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This book is about young people and their transitions throughout their first year of high school, deepening our understanding of how it is to be young and enter new institutional settings, and how to understand the developmental dynamics of youth life. It explores the everyday life of six young people as they enter high school and follows them closely as they encounter and try to make sense of the different standards, values, and demands that are built into the institutional setting of high school. The chapters explore the entanglements of personal motive orientation, interpersonal dynamics, institutional values and demands, as well as societal standards, and how subtle negotiations of who one is and ought to be are interwoven into the fabrics of everyday life. Hence the book explores variations on an institutional level – as different high school environments – along with variations on an interpersonal level, insisting on a person-environment reciprocity in the study of development. Using cultural-historical activity theory and ecological psychology derived from theorists including Bang, Barker & Wright, Gibson, Lewin, Hedegaard, Ilyenkov, Stetsenko, and Vygotsky, Sofie Pedersen argues that developmental dynamics among young people cannot be reduced to individual nor social processes alone but are connected to institutional conditions and to concrete places. By insisting on a wholeness approach to the understanding of youth development, Pedersen reveals the developmental dynamics that unfold in the everyday lives of young people, and sheds new light on youth life dynamics, including the challenges that young people face.
This book is about young people and their transitions throughout their first year of high school, deepening our understanding of how it is to be young and enter new institutional settings, and how to understand the developmental dynamics of youth life. It explores the everyday life of six young people as they enter high school and follows them closely as they encounter and try to make sense of the different standards, values, and demands that are built into the institutional setting of high school. The chapters explore the entanglements of personal motive orientation, interpersonal dynamics, institutional values and demands, as well as societal standards, and how subtle negotiations of who one is and ought to be are interwoven into the fabrics of everyday life. Hence the book explores variations on an institutional level – as different high school environments – along with variations on an interpersonal level, insisting on a person-environment reciprocity in the study of development. Using cultural-historical activity theory and ecological psychology derived from theorists including Bang, Barker & Wright, Gibson, Lewin, Hedegaard, Ilyenkov, Stetsenko, and Vygotsky, Sofie Pedersen argues that developmental dynamics among young people cannot be reduced to individual nor social processes alone but are connected to institutional conditions and to concrete places. By insisting on a wholeness approach to the understanding of youth development, Pedersen reveals the developmental dynamics that unfold in the everyday lives of young people, and sheds new light on youth life dynamics, including the challenges that young people face.
Health and well-being during adolescence depends largely on the fit between the young person's developmental needs and desires and opportunities provided by the changing context. In Health Risks and Developmental Transitions, prominent researchers in the adolescent field examine how various developmental transitions associated with the passage from childhood to adulthood provide risks and opportunities for adolescents' mental and physical health. Given the importance of adolescence in determining the course of health and well-being across the life span, efforts to ease the various transitions into and out of adolescence will yield long-term health benefits. By focusing on the link between health risks, developmental transitions, individual and contextual conditions and planned interventions that moderate the link, this interdisciplinary book provides the foundation for a unifying framework for research and application in health and human development.
This anthology examines Love's Labours Lost from a variety of perspectives and through a wide range of materials. Selections discuss the play in terms of historical context, dating, and sources; character analysis; comic elements and verbal conceits; evidence of authorship; performance analysis; and feminist interpretations. Alongside theater reviews, production photographs, and critical commentary, the volume also includes essays written by practicing theater artists who have worked on the play. An index by name, literary work, and concept rounds out this valuable resource.
Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.
School transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. Offering an accessible introduction to children’s psychology at transition, Understanding School Transition explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on: Understanding stress and anxiety Children’s hopes, fears and myths at transition Parents’ and teachers’ influence and role Children’s relationships with peers as they change schools Children’s personal and collective identities Motivation, engagement and achievement Supporting the most vulnerable children Crucially, it advises how you can help children through implementing transition interventions and evaluating their success in your own school. Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this critical stage.
Bridging the Transition from Primary to Secondary School offers an insight into children's development, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
How can we make sense of change and stability through the lifespan of human development? What role does personal experience, our relationships with others, and historical and sociocultural contexts play in shaping these changes? This is the first book to offer an integrative overview of the range of developmental transitions which occur through the lifespan. Bringing together different theoretical and conceptual perspectives and a broad range of empirical research including quantitative and qualitative approaches, this book encompasses a range of complex transitional forms. Covering topics such as health transitions, transitions in friendships and romantic relationships, career transitions, and societal transitions, this book takes the reader beyond a focus on childhood and adolescence, to look at the whole lifespan. Reflecting a perspective that takes into account a sociocultural past and present, this book seeks to show how transitions can be viewed as both an experience of uncertainty and possibility. Transitions perform important functions and present psychosocial opportunities. Developmental Transitions is essential reading for all undergraduate and graduate students of developmental and cultural psychology and is also a valuable resource for academics and practitioner audiences interested in stability and change as people age.