Characteristics of Youth by Age
Characteristics of 12-14 year old:
- Exhibit a wide range of sexual maturity and growth patterns between genders within gender groups.
- Experience rapid changes in physical appearance.
- Are interested in activities involving the opposite sex; learning to live with opposite sex.
- Are looking more to peers than parents. Seek peer recognition.
- Seek acceptance and trust.
- Tend to reject ready-made solutions from adults in favor of their own.
- Question authority and family values.
- Compare themselves to others.
- Are concerned about physical development and emerging sexuality.
- Are concerned about social graces, grooming and being liked by friends.
- Abandon view of parents as all powerful.
- Strive for independence, yet want and need parents help.
- Need information for making decisions.
- Seek privacy from parents/adults.
- Want to be part of something important.
- Find justice and equality to be important issues.
- Think abstractly and hypothetically.
- Are developing skills in the use of logic. Can understand cause and effect.
- Can solve problems that have more than one variable.
- Can imagine consequences.
- Are ready for in-depth, long-term experiences.
- Challenge assumptions.
- Want to explore the world beyond their own community.
- Are curious about the environment.
Youth ages 12 to 14 would thrive in curriculum activities that focus on developing attitudes about the natural world. Looking at community environmental issues and defining their feelings about those issues through research and investigation provides youth to challenge assumptions and redefine their beliefs based on real life experiences.
Characteristics of 15-18 year old:
- Are concerned about body image.
- Exhibit smaller range in size and maturity among peers.
- Make commitments.
- Can commit to follow through with service.
- See adults as fallible.
- Desire respect.
- Are apt to reject goals set by others.
- Want adult leadership roles.
- Desire respect.
- Are beginning to accept and enjoy their own uniqueness, but still seek status and approval of peer group.
- Look for confidence of others in their decisions.
- Develop their own set of values and beliefs
- Take on multiple roles.
- Gain autonomy.
- Are introspective.
- Take fewer risks.
- Can initiate and carry out their own tasks without the supervision of others.
- Search for career possibilities.
- Desire a role in determining what happens in their world.
- Are mastering abstract thinking. Can imagine impact of present behavior on the future.
- Can consider many perspectives and a given issue.
- Develop theories to explain how things happen.
- Create new possibilities from information.
Fifteen to 18 year old are ready for authentic experiences in the environment that foster commitment and skill development to protect and improve the environment. Service learning, teaching others and authentic leadership roles around the environment provide 15 to 18 year olds with opportunities to impact their world and challenge others to do the same.
The selection of age appropriate activities for young people will provide them with a positive learning environment that will support their interests and provide a solid foundation for further investigation and research.
Groff, J. Training Trainers to Teach. Raleigh, North Carolina: North Carolina State University.
Acknowledgement of above article is made on an “await claim” basis. The copyright holder has not been traced. Any information enabling us to contact the copyright holder would be appreciated.
The training program “Training of Trainers” is an educational product that is currently missing in the partner countries – Bulgaria, Cyprus and Romania. Due to the early stage of development of the youth sector and youth work in these countries the educational materials aimed at non-formal learning are still limited and insufficient. The lack of adequate educational framework for training of youth workers in the field of formal education leads to inefficient use of the capacity of professionals.
This course fills a gap in the youth sector, namely the need of methodologies for the preparation of trainers, who are able to train youth workers. This course will set the basis for the preparation of teams of trainers of youth workers. The course will serve the goal of development of youth work in the participating countries and other interested parties. A large number of youth workers can be trained according to the methodology at national and international level to use and promote non-formal learning as a tool to enhance the realization of young people in the labor market and increase their social cohesion.
Part 1 General concepts
- Lesson 1 – What is a trainer? Ethics, morality and responsibility – video
- Lesson 1 – What is a trainer? Ethics, morality and responsibility – text
- Lesson 2 – Principles of Non-formal learning – text
- Lesson 2 – Principles of non-formal learning – web links
- Lesson 2- Principles of non-formal learning – tips and tricks
- Ask yourself – Check your values – reflection
Part 2 Theoretical framework
- Lesson 3 – Most influential theories of learning – text
- Lesson 3 – Most influential theories of learning – web links
- Lesson 4 – Learning Pyramid (Edgar Dales Cone Of Experience) – text
- Lesson 4 – Learning Pyramid (Edgar Dales Cone Of Experience) – web links
- Lesson 5 – Holistic Teaching and Learning 1 – Whole-brain learning – text
- Lesson 5 – Holistic Teaching and Learning 2 – Cooperative learning – text
- Lesson 5 – Holistic Teaching and Learning 3 – Knowledge of whole systems – text
- Lesson 5 – Holistic Teaching and Learning 4 – How to Use the Brain More Effectively – video
- Lesson 6 – Theory of Self-Directed Learning – text
- Lesson 7 – Multiple Intelligence Theory – text
- Lesson 7 – Multiple Intelligence Theory – video
- Lesson 7 – Multiple Intelligence Theory – web links
- Lesson 8 – Social Learning Theory – text
- Lesson 8 – Social Learning Theory – video
- Lesson 9 – Self-efficacy – text
- Lesson 9 – Self-efficacy – video
- Lesson 10 – Experiential learning theory – text
- Lesson 10 – Experiential learning theory – video
- Lesson 11 – Model of Learning styles – text
- Lesson 12 – Learning motivation – text
- Lesson 13 – Learning flow – text
- Lesson 13 – Learning flow – video and web links
- Lesson 14 – The four stages of competence – text and web links
- Lesson 15 – Key competences for lifelong learning – text
- Lesson 16 – Facilitation, Coaching, Mentoring and Training – text
- Lesson 16 – Facilitation, Coaching, Mentoring and Training – video and web links
- Lesson 17 – Developmental Stages of Youth – text
- Lesson 18 – Characteristics of Adult Learners – text
Part 3 Practical skills
- Lesson 19 – Setting learning goals – tips and tricks
- Lesson 20 – Taxonomy of learning goals – text
- Ask yourself – Learning goals vs. Learners needs – reflection
- Lesson 21 – Group Dynamics and Social learning: The Layers Effect – text
- Lesson 22 – Working with groups: Stages of Group Development (group dynamics) 1 – text
- Lesson 22 – Working with groups: Stages of Group Development (group dynamics) 2 – text
- Lesson 22 – Working with groups: Stages of Group Development (group dynamics) 3 – text
- Lesson 22 – Working with groups: Non-formal Methods – video
- Lesson 22 – Working with groups: Before taking action – tips and tricks
- Lesson 22 – Working with groups: Activities collection – try this
- Ask yourself – Group dynamics processes – reflection
- Lesson 23 – Assignment of Activities – text
- Lesson 24 – Communication: Johari window – text
- Lesson 24 – Communication: Listening – text
- Lesson 24 – Communication: Giving and receiving feedback – text
- Lesson 24 – Communication: How to deal with disruptive behavior – text
- Lesson 24 – Communication – tips and tricks
- Lesson 25 – Working in team of trainers – text
- Lesson 26 – The Art of Co-Working – text
- Ask yourself – Team work – reflection
- Lesson 27 – Active reviewing – text
- Lesson 27 – Active reviewing – video
- Lesson 27 – Active reviewing – web links
- Lesson 28 – Debriefing Experiential Learning Exercises – text
- Lesson 29 – Six phases of debriefing – text
- Lesson 30 – Learning methods – text
- Lesson 31 – Training design: ADDIE Model – text
- Lesson 31 – Training design: Construction of the training program – text
- Ask yourself – Training design – reflection
- Lesson 31 – Training design: Process activities – text
- Lesson 31 – Training design: Secret of Happiness – try this
- Ask yourself – Training design – reflection
- Lesson 32 – Training delivery: Things to Pay Attention to during a session – text
- Lesson 32 – Training delivery: Guidelines for the use of interactive games and activities – tips and tricks
- Lesson 33 – Training evaluation – text
- Lesson 33 – Training evaluation – web links
- Lesson 33 – Training evaluation – try this
- Lesson 34 – Training aids: Analogies – text
- Lesson 34 – Training aids: Storytelling – text
- Lesson 34 – Training aids: Storytelling – web links and tools
- Lesson 34 – Training aids: Storytelling – tips and tricks
- Lesson 34 – Training aids: Visuals – text
- Lesson 34 – Training aids: Visuals – web links
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