Skip main navigation

£199.99 £139.99 for one year of Unlimited learning. Offer ends on 28 February 2023 at 23:59 (UTC). T&Cs apply

Find out more

Key takeaways

In this short video, Nithit will sumarize the key learnings.
Nikhit, you were the right person to call, that was a whirlwind of information. Yeah, I threw a lot at you, so I want to just take this moment to summarize some of that for you. So one of the main takeaways is that age is just one way for us to reference and think about adolescence. The age of 10 to 18 or 10 to 19 is just one barometer for us to think about adolescence. The start of adolescence, with puberty, might start earlier at 9, 10, 11, 12, but the end of adolescence there isn’t a clear biological or physical marker. The transition to adulthood differs in different cultures and contexts.
Another important takeaway is that adolescence is a very important time for learning and growth. The adolescent brain continues to mature until the late 20s, and adolescents are constantly looking for new things to learn, new things, to try out, and to figure out what works for them. As adults, we have to support and leverage that learning and growth that’s taking place.
Adolescence is also defined by context. The places where people live, who they interact with, the social and cultural norms around them affect the biological and physical development of adolescence. Also, the physical and biological development of adolescents affects how adolescents interact in different communities, different societies, and different contexts. I gotta say, I’m loving this walk down memory lane. Well, another thing you probably remember is that social emotional learning development is not this linear trajectory. It’s spiral nature, adolescence tend to revisit things they’ve already learned and learn new things, and in some cases they may actually have skills that they don’t know how to use a new context and so may perceive themselves as not really having those skills.
One other thing is that typical adolescent development is just a reference point. It is a way for us to understand what general adolescent development looks like. What’s more important for us to think about are the developmental tasks that adolescents are working through. Things like standing out and coming up with their own identity, fitting in with others, and with other social groups, measuring up and trying to understand which skills they need to leverage, which skills they need to learn. And taking hold. Coming up with a goal for their future and coming up with a sense of purpose.
Another thing related to this is developmental tasks, is that crisis can have a long lasting impact on both adolescent development and these developmental tasks that adolescents are working through. The reason for this is because during adolescence the stress response system is still developing and maturing, and so adolescents may be especially susceptible to stress. But the other reason is that adolescents are developing these meaning making and critical thinking skills that affects how they make meaning of both the short term and long term impacts of these stresses on their life.
In terms of social emotional learning, adolescents are working on learning the social, emotional and cognitive skills and competencies, but also the values and perspectives that help them think about how do they apply these skills? When and why? What’s important for us as adults, as parents, as teachers is to think about the fact that we’re now moving from instructing adolescents about specific skills and what they should learn, to helping facilitate sessions where adolescents are defining what skills they want to learn. And when and why they need to use them. What’s important in this facilitation processes, is to actually help adolescents reflect and debrief about what they’re learning through these activities.
And this brings us to reflection sessions where we focus on three sets of questions. The what, So what? And now what questions. Nikhit, thank you so so much. This has been so informative and fun. It has been a pleasure being here with you and I hope I answered most of the questions that you had at the start. For all of you at home, before you leave, I’d like you to go on to the next step and there we have some What?, So what? and Now what questions for you, about your own learning, so I’d like you to take a moment, reflect on what you’ve learned this week and respond to those questions, and share that with us.
This article is from the free online

Coping with Changes: Social-Emotional Learning Through Play

Created by
FutureLearn - Learning For Life

Our purpose is to transform access to education.

We offer a diverse selection of courses from leading universities and cultural institutions from around the world. These are delivered one step at a time, and are accessible on mobile, tablet and desktop, so you can fit learning around your life.

We believe learning should be an enjoyable, social experience, so our courses offer the opportunity to discuss what you’re learning with others as you go, helping you make fresh discoveries and form new ideas.
You can unlock new opportunities with unlimited access to hundreds of online short courses for a year by subscribing to our Unlimited package. Build your knowledge with top universities and organisations.

Learn more about how FutureLearn is transforming access to education