This helps to justify that maturity is not dependent on age but in fact dependent on the people they surround themselves with. In summary, maturity develops as a person ages but it develops at a certain time in their life based off of their life experiences. When a person experiences things that are mature, they learn lessons from those experiences and learning lessons at any age helps shape a person into being more
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
The aforementioned five personality traits would be developed in childhood and adolescence. However the evidence of minor changes in neuroticism and agreeableness seems to translate to the sociocultural view of maturity. One can perceive the significance of physical decline and illness in adulthood is high due to the realisation of mortality in this latter stage of life. Physical changes ranging from menopause to dementia have serious psychosocial implications relating to relationships and self-esteem. Conclusion In summary, adulthood cannot be categorized as balanced and free of changes as it is comprised
Social Development is our need and ability to interact and build trusting relationships with others. Children learn a lot from social interaction. This can be through their relationships with parents, teachers and friends. For a child a major part of social development is the skills they learn in order to adapt to their social environment, such as toilet training and washing, dressing and feeding themselves. Emotional Development is when we have an understanding of our feelings and those of the people around us.
Maturity is the “full development” of an individual, but what does this mean? People have often thought that it just comes naturally over time. Maturity is the ability of a person to act responsible, making the most out of their current circumstances. Some people never reach the state of maturity, while other obtain it at a very young age. In this sense, maturity cannot be given to someone, but must be earned by themselves.
Adolescence and Emerging Adulthood Human development changes throughout a lifespan and those changes include, physical, cognitive, social, and emotional changes between birth and adulthood. This paper reflects my own personal changes and focuses specifically on the changes concerning both cognitive development and psychosocial development. Cognitive development involves the mental mind and allows for reasoning and the ability to make decisions, based on logic and reason, to take place. Once individuals reach the age to reason, the maturity levels and past experiences shifts to concrete operational thinking. This stage includes problem-solving and a new method to thinking, such as anticipating or having a theory about something to come.
Hence to this argument of having two different contexts of one subject in my strong opinion adulthood is not restricted to any age; rather it revolves around a certain maturity level which is there in you with development of thoughts, ideas and understandings for everything around. This encompasses a strong psychological development in one person. A person is denoted as an adult when there is self realization at a point of knowing your responsibilities and eventually owning them up without any such assistance. This is when he is able to process and realize his emotions and feelings and firstly take up responsibility for himself. It generally means when you own up the consequence of your actions and alongside not expecting from anyone else.
It is impressive that most of his research is based on observation and studying of his own children. Cognitive development stages are the central part of Piaget’s theory, which demonstrate the development stages of children’s ability to think from infancy to adolescence, how to gain knowledge, self-awareness, awareness of the others and the environment. These stages are respectively relative to 4 ranges of age. It consists of characteristics of each stage and phenomena of each. The first stage between birth to 2 years old, children learn the external through senses and action, instinctively.
One of Piaget’s key views was stages of cognitive development, he divided cognitive development into separate stages as follows: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. It was hypothesized
Many researchers in their own opinion agreed that many children abilities overlap. (………………………………….). Consequently, Piaget rigid age-related stages thereby make Piaget’s hypothesis inaccurate. Furthermore, in a study conducted by (Kuhn et al., 1977) suggested that only 30-35% of high school student could achieve Piaget’s (formal operations stage of cognitive development. This implies that Piaget’s idea of one cap fit all was inaccurate, therefore he was criticised for not considering and focusing on individual’s child, because children are individual they achieve intellectual ability at different stages in life.