Within the four lists of developmental assets, located on the Search Institute
website, subsequent age groups are discussed and from a personal perspective it
would seem incomplete to deem only some of them to be in alignment with my own
philosophy. I feel that each of the age groups listed are in some way in alignment with my
own educational philosophy. The first age group which addresses early childhood
and consists of ages three through five (though, the ages of birth through three
is equally significant in developing qualities of trust and other positive
relationship patterns and I feel this should be considered as well) is probably
the most important in my line of thinking, as these years include a very
significant stage of conscious and subconscious mind development which occurs
between birth and age six. During this time a child basically becomes
programmed toward certain responses to various life situations, develops a
sense of self identity, and is able to assimilate information at an exponential
rate. (Lipton, 2007) Therefore, this time seems to be
crucial in laying a foundation for better learning pathways and emotional as
well as psychological wellbeing which affects the ongoing learning process in a
number of ways.
The
next age group of course ties into the previous as it includes part of the
developmental stage mentioned in the article by Dr. Lipton which was cited in
the above paragraph. This age group, as covered by the Search Institute
website, consists of ages five through nine or grades K-3. This is an
especially important time for establishing certain positive behavior patterns
and emotional responses that prove helpful and beneficial for the child’s
overall psychological development as well as their continued progress
throughout life. This is a time for setting foundations that will support the
ongoing growth of the whole mind body mechanism of the child. I have two
children of my own who are in this age group and they are schooled at home in
order to provide them with many of the developmental assets mentioned in the
list provided for this age group. Developmental assets are essentially those positive
factors that when put into place reinforce the preferred healthy behaviors and
attitudes within a person as they grow and develop throughout childhood and
into adulthood. According to the Search Institute that provides these lists,
which each contain forty developmental assets, the average youth will
experience only about half of those assets listed with girls experiencing
slightly more statistically. (Search Institute, 2007)
The lists
include so called external as well as internal assets with external assets
including such things as support provided by family and school environments and
positive peer relations while the internal assets include such things as
instilled positive values and social competencies. There are a few of the
specific developmental assets listed for the age group five through nine that I
find particularly relevant to my own philosophy and situation raising and home
schooling two children in this age group. For instance, in the area of social
competencies I find that I frequently work with my children on interpersonal
competence incorporating scenarios into their daily lives which help to
reinforce positive peer relations and help them learn how to properly handle
what comes from those relationships. I also tend to concentrate much in the
area of building self esteem, sense of purpose, and other aspects of instilling
positive self-identities. Instilling positive values such as understanding
social justice, encouraging honesty and integrity, and acting responsibly as
well as empathetically are also quite important in my philosophy concerning the
upbringing and development of my children and any other children whose lives I
may influence. Many of the external factors are quite important to me as well,
such as the extended family support, proper supervision, and community
involvement.
The third list
of developmental assets refers to middle childhood or ages eight through
twelve. One reason I feel this age group is so relevant is that this is when
children first learn to develop and maintain friendships, discover their
talents, and apply previously learned interpersonal skills in everyday life
particularly in relationships built outside the home. And the final list refers
to adolescents or children ages twelve through eighteen. During this period of
development, kids are not only changed and influenced by hormonal shifts but
they are also presented with a number of day to day challenges and concerns
that may not have been previously significant. It is during this time that many
of the at risk behaviors displayed by some youths may become more noticeable
through certain actions and non-actions. Many risk factors of youth are
covered in the text entitled Foundations of American Education and some of these are especially prominent among youth in
this final age group listed. (Webb, 2010)
For instance, dropping out of school is an issue which occurs often in the teen
years and this is also a time when we see more issues involving drug usage, underage
sexual activity, and suicidal behaviors.
Some
developmental assets mentioned in the final age group (list) that would prove
useful in addressing some of these at risk behaviors would include aspects of
social competency, commitment to learning, and constructive use of time. For
instance, for the youth who is a potential drop out, concentrating on areas
which involve the youth devoting more time toward constructive activities
through relevant clubs and programs would be a positive deterrent from such an
action. For the youth who displays tendencies toward depression or suicide, providing
more outside support and ways through which they may build their sense of
self-esteem and self-power as well as create a more positive view of the possibilities
that exist for their life and future may prove beneficial in curbing such
tendencies. And for those kids who show signs of sexual promiscuity or drug use,
building resistance skills and teaching them how to understand the influence of
current actions on future circumstances through better planning and decision
making processes are some areas of concentration which could prove useful in
altering those behaviors. In great contrast, children who learn to identify
well with others no matter what side of an issue they stand on and who learn to
cooperate effectively with others early on will continue to utilize such
attitudes and behaviors in their dealings with other people throughout
life.
References
Webb, L. M.
(2010). Foundations of American Education (6th ed.). Saddle River, NJ:
Pearson Education Inc.
