Stages of the person's educational development

Synthesize the affective-social, psychomotor and intellectual characteristics of each of the following stages:

PreschoolSchoolTeenAdultAdult

THE PRESCHOOL

Affective-social development:

Upon entering the garden and establishing a relationship with the teacher and her peers, curiosity, the parallel game and the associated game are presented. A collective monologue is produced. Sympathy, aggression and leadership appear here. As the organization of the group changes permanently, continued leadership becomes difficult. For the child, play is the means to discover herself, to discover her world and others. The first form of play is that of sense pleasure. Through dramatic play, by interacting with and acting on your world, you gain a sense of power and fulfillment. You are able to assume that reality and fantasy are two different domains. He can magically influence external events with his will. He learns from the rewards and hardships of growth. He takes genital differences seriously.He is persistent in asking and experiencing. His family is the prototype of all relationships.

Psychomotor development:

His motor skills multiply (free running, continuous movements, manipulation of toys, etc.). Through pencils, he progresses from doodles to lines, shading, choice of colors, etc. His motor skills and his sphere of action expand.Starts to lose its childish appearance, and becomes more defined and individualized.

Intellectual development:

He matures aptitudes for learning new forms of behavior (for example when the teacher challenges him and he stays still), skills, concepts and social relationships. He becomes aware of time and its speed. It can generalize within a concept; He is then able to deal with the similarities and group them into categories. He manages to develop the space in terms of: action space, body space (knows up-down, near-far, etc.), space of objects. symbols to represent places, people and objects.

THE SCHOOL

Affective-social development:

It forms a special sub-culture with its peers, with certain rules, games, values and its own members. Thus constituting his gang, he is less self-centered and more self-aware. He can separate himself from his parents to form his own identity. He adopts identities before others. He can criticize himself and see himself. He needs to make an idea his own before accepting it. For him, the elders represent great authority and prestige. In the nine-year-old boy years there is a marked change regarding children's guidelines. Their parents are no longer a source of wisdom and power. They shy between the sexes, they also speak disparagingly and do separate activities. Boys are more prone to aggression and girls are more prone to nervous habits (personality disturbances).

Psychomotor development:

He turns his attention “outside”, concentrates on reality, wants to “know.” He needs to be recognized for his ability. He is more concerned with abstractions and generalizations. He internalizes his feelings and he targets them: he seeks an object for his fears. He is moralistic, especially in what affects him (“not fair” is very common). A characteristic of this age are the eiedhetic images (photographic memory). He is able to manipulate symbols to represent objects, places and people.

Intellectual development:

The boy, at twelve years of age, has developed an air of complete security, is controlled and competent. Boys and girls mature at different rates, and the characteristics of masculinity and femininity become prominent in these years.

THE TEENAGER

Affective-social development:

His main problem is finding a sure definition of himself. To this end, he must break certain family ties, based on authority, responsibility, affection, etc. He has contradictory feelings: he does not know whether to act as a child or as an adult (this resides in the body). Safety. You feel safer doing things in a group. School is still an important source of friendships. It hides your feelings. It needs to be noticed. Dependence on peers is very severe. Since he does not have a very strong "I", he is not satisfied with it and needs someone from outside to approve it. He begins to establish relationships. His concern is dating related to his status and prestige. Fashions spread rapidly among adolescents (insecurity). Sexuality at this stage is very important.Curiosity intensifies at this time: the adolescent seeks an ideal world that corresponds to his ideal "I". He tries to seek affinity with those adults who fulfill his ideal. Adolescence is the way to adulthood.

Psychomotor development:

Adolescence is the entire period that begins with the growth spurt of puberty and ends with the maturity of adulthood. You must learn to know your whole new body. Just like your feelings and your behavior; and adjust them within his own image. His problem is learning to live with a body that appears to be in front of him. He cannot fully control his body. He sees himself through an ideal image, and to create his personality he tries various roles.In this stage, secondary sexual changes occur.

Intellectual development:

In this stage, the formal thought that characterizes the finished reflexive intelligence is developed. He can reason about objects and their qualities, but he still doesn't know how to handle ideas. You can examine the data without worrying about your personal point of view, and deduce the consequences. You can work with hypothetical situations that do not correspond to a particular experience. You need to confront other adolescents, mature your judgment and your reasoning ability. He likes to argue. To solidly establish knowledge, he must manipulate objects, and thus verify the relationships that unite them.

THE ADULT

Affective-social development:

There is an extension of the "I" to the world. The mature personality respects and appreciates everyone. Eliminates outbursts of anger from his behavior. He tries to see objects, people and life situations with objectivity and truthfulness. himself and has an end for which he lives.

Psychomotor development:

It acquires a body texture that reaches the full unfolding of the forms.

Intellectual development:

Etymologically, the adult is the one who has finished growing and developing. He lives and acts in society on his own responsibility, with self-control and seriousness. Reason dominates his feelings. See the world objectively. Reach the final balance called maturity (affective and intellectual). Your formal thinking performs a more complex mode of operation. In adulthood, data restructuring must be done on the basis of experience. To memorize, the brain compares new knowledge with previous knowledge, and retains those that have meaning. The adult learner has more experiences, a richer range of interests, because he is confronted with more problems. You are interested so that your knowledge has practical application. Your program must be prepared according to your needs.Extends your exploration to the fields that interest you.

OLD AGE

Entering old age means agreeing to a passive role within society. There is a great prejudice in society towards older people, which leads to marginalization of that sector. Being old is not synonymous with being disabled. surrounds become very important, and they begin to make highly relevant decisions about the person (such as: where to live or with whom), producing this much anguish. The person can stay alive and interact well with their environment, but can also feeling tired of living, due to the sadness caused by the loss of people, places and objects (which make up their world). The body begins to provide invalidity, suffering and pain. It is no longer considered aesthetically beautiful. Often, it fails to put into motion what the lucid mind plans and imagines,producing a phase shift between the body and the mind. The body, if not yet suffered from chronic diseases, becomes something feared. The first hospitalizations begin. Before approaching an illness, the person has different reactions:

Denial: typical phrase "no, it can't be". It is a normal mechanism in relation to death. Denial allows a truce and acts as a buffer to the effect.

Anger: typical phrase "why me". When the patient accepts reality, he reveals himself against it and everything he sees is reason to open the wound in his mind. Envy arises towards those who will continue to live.

Covenant: "with God, with life or with the doctor." The person tries to make a deal, asking for more life time in exchange for good behavior.

Depression: with the development of the disease, depression arises due to the failure of the previous steps, being a process of preparation for death.

Acceptance: This stage comes weak, tired and emotionally anesthetized. There is no happiness or pain, he wants to be alone and silent.

At each stage, indicate what should be done and what should not be done when applying group dynamics.

PRESCHOOL
YES	NO
Give clear and precise instructions.	Neglecting attention to children when implementing the dynamic.
Delimit the area of action.	To close the dynamics by means of reflections that are difficult to understand.
Perform appropriate dynamics (complexity) to the age of the group members.	Underestimate the ability of group members.
Stimulate the development of motor skills.	Force those who do not want to participate.
Stimulate the growth of all group members.

SCHOOL
YES	NO
Contribute to the development of the potential of all group members.	Force participation to those who do not wish to do so.
Encourage members to participate and reason.	Implementing too complex techniques.
Set clear limits and rules.	Promote differences between the sexes.
Recognize your capabilities.	Neglect those who find it difficult to join the group.
Assess the contributions of each of the group members.

TEEN
YES	NO
Make it very clear who is leading the group. Establish rules and limits.	Neglecting or forgetting the one who has trouble integrating.
Detect roles and distribute tasks for everyone to participate.	Introduce topics that can ridicule the adolescent.
Unfold the potential of group members.	Force those who do not want to participate.
Try to be a "model" of behavior.	Allow discrimination or intimidation among group members.
	Position themselves at “the same height” as the members of the group.

ADULT
YES	NO
Help keep everyday problems away from your body and mind.	Force those who do not wish to do so to participate.
Allow reflection on specific topics that are desired.	Get to the "same height" of the members of the group.
Help him to experience and display his potential.	Address topics that are not of interest to the group.
Divert or suspend the dynamic if it is the choice of the participants.
Make it very clear who is leading the group.

OLD AGE
YES	NO
Assess the experience of group members.	Apply techniques that require more physical effort.
Give time and place for reflection.	Exclude people based on their age.
Take advantage of the moment to discuss certain topics together.	Run dynamics in awkward or inappropriate places (stairs, lack of chairs, etc.)
	Force those who do not want to participate to participate.

A. PRESCHOOL

Social Affective Development:

They establish relationships with new adults and the relationship with their peers is out of curiosity. Imitation intensifies. They use language to coordinate group activity. Sympathy, aggression and leadership appear. Play appears as a job, it is their means to discover how he is, his world and what can be with the other. The first form of play is that of the pleasure of the senses with appreciation of sensory experience and exploration of the environment and of himself. In dramatic play, by interacting with his world and acting it in his different roles, the child becomes identifies and this gives the feeling of fulfillment and power Assumes reality and fantasy as two different domains Appears fears such as fear of dying, suffering, etc. Parents must reassure love and support for the child, highlighting the rewards.They are persistent in asking and experimenting.

Psychomotor Development:

His motor skills multiply: Free and quick movement. Continuous movements to go up and down stairs. He can manipulate mechanical toys, hammers and handsaws. Blocks become construction material that must fit intricate structures. With pencils he progresses from doodles to lines, shading, masses of colors to identify the specific areas, where he is recognizing familiar objects and activities. His motor skills expand as if it were his sphere of action. The growth rate levels off. He begins to lose his temporary teeth, his face It loses its childish aspect and becomes more defined and more individualized. Learning takes precedence over maturation, now it matures aptitudes for learning new forms of behavior, abilities, values and social relationships.

Intellectual development:

You have developed concrete concepts linked to reality to buy, combine, describe, etc. You can isolate within a concept but you cannot isolate common details of differing concepts, then you can manage between similar concepts and group them into abstract categories. Family relationships They are the prototype of all relationships. In somewhat vague descriptions and narrations they can make true semi-abstractions. They are aware of the phenomenon of time and they like to know about their past and that their parents tell them. They develop three kinds of space: Action: move easily between family locations. Corporal: begins to orient itself. Of Objects: knows the relationships between one object and another. Has a perception of the environment is animistic. Has a progressive internalization of actions.Already handles symbols to represent objects, places and people in the environment

B. SCHOOL

Social Affective Development:

They can separate from their parents to form their identity. They form a special subculture with rules, games, values and their own members. He is less self-centered and more self-conscious. His feelings expand, he is not only loved and accepted by his family, but he feels enough. The gang identifies him with his own nickname and proudly bears his nickname, since he is identified before the rest. Gangs define their application on a geographical basis. You can criticize yourself and see yourself. accompanied with rituals and ceremonies. For them, the elders have prestige and power. The scholar needs his parents as a refuge. The sexual differences between the schoolchildren are manifested from physically to their intelligence: Girls manage better in the verbal area and boys in quantitative relationships.Boys are comfortable with abstract materials, and girls are comfortable with the personal and emotional. Girls like love stories and boys like heroism.

Intellectual development:

The child turns his attention outward. He wants to know. He uses symbols as a representation of reality. They need to be recognized for their ability. They move away from egocentricity. They are more concerned with abstractions and generalizations. They internalize their feelings and objectify them. Children are more formalized and objectified. They are interested in communication processes and the public meaning of words. They know how to use humor and they like riddles. They are able to manipulate symbols to represent objects, places and people in the environment.

Psychomotor Development:

At 9 years old he saves affection. At 12 he has developed an air of complete security, he is controlled and competent, he makes fun of everything childish. Girls have overcome their lanky appearance, grow faster than boys. Boys double their strength muscle.The most obvious changes occur in facial characteristics. Changes in bone proportions, tissue distribution, and so on also occur. Both sexes mature at different rates.

What yes:

Define the play area. The game must be permanently changed to maintain attention. The rules must be clear, precise and concrete. The roles must be correctly determined. The sense of justice must be taken care of. The activities must stimulate motor skills.

What not:

Placing tracks in dangerous places Activities should not be long and boring Clutter them with unintelligible reflections.

C. ADOLESCENT

His main problem is finding a sure definition of himself. For this, he must break with many family ties (based on authority, responsibility, affection, etc.). He has contradictory feelings. He does not know whether to act as a child or as an adult (this resides in the body). Parents must set limits for their safety. They feel more secure doing things in a group. School is still an important source of friendships. They hide their feelings. They need to be noticed. Dependence on peers is very severe. Since he does not have a very strong "I", he is not satisfied with it and he needs someone from outside to tell him what is right. They are establishing relationships with couples. His concern is dating related to status and prestige. Fashions spread quickly (insecurity). Sexuality is very important. Curiosity intensifies.He is searching for an ideal world in correspondence with his ideal self. He tries to look for affinities in those adults who carry his ideal (for example: sincerity, honesty). It is the way to adulthood.

Intellectual development

The formal thought that characterizes the finished reflexive intelligence is developed. He can reason about objects and their qualities, but he still doesn't know how to handle ideas. You can examine the data without worrying about your personal point of view and deduce the consequences. You need to confront other teens, mature your judgment, and your reasoning skills. She likes to argue. To solidly establish her knowledge, she must manipulate the objects and thus verify the relationships that unite them.

Psychomotor Development.

It is the first period that begins with the outbreak of pubescence and ends with the maturity of adulthood. You must learn to know your totally new body. Like his feelings and behavior, he must adjust them within his own image. His problem is learning to live with a body that appears to be in front of him. He cannot control his body. He sees himself through an ideal image. and to create his personality he tries various roles. There are secondary sexual changes (physiological, biological that give rise to psychological).

What we do

Make it clear who is leading the group. Favor with a pleasant climate; that he can talk about him and what happens to him. Set limits (clear rules). Be a role model. Take advantage of the moment to reflect together with them on some key issues. Detect roles and distributions. Also the tasks for everyone to participate.

What not

Introduce issues or movements that may ridicule the adolescent. Disregard those who find it difficult to integrate. Force the participation of those who do not want or who seek to attract attention in some way. Allow discrimination.

D. ADULT

Affective-social development.

The extension of the self to the world. The mature personality respects and appreciates everyone. It removes outbursts of anger from his behavior. He tries to see objects, people and situations in life with objectivity and truthfulness. He knows himself. an end for which he lives.

Intellectual development

Etymologically, he is the one who has finished growing or developing. He lives and acts in society on his own responsibility, with self-control and seriousness. Reason dominates feelings. See the world objectively. Reach the final balance called maturity (affective and intellectual). Your formal thinking performs a more complex mode of operation. Data restructuring must be done on the basis of experience. To memorize the brain, he compares them to accumulated knowledge and retains those that have meaning. The adult learner has more experience, a richer range of interests, as he faces more problems. He is interested so that his knowledge has practical application. He extends his exploration to the fields that interest him.

Psychomotor development.

It acquires a body texture that reaches the full unfolding of the forms.

What yes

Help keep your body and mind away from everyday problems. Give way to reflection on specific issues to be analyzed or solved; and help him experiment. Unleash his own potentials.

What not

Force him to participate.

E. OLD AGE

Psychomotor development.

The body, if it has not suffered from chronic diseases, becomes the feared thing. The body contributes invalidity, suffering, pain, not considered aesthetically beautiful, it fails to implement what the lucid mind plans and imagines, producing a gap between the body and the mind. Hospitalizations appear. Being old is not synonymous with being disabled.

Affective-social development

Entering old age means agreeing to a passive role in society. Others become very important and make decisions about the person (where they live, with whom, etc.); producing this much anguish. In society there is a great prejudice against the old, leading to marginalize this sector. The person can stay alive and interact with their environment, but may feel tired of living in due to the sadness caused by the loss loved ones and objects (their environment). As death from disease approaches, people have different reactions. THE DENIAL: "no, it can't be." It is a normal mechanism in relation to death. Denial allows a truce and acts as a buffer to the effect. THE WRATH:because I?. When the patient accepts reality, he rebels against it and all he sees is reason to open his wound in his mind. Envy the one who will continue to live. THE COVENANT: (with God, with life or with the doctor). You try to make a deal asking for more life time in exchange for good behavior. DEPRESSION: with the development of the disease, it arises from the failure of the previous steps, being a process of preparation for death itself. ACCEPTANCE: this stage comes weak, tired and emotionally anesthetized. There is no happiness or pain. He wants to be alone and silent.