The beginning of the lumps and bumps and hair … becoming “unco” and becoming sexually aware. Looking different from EVERYONE because I’m not growing fast enough … or am growing way to fast … everything looks and feels different! And it’s hard to navigate!

Physical Development for early adolescence:

• Experience rapid, irregular physical growth
• Undergo bodily changes that may cause awkward, uncoordinated movements
• Have varying maturity rates, with girls tending to mature one and one-half to two years earlier than boys
• May be at a disadvantage because of varied rates of maturity that may require the understanding of caring adults
• Experience restlessness and fatigue due to hormonal changes
• Need daily physical activity because of increased energy
• Develop sexual awareness that increases as secondary sex characteristics begin to appear
• Are concerned with bodily changes that accompany sexual maturation and changes resulting in an increase in nose size, protruding ears, long arms, and awkward posture
• Have preference for junk foods but need good nutrition
• Often lack physical fitness, with poor levels of endurance, strength, and flexibility
• Are physically vulnerable because they may adopt poor health habits or engage in risky experimentation with drugs and sex

Life is becoming less black and white … and more grey! This is confusing! Notice though where they look to guide them through … their parents and significant adults! This age group haven’t yet hit the stage where what their peers think is THE most important … it’s actually what ADULTS think … what a unique and pivotal point in their lives to influence! Get alongside these young people before they care about what their peers think of you … it’ll save hours and hours and hours of time in the future!

Moral Development for early adolescence:

• Are generally idealistic, desiring to make the world a better place and to become socially useful
• Are in transition from moral reasoning which focuses on “what’s in it for me” to that which considers the feelings and rights of others
• Often show compassion for those who are downtrodden or suffering and have special concern for animals and the environmental problems that our world faces
• Are moving from acceptance of adult moral judgments to development of their own personal values; nevertheless, they tend to embrace values consonant with those of their parents
• Rely on parents and significant adults for advice when facing major decisions
• Increasingly assess moral matters in shades of grey as opposed to viewing them in black and white terms characteristic of younger children
• At times are quick to see flaws in others but slow to acknowledge their own faults
• Owing to their lack of experience are often impatient with the pace of change, underestimating the difficulties in making desired social changes
• Are capable of and value direct experience in participatory democracy
• Greatly need and are influenced by adult role models who will listen to them and affirm their moral consciousness and actions as being trustworthy role models
• Are increasingly aware of and concerned about inconsistencies between values exhibited by adults and the conditions they see in society

Having an understanding of the intellectual development of our teens friends is really helpful when thinking through things like games (they prefer to be in groups, not out the front), humour (don’t make fun of them!! and if they don’t understand a joke, be quick to explain without them feeling silly), discipline (they watch our every move, so modelling behaviour is extra important!) and engaging them in what we do (they may require extra EXTRA encouragement!).

Below are some things to remember.

Intellectual Development for early adolescence:

• Display a wide range of individual, intellectual development
• Are in a transition period from concrete thinking to abstract thinking
• Are intensely curious and have a wide range of intellectual pursuits, few of which are sustained
• Prefer active over passive learning experiences
• Prefer interaction with peers during learning activities
• Respond positively to opportunities to participate in real life situations
• Are often preoccupied with self
• Have a strong need for approval and may be easily discouraged
• Develop an increasingly better understanding of personal abilities
• Are inquisitive about adults, often challenging their authority, and always observing them
• May show disinterest in conventional academic subjects but are intellectually curious about the world and themselves
• Are developing a capacity to understand higher levels of humour