The particular group we are interested in to explore is the grade 9 students of Jesus Good

Shepherd School Imus, Cavite. Their age ranges from 14-15 years old, thus they fall under the
middle adolescents group. This particular period marks developmental milestones that would
equip them once they emerge as young adults in the future.

Cognitive Development

According to Jean Piaget theory of Cognitive development, children ages from 12 years and up
are considered to be in the formal operational stage. This period is characterized by the
development of more advanced reasoning skills, including the ability to explore a full range of
possibilities inherent in a situation, think hypothetically (contrary-fact situations), and use a
logical thought process.

In terms of problem solving skills, they have this ability to systematically solve a problem in a
logical and methodical way. Aside from that formal operational thinkers have the ability to
consider the different solutions before making an action by retrieving past experiences, present
demands, future consequences in their attempt to maximize their success.

While kids in the previous stage are very particular in their thoughts, children in this stage have
an increased abstract thinking. This means actual objects are no longer required and mental
operations can be taken “in head” using abstract words.

In the concept of Vgotsky, the zone of proximal development is still evident among these
children. Despite the fact that they have developed their thinking skills, it is also important that
they are being guided by a skilled person such as their teachers and their parents as well.
Cooperative learning approach is vital in this stage to promote mental and social functions.

Psychosocial Development

According to Erik Erikson, the adolescence stage is characterized by establishing identity which
is influenced by their social relationships. Apparently, most of them tend to distance themselves
from their parents and even complain on how their parents are interfering their lives. They have
this strong drive to make friends and even rely on them even on difficult times.

Children on these stage are very concerned with how they appear to others. Their peer-group,
which is typically the mixed-sex, has a strong influence on their development. Some would
really change their clothing, accessories, hairstyles, and language just to fit in with their friends.
They would experiment with different groups that sometimes veer them away from their family
just to seek their role or identity in life. However, in this stage, they may experience failure that
lead them to be confused with who they are or what they capable of. In some cases, there were
some who do not identify with any particular group. Thus, they were experiencing difficulty in
relating to others.

During this period, adolescents are normally having crushes on their classmates or even to the
person older than them. They have begun exploring short, intense “love” relationships. What’s
more, they appear serious when it comes to dating or partnering. They think that having a
boyfriend or girlfriend would mean that they have truly lived their teenage years. However, this
stage is very important in the way their romantic relationship in the future would flourish.

Moral Development

As adolescents’ independent functioning increases, the more that they become capable of
examining their personal experiences, relating their experience to others, and developing a
concern for others. Although for some, being egocentric is still evident though they have
increased their ability to see things through.

For these children, they are capable of internalizing the moral standards of their adult role
models. This conventional morality, according to Kohlberg, also stated that these adolescents
don’t question authority and that they based their reasoning on the norms of the group to which
they belong.

In particular, they exemplify the “good boy/good girl attitude” wherein they would like to be
seen as good by others which implies the need for approval from others.

The adolescents on this stage are already pondering the meaning of their lives which is marked
by their own philosophy in life. However, these children prefer to think about ideals rather than
reality.
References: Hand out on Educational Psychology retrieved from Perspective Development,
Chapter 5 Page 133, Table 4.2 Erik Erikson’s Psychosocial Stages of Development retrieved
from http://www.ppt.net/deyanaflores/eriksons-stages-of- psychosocial-development-16062653

Kendra Cherry | Reviewed by Steven Gans, MD. Formal Operational Stage of Cognitive
Development. Retrieved from https://www.verywellmind.com/formal-operational-stage-of-
cognitive-development-2795459

McLeod, S. (2013). Saul McLeod. Simply Psychology. Retrieved from

https://www.simplypsychology.org/kohlberg.html

Vygotsky's Sociocultural Theory of Cognitive Development. Retrieved from

https://www.psychologynoteshq.com/vygotsky-theory/
 De La Salle University-Dasmarinas
College of Liberal Arts and Communication
Psychology Department

PRELIM MAIN TASK IN EDUCATIONAL PSYCHOLOGY

Pimentel, Shiela May Asher T.

Subida, Mary Iris M.

February 23, 2018