Research finds seven key developmental needs that
characterize early adolescence: (1) positive social interaction with adults and
peers, (2) structure and clear limits, (3) physical activity, (4) creative
expression, (5) competence and achievement, (6) meaningful participation in
families, school, and communities, and (7) opportunities for self-definition
(Scales, 1991).
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Not
meeting these needs often results in alienation from school, loss of general
self-esteem and a sense of belonging, and destructive methods of coping,
including delinquency and drugs. Meeting developmental needs becomes critical
due to the growing numbers of
at-risk students. Research finds declines in self-esteem and self-competence in
the transition from an elementary sixth grade setting to a departmentalized
junior high setting. For example, early maturing females score lower on
measures of self-esteem than do early maturing males. Conflicting messages
from the majority culture confuse minority youth.
Often
school environments are to blame. Young adolescents desire autonomy,
interaction with peers, social acceptance, an increased need to resolve
identity issues, and an increased tendency for an egocentric orientation.
Problems develop when adolescents enter the traditional junior high settings
of larger and less personable schools, less positive teachers and student
relationships, stricter assessment measures, more competitive and controlled
environments, fewer opportunities for decision-making, choice, and
self-management, with more whole class practices, and more social/ability
comparison.
Middle school programs and practices address developmental needs through a
variety of activities and strategies. Work in small groups and advisory
programs promote opportunities for interaction with peers and adults.
Interdisciplinary team organization fosters feelings of belonging to a group
of 100-140 fellow students. Achievement and competence is achieved through
authentic assessment based on personal goals, progress, and improvement,
challenging intellectual material focused on relevant problems and issues,
and with recognition by peers and adults.
The increased desire for autonomy and resolving identity issues can be
addressed through learning strategies involving choice, a curriculum based on
social and individual interests (Beane, 1990), opportunities for exploration
of topics in exploratory programs, and the prevalence of a safe environment
for experimentation. Non-competitive intramurals, flexible classroom
structures, and hands-on activities incorporate the need for physical
activity and movement. Service projects and project-based learning strategies
capitalize upon young adolescents' creative expression and need for
meaningful participation and experimentation with aspects of identity within
a community, including the need for ethnic expressions of identity.
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