PROCESS, REALIZE THAT LEARNING AND MEMORY SKILLS ARE UNDER THEIR CONSCIOUS CONTROL

11. PHYSICAL CHARACTERISTICS: ELEMENTARY GRADES AGES NINE AND TEN -INCREASE IN BONE AND MUSCLE DEVELOPMENT IMPROVES COORDINATION AND STRENGTH -NORMALLY GROWTH OF FATTY TISSUE DECREASES, HOWEVER, STATISTICS SHOW THAT SINCE THE LATE 1970’S THE INCIDENCE OF OVERWEIGHT AND OBESE CHILDREN HAVE INCREASED BY 250 % ! STUDIES ATTRIBUTE THIS NEGATIVE TREND WITH THEIR TENDENCY TO OVEREAT, ESPECIALLY JUNK FOOD, AND A LOW LEVEL OF PHYSICAL ACTIVITY. THIS IS DUE IN PART TO A DRAMATIC INCREASE IN MORE SEDENTARY FREE TIME ACTIVITIES SUCH AS WATCHING TELEVISION AND SPENDING TIME ON COMPUTERS AND VIDEO GAMES

12. PSYCHOSOCIAL AND MORAL DEVELOPMENT INDUSTRY VS. INFERIORITY -DIFFERENCES BETWEEN KNOWLEDGE, RECALL, AND SKILLS OF STUDENTS BECOME EVIDENT -PEER GROUP INFLUENCE BECOMES STRONGER AND STARTS TO REPLACE ADULTS AS THE MAJOR SOURCE OF BEHAVIOR STANDARDS -RECOGNITION OF THEIR ACHIEVEMENTS DESIRED -COMPARISONS BETWEEN YOUR BEST AND WORST STUDENTS SHOULD BE PLAYED DOWN OR ABSENT ALTOGETHER -TRANSITION FROM PRECONVENTIONAL TO CONVENTIONAL MORALITY BY MOST -STILL MORALITY OF CONSTRAINT, BUT BEGIN TO REALIZE RULES REGARDING BEHAVIOR ARE BEST FOR SOCIETY TO MAINTAIN ORDER AND MUTUAL CONCERN FOR OTHERS -WHEN EVALUATING GUILT INTENTIONS ARE BEGINNING TO BE CONSIDERED SUCH AS “BY ACCIDENT” OR “ON PURPOSE”

13. EMOTIONAL DEVELOPMENT DEVELOPMENT OF A MORE INTEGRATED SELF-IMAGE BASED ON THREE ELEMENTS, EITHER POSITIVE OR NEGATIVE 1) SELF-DESCRIPTIONS ARE MOSTLEY FREE OF EVALUATIVE JUDGMENTS, E.G. “I AM TALL” 2)SELF-ESTEEM DESCRIPTIONS ARE OVERALL, OR GLOBAL, EVALUATIONS, E.G. “I BELIEVE I AM __” 3)SELF-CONCEPT DESCRIPTIONS ARE EVALUATIVE JUDGMENTS IN SPECIFIC DOMAINS, E.G. “I’M GOOD AT MATH OR MY BIG NOSE MAKES ME LOOK UGLY” -INFORMATION AND ATTITUDES ARE COMMUNICATED BY PARENTS AND TEACHERS AND CAN HAVE DETRIMENTAL EFFECTS -DELINQUENT BEHAVIORS CAN BE NOTICED, USUALLY STEMMING FROM DISRUPTIVE AND DYSFUNCTIONAL FAMILY RELATIONSHIPS THAT MAY LEAD TO SOCIAL REJECTION AND SCHOOL FAILURE TEACHERS CAN SHOW A BETTER WAY: RESPECT AND CARE FOR OTHERS !!!

14. COGNITIVE DEVELOPMENT CONCRETE OPERATIONAL -STILL NEED TO GENERALIZE FROM OWN CONCRETE EXPERIENCES -START TO THINK LOGICALLY EVIDENCED BY SERIATION AND SYMBOLIC REPRESENTION OF REAL, TANGIBLE IDEAS -MEMORY SKILLS IMPROVE ALLOWING RECALL OF PREVIOUSLY LEARNED INFORMATION -TEACHERS CAN HELP DEVELOP MEMORY SKILLS USING ACRONYMS, SONGS AND SAYINGS BE CREATIVE !!!

15. EDUCATIONAL TECHNOLOGY CAN START TO BE USED TO REDUCE EGOCENTRISM AND FOSTER INTERPERSONAL REASONING -WEB 2.0 IS A GENERAL TERM USED FOR SOCIAL NETWORKING SITES SUCH AS FACEBOOK, TWITTER, ETC. WHICH EXPOSE STUDENTS TO DIFFERENT POINTS OF VIEW THROUGH SOCIAL INTERACTION -ePals PROVIDES STORYTELLING CLASSROOM PROJECTS FOR CHILDREN TO SHARE WRITING STORIES -KIDLINK PROVIDES DIVERSE ELECTRONIC PROJECT EXCHANGES GLOBALLY WITH OTHER CHILDREN THESE TOOLS START TO REDUCE EGOCENTRISM AS CHILDREN ARE EXPOSED TO DIFFERENT CULTURES WORLWIDE -THEY PROMOTE THINKING, PROBLEM SOLVING, AND ENHANCE COMMUNICATION SKILLS

16. TRANSITION MIDDLE SCHOOL GRADES AGES ELEVEN TO THIRTEEN

17. PHYSICAL CHARACTERISTICS -EMERGING ADOLESCENT PERIOD SUBJECTS STUDENTS TO MAJOR BIOLOGICAL CHANGES -EXPERIENCE RAPID, UNEVEN GROWTH SPURTS -GIRLS MATURE FASTER THAN BOYS -IMPACT OF EARLY AND LATE MATURATION RATES MAY BE SIGNIFICANT -PUBERTY STARTS, CONCERN AND CURIOSITY ABOUT SEX ARE BEST ADDRESSED WITH ACCURATE AND UNEMOTIONAL ANSWERS LEARN YOUR SCHOOL POLICIES FOR SEX-EDUCATION !!!

18. PSYCHOSOCIAL AND MORAL DEVELOPMENT TRANSITION FROM INDUSTRY VS. INFERIORITY TO IDENTITY VS. ROLE CONFUSION -GROWING INDEPENDENCE LEADS TO THOUGHTS ABOUT IDENTITY -GREATER CONCERN ABOUT APPEARANCE, GENDER ROLES, AND OCCUPATIONAL CHOICES TRANSITION TO MORALITY OF COOPERATION CONVENTIONAL LEVEL -THINK OF RULES AS FLEXIBLE, MUTUAL AGREEMENTS -MOST STILL OBEYED OUT OF RESPECT AND THE DESIRE TO PLEASE OTHERS -AWARENESS OF PERSONAL VALUE DECISIONS, USUALLY THE SAME AS PEERS, ABOUT SUBSTANCE ABUSE, PREMARITAL SEX, AND A PERSONAL CODE OF ETHICS -INTERPERSONAL REASONING ABILITIES BEGIN TO HELP THEM UNDERSTAND THE DIFFERENCE BETWEEN MOTIVES AND BEHAVIOR OF OTHER PEOPLE

19. EMOTIONAL CHARACTERISTICS -PUBERTY INFLUENCES MANY ASPECTS OF BEHAVIOR, EMOTIONS ARE EXPERIENCED MORE INTENSELY -TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL CAN CAUSE ANXIETY DUE TO DIFFERENT ENVIRONMENT, MULTIPLE TEACHING STYLES, AND VARYING DEMANDS -DIVERSE MATURATION RATES CAN DEEPLY AFFECT SELF-ESTEEM, FEELINGS OF INADEQUACY MAY LEAD TO DEPRESSION AND EXPLORATORY BEHAVIORS AS DESIRE TO CONFORM PEAKS -TEACHERS CAN HELP ADDRESS INSECURITIES BY EXTRA ATTENTION TO ACADEMIC ACHIEVEMENTS

20. COGNITIVE TRANSITIONS BEGINNING OF FORMAL OPERATIONAL THOUGHT -INCREASING ABILITY TO ENGAGE IN MENTAL MANIPULATION AND TEST HYPOTHESES -ACUTE AWARENESS OF CONSTANT EVALUATION -CONTINUING EGOCENTRISM MANIFESTS IN SELF-CENTERED OUTBURSTS SUCH AS “WHAT ABOUT HOW I FEEL AND THINK” AND EVIDENCE THEY NOW BELIEVE THAT ADULTS CAN NOT POSSIBLY UNDERSTAND THEIR POINT OF VIEW -PRESSURE TO MEET STANDARDIZED TESTING GOALS OFTEN TAKES AWAY EMPHASIS ON LEARNING FOR THE SAKE OF PERSONAL GROWTH -TEACHERS SHOULD STRIVE FOR AN OPEN, SUPPORTIVE CLASSROOM TO MEET BOTH THEIR NEEDS FOR INTELLECTUAL STIMULATION AND A SENSE OF COMMUNITY ACCEPTANCE AND BELONGING BY INCLUDING ASSIGNMENTS THAT RELATE TO ISSUES THEY CARE ABOUT

21. -TEACHERS CAN ALSO PROVIDE OPPORTUNITIES TO VALIDATE THEIR IMPORTANCE BY INCLUDING THEM IN DECISIONS SUCH AS CLASSROOM RULES AND HOMEWORK ASSIGNMENTS -ANONYMOUS WRITING ASSIGNMENTS CAN ENCOURAGE THEM TO VOICE THEIR DIFFERENT OPINIONS REGARDING CONTROVERSIAL TOPICS TO ADDRESS THEM WITHOUT RISKING PEER CRITICISM TEACHERS CAN HELP DEVELOP A STRONG SENSE OF SELF-EFFICACY BECAUSE IT IS BASED ON PERSONAL PERFORMANCE OF OBSERVATION OF OTHERS DOING THE SAME THING AND VERBAL PERSUASION VIA -MODELING AND IMITATION -PROVIDING LEARNING STRATEGIES -EFFECTIVE FORMS OF INSTRUCTION STUDENTS WITH A STRONG SENSE OF SELF-EFFICACY PERSIST IN THEIR ENDEAVORS VERSUS THOSE WITH A LESSER SENSE WHO MAY ESTABLISH A PATTERN OF FAILURE AND LOW EXPECTATIONS OF FUTURE SUCCESS

22. TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL GRADES ALSO INVOLVES A SHIFT IN THEIR VALUES AND PRACTICES LEADING TO MORE OF AN EMPHASIS ON PERFORMANCE GOALS (GRADES) RATHER THAN ON MASTERY GOALS OF WHAT CAN BE LEARNED MASTERY GOAL THEORY -STUDENTS PRIMARY INTERESTS IN UNDERSTANDING IDEAS AND THEIR INTERRELATIONSHIPS -AQUIRING NEW SKILLS AND REFINING THEM OVER TIME PERFORMANCE GOAL THEORY -STUDENTS PRIMARILY INTERESTED IN DEMONSTRATING THEIR ABILITY TO FINISH FIRST -AVOIDING SITUATIONS IN WHICH A LACK OF ABILITY IS APPARENT

23. PHYSICAL CHARACTERISTICS: HIGH SCHOOL GRADES AGES FOURTEEN TO SEVENTEEN -MOST STUDENTS REACH PHYSICAL MATURITY AND ATTAIN PUBERTY (BOYS MAY CONTINUE TO GROW AFTER GRADUATION) -GLANDULAR CHANGES MAY LEAD TO SELF-CONSCIOUSNESS DUE TO ACNE -AROUSAL OF THE SEX DRIVE MAY LEAD TO EXPLORATORY BEHAVIORS AND TWO-THIRDS OF STUDENTS REPORT HAVING ENGAGED IN SEXUAL INTERCOURSE BY THE END OF TWELFTH GRADE -DEFINITE NEED FOR ADDITIONAL SEX EDUCATION ESPECIALLY REGARDING SEXUALLY TRANSMITTED DISEASES -NEED TO UNDERSTAND THE DIFFERENCE BETWEEN SEX AND MATURE LOVE

24. PSYCHOSOCIAL AND MORAL DEVELOPMENT IDENTITY VS. ROLE CONFUSION -GENDER ROLE AND OCCUPATIONAL CHOICE CONCERNS -PEER GROUP AND REACTIONS OF FRIENDS EXTREMELY IMPORTANT AND INFLUENCE IMMEDIATE STATUS OF SOCIAL MATTERS, DRESS, FRIENDSHIPS, AND LEISURE ACTIVITIES -PARENTS AND TEACHERS STILL LIKELY TO INFLUENCE LONG-RANGE PLANS SUCH AS COURSES TO TAKE, ETHICS, AND FUTURE CAREER PLANS -CONVENTIONAL MORALITY OF COOPERATION CONTINUES -RULES OF MUTUAL AGREEMENT -ALLOWANCES FOR INTENTIONS AND EXTENUATING CIRCUMSTANCES -CONSIDER REHABILITATION VERSUS PUNISHMENT

25. EMOTIONAL DEVELOPMENTS -ACHIEVEMENT OF SEXUAL MATURITY HAS PROFOUND EFFECT ON BEHAVIOR -CONCERNED WITH ACADEMIC ABILITY AND GRADES RELATING TO CERTAIN CAREERS -CONCERNED WITH WHAT WILL HAPPEN AFTER GRADUATION ESPECIALLY FOR THOSE WHO DO NOT INTEND TO CONTINUE THEIR EDUCATION -DEPRESSION POSSIBLY CAUSED BY HORMONAL CHANGES MAY LEAD TO SUICIDE OR SUBSTANCE ABUSE AS A WAY OF COPING -EATING DISORDERS SUCH AS ANOREXIA AND BULIMIA NERVOSA MAY BE PRESENT (NINETY PERCENT OF THEM ARE FEMALE) -PSYCHIATRIC DISORDERS SUCH AS SCHIZOPHRENIA ARE NOT UNCOMMONLY DIAGNOSED AT THESE AGES TEACHERS LEARN THE TELLTALE SYMPTONS AND ASK IF THERE IS ANYTHING YO CAN DO TO HELP KNOW YOUR SCHOOL PROGRAMS IF AVAILABLE TO HELP ADDRESS THESE MATTERS !!!

26. COGNITIVE DEVELOPMENTS -FORMAL OPERATIONAL THOUGHT WITH AN INCREASING ABILITY TO ENGAGE IN MENTAL MANIPULATIONS AND UNDERSTANDING OF ABSTRACTIONS -POLITICAL THINKING SHOULD BE ENCOURAGED REGARDING FREEDOMS AND EQUAL JUSTICE CONCEPTS OF COMMUNITY -TECHNOLOGY CAN ASSIST GROWTH OF HIGHER-LEVEL COGNITIVE SKILLS SUCH AS INQUIRY, CRITICAL THINKING, AND PROBLEM SOLVING

27. EDUCATIONAL TECHNOLOGY CONSIDERATIONS -ADVENTURE LEARNING PROGRAMS PROVIDE INTERACTION WITH EXPERTS AND EXPLORERS AROUND THE WORLD AND PROVIDE VIRTUAL FIELD TRIP EXPERIENCES OF LOCATIONS LIKE HISTORICAL LANDMARKS -ADVENTURE-LEARNING EXPLORATIONS CAN BE INCORPORATED INTO THE PROBLEM BASED LEARNING (PBL) APPROACH, A TECHNIQUE THAT PROMOTES FORMAL OPERATIONAL THOUGHT BY EMPHASIZING REAL-WORLD PROBLEM SOLVING LEARNING SITES GLOBAL ONLINE ADVENTURE THINK QUESTS OCEAN ADVENTURE