ADOLESCENCE

THE HIGH SCHOOL

LEARNERS

PRESENTED BY: GROUP 2 TC 112|07088

BRING IT ON!
 Contents
1. PHYSICAL DEVELOPMENT

2. COGNITIVE DEVELOPMENT

3. SOCIO-EMOTIONAL DEVELOPMENT
 Physical Development of High
School Learners
Some of the physical changes that happen during adolescence are internal
and not visible, others can be seen easily by others. The changes that occur
both inside and outside the body during adolescence happen through a
process called "puberty."
Puberty involves the release of hormones from the brain, which vary in levels
between males and females, leading to different physical changes as
adolescents transition from childhood to adulthood. Common changes include
growth spurts in height and weight, resulting in longer and stronger bones and
muscles, along with body odor, acne, and increased body hair.
 FEMALES
Females will see changes in where
fat appears on their body. For
example, breasts become fuller and
hips grow wider. Females typically
experience their first menstruation
(or period) during adolescence.
Early on, periods can be irregular
and affected by illness, stress, and
even exercise.
 MALES
Males' shoulders become broader and
their muscles get bigger. The penis and
testicles also grow, and males will begin
to experience erections and
ejaculations, both voluntary and
involuntary (sometimes happening
while asleep). Males' voices also deepen
during this time and may crack during
the shift.
FACTORS CAN BE RESPONSIBLE FOR DIFFERENCES
IN THE TIMING AND RESULTS OF ADOLESCENTS'
PHYSICAL CHANGES, SUCH AS:

● GENES
A PERSON'S GENETIC MAKEUP CAN AFFECT THE TIMING OF
PUBERTY AND WHAT THE CHANGES LOOK LIKE.

● EXERCISE BEFORE AND DURING ADOLESCENCE OVERWEIGHT

FEMALES, FOR EXAMPLE, ARE MORE LIKELY TO HAVE THEIR
FIRST PERIOD AND EXPERIENCE BREAST DEVELOPMENT AT
YOUNGER AGES THAN THEIR PEERS.
FACTORS CAN BE RESPONSIBLE FOR DIFFERENCES
IN THE TIMING AND RESULTS OF ADOLESCENTS'
PHYSICAL CHANGES, SUCH AS:

● CHRONIC ILLNESSES
CONDITIONS SUCH AS CYSTIC FIBROSIS, ASTHMA, DIABETES,
OR BOWEL PROBLEMS ALSO CAN CONTRIBUTE TO DELAYS IN
GROWTH AND PUBERTY BECAUSE OF NUTRIENT DEFICIENCIES,
TOXIN EXCESS, AND/OR MEDICATION SIDE EFFECTS.

● SUBSTANCE USE HARDER TO GROW STRONG BONES.

● DEVELOPMENT IN OTHER AREAS

 CONCLUSION
Puberty is an important time in adolescence when young people go through
many physical changes as they grow into adults. Both boys and girls experience
growth spurts and develop new body features, influenced by their genes,
lifestyle, and health. Parents and caring adults can help by reassuring
adolescents that these changes are normal, encouraging healthy eating and
exercise, promoting a positive body image, and ensuring they get enough sleep.
By providing support and understanding, adults can help young people navigate
this challenging but exciting time in their lives.
 COGNITIVE Development of
High School Learners
Cognitive development refers to the process by which high school
learners acquire, refine, and apply mental abilities to think,
reason, and solve problems. During this stage, learners refine their
cognitive skills, such as perception, attention, memory, language,
problem- solving, and decision-making. Cognitive development is a
critical aspect of learning, as it enables learners to construct
knowledge, understand complex concepts, and adapt to new
information.
 Jean Piaget's theory of cognitive
development is one of the most
influential theories. According to
Piaget, cognitive development occurs
in stages, with each stage representing
a different level of understanding and
reasoning.
 Piaget's theory of Formal Operational Thinking,
demonstrates how the cognitive capacity of the adolescent
allows him/her to go beyond the sensible and concrete — to
dwell on what is abstract, hypothetical, multidimensional
and possible. In this realm of though, the adolescent begins
to attain subtlety in thinking, entering the sphere of possible
futures.
(a) Propositional thinking- making assertions
outside visual evidence, and stating what may be
possible in things not

(b) seen by the eyes (for example, whatever an

unseen object is red or green, big or small, flat or
round);
(c) Relativistic thinking- subjectively making and opinion on facts- involving
one's own bias, prejudice of distortion of facts which may be either right or
wrong (for example, arguing for or against the superiority of the races,
whether white, brown, yellow or black);

(d) Real versus possible- examining a situation and exploring the possible in
terms of situations or solutions (e.g. possible success in implementing a
student project or a school policy).
 Robert Siegler, an information-processing theorist, emphasizes
the sequential acquisition of knowledge and strategies for
problem- solving in adolescents. He suggests that adolescents
exhibit speed in information processing, greater awareness, and a
more efficient thinking base. They also consider longer-term
implications and possibilities, leading to increased volume of
information processing and longer memory span.
(Steinberg et al., 2009).
 Metacognition
Adolescence is a critical period for cognitive development, with metacognition
promoting thinking above thinking. This involves identifying one's own thinking
processes and strategies, such as perception, comprehension, memory, and
problem-solving. As knowledge becomes more declarative and procedural,
adolescents become aware of their poor memory and develop cognitive
capacity to supplement it. They also acquire more knowledge and skills,
processing information more rapidly and demonstrating improved memory
performance.
 CONCLUSION
In conclusion, the adolescent period brings significant
cognitive development changes that enhance high school
learners' thinking, reasoning, and learning abilities.
Improved working memory and executive functions are vital
for their success, but unique challenges may hinder
achievement. Understanding these changes helps
educators support students effectively.
 SOCIO-EMOTIONAL Development
of High School Learners
The concept of socio-emotional aspects refers to a person initiating,
cultivating and responding to others, to form relationships with other
people in their lives such as parents, relatives and friends. These
socio-emotional aspects can be ephemeral or long-standing, when it
comes to interactions with people.
Social emotional development is how children learn to understand and
manage their emotions and build relationships. It includes skills like
self-awareness, play, understanding others' feelings, self-esteem,
and forming friendships.
 SELF UNDERSTANDING
In early adolescence (10-13 years), the teen begins to acquire a
reflective idea of one's self, not only in terms of the immediate present
which younger children also see, but in terms of their past and their
future.
This development requires self­ thought or introspective thinking along
generalized ideas, such as inthinking that one is bright, flexible,
intelligent, etc.
From self-image, there is the all important value known as self esteem.
 STEREOTYPES OF GENDER DIFFERENCES

SOCIAL EDUCATION FAMILY

BOYS: ENGAGES
BOYS: SELF-SUFFICIENT
BOYS: EXCELS IN MATH THEMSELVES WITH
AND HIGHER SELF-
ACTIVITIES AUTONOMY
ESTEEM
GIRLS: SPELLING, OVER CHILDREN
READING, PENMANSHIP,
GIRLS: HELP SEEKING,
MUSIC, AND VERBAL GIRLS: RELATIONSHIP
CONGENIALITY, AND
SKILLS CONNECTIONS AND
SOCIABILITY
OPENNESS
DEVELOPING SELF ESTEEM
Self Esteem means appreciation of Self love
Potential endowment can be developed to a great
extent through family formation, school and social
influences
Popularity and External Appearance
Self-appreciation, self-reliance, autonomy, energy,
courage and internal positive motivations
 FRIENDSHIP AND INTIMATE
Several Types of Friendship can be Distinguished:
1. Acquaintance who meet periodically
2. Companion who share common interest
through regular contact.
3. Intimate or best friends with depth of self-
disclosure/feelings/caring, romantic partners in
intimate heterosexual relationships.
 IDENTITY ISSUEs
PHASES OF IDENTITY STATUS

JOHN MARCIA EXPANDED ON ERIKSONS' THEORY

ON IDENTITY BY IDENTIFYING FOUR PHASES IN
THE ATTAINMENT OF AN IDENTITY STATUS.

COMMITMENT AND CRISIS ARE TWO DIMENSIONS

THAT COMBINE TO DEFINE
THESE STAGES:
IDENTITY STATUS
IDENTITY Status
 Promoting a sense of identity
OVERALL, THE INGREDIENTS THAT MAKE UP AN
OPTIMAL SENSE OF PERSONAL IDENTITY ARE:

1. Inner confidence about self competence and ability to learn

and master new tasks;
2. Ample opportunity to try out new roles either in one's fantasy
or actual practice, and;
3. Support from parents and adults
 STEREOTYPICAL GENDER ROLES

EMOTIONAL EDUCATION SOCIAL

BOYS: FOCUS MORE ON BOYS: CREATE THEIR

BOYS: INDEPENDENT​
PHYSICAL ACTIVITIES OWN SOCIAL GROUP
AND LESS EMOTIONAL
(E.G BASKETBALL)
GIRLS: ENGAGES IN
GIRLS: SELF CONSCIOUS
GIRLS: VERBAL SKILLS INTIMATE FRIENDSHIP
ANTISOCIAL BEHAVIOR AMONG ADOLESCENTS
GERALD PATTERSON FORMULATED A DEVELOPMENTAL
PROGRESSION FOR ANTISOCIAL BEHAVIOR WHICH
TAKES INTO ACCOUNT

a. The importance of parental monitoring and discipline on the

child in early childhood.
b. Involvement with peer and school work in middle childhood.
c. Commitment with peer group in late childhood and
adolescence.
 CONCLUSION
Socio-emotional development of high school learners is crucial for
fostering self-awareness, self-esteem, and healthy relationships.
Understanding the impact of gender stereotypes and identity
formation can enhance educational practices and support
systems. By promoting a positive environment, we can help
adolescents navigate their emotional challenges and develop a
strong sense of self.
REFERENCES:
The Encyclopedia of Cognitive Science: A comprehensive online resource that includes articles on formal cognitive development.

Duncan, G. J., & Miller-Johnson, S. (2007). Wealth-based disparities in adolescent mental health. Journal of Adolescent Health.

Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... & Thompson, P. M. (2004)
Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of
Sciences USA.

Steinberg, L., Cauffman, E., Woolard, J., Graham, S., & Banich, M. T. (2009). Are adolescents less mature than adults? Minimally
decentered thinkers or intellectually flexible pragmatists? Journal of Cognition and Development.

Romeo, R.D. (2013). The teenage brain: The stress response and the adolescent brain. Current Directions in Psychological Science.

Hartley, C.A. & Somerville, L.H. (2015). The neuroscience of adolescent decision-making. Current Opinion in Behavioral Sciences

Adolescent development explained. (n.d.).

Slideshare. (2018, April 23). Unit 8 socio emotional development of high school learners. SlideShare.

Slideshare. (2016, August 12). Module 26 - socioemotional development. SlideShare.

 PRESENTERS:
AB 2A POLITICAL SCIENCE

LUCYBELLE M. JEAN HENRI U. HUGH D’ANDREI

ARROPO LUEGO R. RAMOS
Thank you &
GOD BLESS