Adolescence, that mystifying transition between childhood and adulthood, has managed to confuse parents and educators for generations. As teenagers passionately bob and weave their way though the slippery slopes of puberty and identity formation, they leave confusion, exasperation, and sheer amazement in their wake. The combined research of psychologists, educationists, and neuroscientists sheds exciting new light on why this passage in life is
unique and holds such critical potential. (VOYA 2008)
For more on this article, check out the following link....
http://pdfs.voya.com/VO/YA2/VOYA200806TeenageBrain.pdf
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4 comments:
I think that the fact teens think with the "survival" part of their brains is interesting. In one way or another, all teens are trying to do is survive. Survive school, parents, friendships, relationships, etc. Looking back on things now, I wish that I would have had the ability to think like an adult in certain situations of my middle school and high school years. I know it would have led to less tears, less angry fights with parents and friends, and less ridiculous behavior in general. I think every parent needs to read this article so that they can understand that it's not just "emotions" or "hormones" that is making their teen crazy.
I agree with Amy. Parents and other adults (including us) need to try to understand how teenagers are thinking rather than just reacting to their behavior. If we can learn to understand how teens think, we can better serve teens and get down to what they really want and need.
I guess what has me wondering is: how do we engage those teens who are "hands on" learners? How do we get the kids who hate to read and think the library is uncool to step foot inside the libraries for something other than the latest DVD or CD? Clearly this article shows the power of reading in the development of the teen brain, and conversely, what happens to the brain when teens aren't engaged in reading, math, and science. So what do we do to reach those less reachable teens?
If I read that article on-line, does that mean I've really read it?
So here's a statement I disagree with: "Introducing literature with a great deal of
symbolism, irony, or complex language before the adolescent is
competent in abstract thought is developmentally inappropriate." Although I'm careful about what I recommend to people and teens, I think if someone wants to read something beyond what's "developmentally appropriate" he should be encouraged to do so. If he reads it, understanding may come. But that's a gut reaction; I haven't done any scientific research.
I'm also interested in what Katie said: how do we interest the uninterested teens?
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