Theories Of Maturity

View of the physical world does not logically result in a universal reaction among the people, but varies depending on one 's tendency to handle the situation. Feelings are also known as a particular condition of consciousness, resulting from emotions.

Maturity means the ability to communicate to the environment. This communication is usually learned. It also means being aware of the right time and place knowing when to act. Adult development and maturity theories include the purpose in life, in which maturity emphasizes a clear logic of life 's purpose, which contributes to the feeling that life means a lot.

B. Framework of the Study

According to the 1987 Constitution of the Republic of the Philippines, Article II, State

The key to human innovation through the use of symbols and tools, therefore, is re-interpretive imitation that is “practiced, perfected, and varied in play” through extensive exploration of the limits on one’s ability to interact with the world. Evolutionary psychologists have also hypothesized that cognitive immaturity may serve an adaptive purpose as a protective barrier for children against their own under-developed meta-cognition and judgment, a vulnerability that may put them in harm’s way. For youth today, the steadily extending period of ‘play’ and schooling going into the 21st century comes as a result of the increasing complexity of our world and its technologies, which too demand an increasing intricacy of skill as well as a more exhaustive set of pre-requisite abilities. Many of the behavioral and emotional problems associated with adolescence may arise as children cope with the increased demands placed on them, demands which have become increasingly abstracted from the work and expectations of

Various theorists have provided frameworks for recognizing the indicators of maturity. Erikson 's stages of psychosocial development describe progression into adult maturity, with each maturation stage characterized by a certain kind of psychosocial conflict. The “Identity” stage is characterized as being mainly concerned with issues of role exploration and role confusion, and also the exploration of sexual and other identities. Adolescents navigate a web of conflicting values and selves in order to emerge as 'the person one has come to be ' and 'the person society expects one to become '. Erikson did not insist that stages begin and end at globally pre-defined points, but that particular stages such as “Identity” could extend into adulthood for as long as it took to resolve the conflict. Piaget’s theory of cognitive development defines the formal operational stage as a plateau reached once an individual can think logically using symbols and is marked by a shift away from “concrete” thought, or thought bound to immediacy and facts, and toward “abstract” thought, or thought employing reflection and deduction. These theories have shaped the investigation of adolescent development and reflect the limitations of cognition prior to