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美国研究学论文代写:青春期

之间的年6和14-middle童年和青春期早期重要的发展进步建立儿童的认同感这几年,孩子成年取得长足的进展,成为主管,独立,自我意识,参与世界超出了他们的家庭。生物学和认知变化改变孩子们的身体和大脑。社会关系和角色发生戏剧性的变化,当孩子进入学校,加入项目,并成为参与同行和成年人在他们的家庭。在青春期,孩子们培养孩子的自尊和个性,比较自己与同龄人。他们期望他们会成功或失败在不同的任务。他们可能开发一个面向成就颜色他们多年来响应学校和其他挑战。在早期的青春期,混乱的物理和社会变化伴随青春期,渴望自治和家人的距离,和从小学初中或初中都可以给年轻人造成麻烦。当青少年在设置(在学校,在家里,或在社区项目)不适应他们的需求和新兴独立,他们可以对自己失去信心,陷入消极的行为模式,如逃学和辍学。

儿童在这一时期的发展是由基本心理需求实现能力,自主性和关联性。他们寻求主和展示新技能的机会,做出独立决策和控制自己的行为,并与同行建立良好的社会关系和成人在家庭之外。每个时期的基本生物学和认知的变化,以及社会环境的变化在儿童的日常生活展开。行使自治权在学校和组织程序,孩子了解外面的世界,与自己免受他人的期望,他们的表现与他们的同龄人相比,和开发习惯的方式应对挑战和学习的机会。通过这些年来,他们建立一个个人的身份,自我概念,以及成就一个趋向,将发挥重要的作用在塑造他们的成功在学校,工作和生活。尽管研究人员和政策制定者都集中在学校发生的关键领域发展和孩子的未来是雕刻,提供替代环境儿童课外项目可以了解自己和世界,并能发现雕刻自己的版本的成功的机会。

美国研究学论文代写:青春期

The years between 6 and 14-middle childhood and early adolescence-are a time of important developmental advances that establish childrens sense of identity these years, children make strides toward adulthood by becoming competent, independent, self-aware, and involved in the world beyond their families. Biological and cognitive changes transform children’s bodies and minds. Social relationships and roles change dramatically as children enter school, join programs, and become involved with peers and adults outside their families. During adolescence, children develop a sense of self-esteem and individuality, comparing themselves with their peers. They come to expect they will succeed or fail at different tasks. They may develop an orientation toward achievement that will color their response to school and other challenges for many years. In early adolescence, the tumultuous physical and social changes that accompany puberty, the desire for autonomy and distance from the family, and the transition from elementary school to middle school or junior high can all cause problems for young people. When adolescents are in settings (in school, at home, or in community programs) that are not attuned to their needs and emerging independence, they can lose confidence in themselves and slip into negative behavior patterns such as truancy and school dropout.

Children’s development during this period is driven by basic psychological needs to achieve competence, autonomy, and relatedness. They seek opportunities to master and demonstrate new skills, to make independent decisions and control their own behavior, and to form good social relationships with peers and adults outside the family. Each period is marked by basic biological and cognitive changes, as well as changes in the social surroundings where children’s daily lives unfold. Exercising their growing autonomy in school and organized programs, children learn about the world outside the family, match themselves against the expectations of others, compare their performance with that of their peers, and develop customary ways of responding to challenges and learning opportunities. Through these years, they forge a personal identity, a self-concept, and an orientation toward achievement that will play a significant role in shaping their success in school, work, and life. Although researchers and policymakers have focused on the school as the critical arena in which development occurs and children’s futures are sculpted, out-of-school programs offer alternative environments in which children can learn about themselves and their worlds, and can discover opportunities for carving their own versions of success.