Development	Age Range	Theorist(s)	Stage Description	Teaching Considerations
Cognitive	Young adolescence	Kellough, Manning, Scales	They exhibit metacognition and independent thought	They prefer active learning rather than lecture-style, and enjoy engaging with their peers while they learn
Social-Emotional	Young adolescence	Brighton, Scales, Wiles, Kellough	Conflict between conforming and individuality. Strong need to be part of a group	Create activities in class that stimulate debate, as well as healthy collaboration
Psychological	10-11	Erikson	Create identity by the things they do well	Role-play activities, and the opportunity for students to make their own choices
Psychological	12-15	Erikson	Experimentation with ways to shape their own identity
Moral	Young adolescence	Scales	They value fairness, and move away from just doing what they are told, to developing their own morality, normally based upon parents and/or key adults in their lives.	“...plan assignments that help students to incorporate their thoughts and feelings in writing”

When I was in early adolescence, I definitely experimented with my identity in the Psychological aspect. I grew up playing the flute, and was very good at it. However, being in band was not part of the social group I was in. I created an identity that was very individual, where I had a strong social group that knew nothing about performing music, as well as part of my identity that focussed on what I was good at. In the end, it allowed me to be myself (whatever that was) alongside have a self-esteem booster whenever I went to band practice.