Community Programs to Promote Youth Development (2002) / Chapter Skim
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Appendix A Fundamental Principles of Human Development
Appendix A Fundamental Principles of Human Development
Pages 315-319
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From page 315... ...
At any one point in time, individuals of the same age will vary greatly in their abilities, their values and interests, their needs, and their social and institutional relationships and connections. To be successful at promoting positive youth development, community programs must find ways to both accommodate and make use of these heterogeneities.
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From page 316... ...
Socially scripted socialization experiences refer to the normative sequence of experiences provided for people as they grow up like the age at which children begin and end formal schooling, the grade structure in the K-16 schooling process (when do the major school transitions occur when do children move into middle school or junior high school, into high school, and into postsecondary schools) , the ages at which children are allowed to drink, to drive, to vote, and to join the military, etc.
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From page 317... ...
In moving from childhood to Resolve any tensions between old and new adulthood, a person consciously crafts a beliefs about one's self. Assimilate a multidimensional image of self, but may focused and positive identity that fosters a suffer confusion if that identity is not healthy life style, satisfaction with one's validated and approved by others.
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From page 318... ...
Consequently, we need to think about development as occurring over time with experiences in the present being critical for both current well-being and preparation for the future. Looking at development from this general perspective makes especially salient the need for families, schools, and communities to provide developmentally appropriate and enriching experiences throughout childhood and adolescence in order to both foster well-being and ensure adequate preparation for the transition to adulthood.
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From page 319... ...
has been criticized for its potential cultural specificity and its apparent rigid adherence to the perspective that maturation is based on developmental stages. Limited research supports both of these concerns: sequences are more fluid than depicted in the static framework such as summarized in Table A-1, and cultural groups do vary in the sequence of the particular tasks and challenges proposed (Berger, 1988~.
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