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Youth Development

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Submitted By helenyeoh
Words 1136
Pages 5
Part A (20m)
1. Critical thinking (10m)

2. Working Models (10m)
(a) Authoritative Parenting-2m
Parents put maturity demands on youth. Parent use their authority to keep children safe and guide children’s choice. At the same time, also listen to children’s point of view to encourage their input on activity choices within specific bounds.
(b) Instrumental Scaffolding-2m
Adult give suggestions and cues to youth without teaching directly. When youth worked with an adult, adult often made comments that prompted youth to think about longer-term of the problem.
(c) Motivational Scaffolding-2m
Adults scaffold youths’ motivation by communicating confidence which lead to a desired ends. Adults can help youth sustain engagement in learning by setting achievable goals.
(d) Supporting cycles of Real-World Learning-2m
Adult plays a role to support youths’ learning cycle. In adventure program, they may supply provisions for a trip into the wilderness and accompany the youth to ensure their safety.
(e) Asset Building-2m
Development occurs within the full set of environments, relationships, and interactions that make up a youth’s daily life. Adult can intervene by altering the obstacle course of youths’ daily life.

Part B (20m)
1. Socialisation
(a) What is Youth Transnational framework?-2m
- Transition is the process or a period of changing from one state or condition to another.

A= Childhood dependence (1 to 17 years old)
B= Youth independence and awareness to interdependence (18 to 24 years old)
C= ‘Uber’s dependence or over dependence (24 years old to adulthood’s)

• From A to C, youth individually change by;
(I) Physical-2m
- Physical development refers to those changes that occur in an individual’s body over time, including growth.
- Such as tissue make-up (muscle-to-fat ratio), skeletal growth and hormone production.
(II) Emotional-2m
- Emotions are the reaction of a person to a situation that invokes feelings through facial expressions and physical movements.
- Examples of emotions include sadness, happiness, fear, anger or disgust.
(III) Sexual-2m
- The primary sexual characteristics refer to those changes that allow an individual to procreate.
- Secondary sexual characteristics are those changes that make males and females look like mature men and women.
- Exp: Voice breaking of male and breast development of female.

2. Characteristics of Safe Space (List 4)-4m
• Time
• Relationship
• Relational
• Physical

3. Culture- It refers to the processes by which the symbolic systems (e.g., common sense, "usual way of doing things"; traditions and rituals, frameworks for understanding experience, etc.) characteristically shared by a group of people are maintained and transformed across time.
• Tradition and ritual-2m
- Tradition refers to behaviors and action that we repeat again and again which teach values and connect generations.
- Rituals organize everyday life and define family roles and responsibilities such as regular meals and everyday greetings and goodbye.
• Framework for understanding experience-2m
- The mass institutions of the nation-state, which separate young people from adults and gather them in large numbers for education, religious instruction, training, work, or punishment, have been consistent locations in which youth cultures have developed. 4. List 4 principle of Rukun Negara-4m
• Kepercayaan kepada Tuhan
• Kesetiaan kepada raja dan Negara
• Keluhuran perlembagaan
• Kesopanan dan kesusilaan
Part C – essay (30m)
1. Socialization
(a) Theory-15m
1. Looking glass-self theory
Children gain an impression of how people perceive them as the children interact with them. In effect, children “see” themselves when they interact with other people, as if they are looking in a mirror. Individuals use the perceptions that others have of them to develop judgments and feelings about themselves.

2. Taking role of the other
Children pretend to be other people in their play and in so doing learn what these other people expect of them. Younger children take the role of significant others, or the people, most typically parents and siblings, who have the most contact with them; older children when they play sports and other games take on the roles of other people and internalize the expectations of the generalized other, or society itself.

3. Moral development
Children develop their ability to think and act morally through several stages. If they fail to reach the conventional stage, in which adolescents realize that their parents and society have rules that should be followed because they are morally right to follow, they might well engage in harmful behavior. Whereas boys tend to use formal rules to decide what is right or wrong, girls tend to take personal relationships into account.

4. Cognitive development theory
From about age 2 to age 7, in which children begin to use symbols, especially words, to understand objects and simple ideas. lasting from about age 7 to age 11 or 12, in which children begin to think in terms of cause and effect but still do not understand underlying principles of fairness, justice, and related concepts. begins about the age of 12. Here children begin to think abstractly and use general principles to resolve various problems.

5. Identity development
Identity development encompasses eight stages across the life course. The fifth stage occurs in adolescence and is especially critical because teenagers often experience an identity crisis as they move from childhood to adulthood.

(b) Types of socialization process-15m
1. Primary Socialisation:
Primary socialisation refers to socialisation of the infant in the earliest years of his life. It is a process by which the infant learns language and cognitive skills, internalises norms and values. The norms of society become part of the personality of the individual. The child does not have a sense of wrong and right. The primary socialisation takes place in the family.

2. Secondary Socialisation:
Socialisation continues beyond and outside the family environment. Secondary socialisation refers to the social training received by the child in institutional or formal settings and continues throughout the rest of his life.

3. Adult Socialisation:
In the adult socialisation, actors enter roles (for example, becoming an employee, a husband or wife). Adult socialisation teaches people to take on new duties. The aim of adult socialisation is to bring change in the views of the individual.

4. Anticipatory Socialisation:
Anticipatory socialisation refers to a process by which men learn the culture of a group with the anticipation of joining that group. As a person learns the proper beliefs, values and norms of a status or group to which he aspires, he is learning how to act in his new role.

5. Re-socialisation:
Re-Socialisation refers to the process of discarding former behaviour patterns and accepting new ones as part of a transition in one’s life. Such re-socialisation takes place mostly when a social role is radically changed. It involves abandonment of one way of life for another which is not only different from the former but incompatible with it. For example, when a criminal is rehabilitated, he has to change his role radically.

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