Lesesne, Teri S. (2006). Naked Reading. Maine: Stenhouse Publishers.
Lesesne's chapter 4 "How Can We Energize Tweens? T-A-R-G-E-T: Six Ways for Teachers to Reconnect Kids to Books" provides useful suggestions for teachers and teacher-librarians to draw readers back to reading. These ideas can also be used to entice a nonreader to read. The TARGET acronym is a handy reference. Lesesne suggests building trust ("T") with students by getting to know them. This can be done through interest surveys and checklists to gather information on interests, attitudes, and reading habits; surveys should be given in a brief format to increase the likelihood of responses. Having experience with administering surveys, short and quick is very effective; I've used index cards with one or two questions to answer and surveymonkey.com with less than 8 questions. Also, in the area of trust, she recommends that you do not suggest books to students that will address their current problem, for "bibliotherapy", or make every book a lesson, both can be discouraging to the student.
A is for access, which reminds us that it is essential that students have access to books at all times. There's research showing the relationship between access to books and students' academic achievement: Stephen D. Krashen's "Access to Books is the First Step" and Science Daily's "Books in Home..." . Reading materials should be provided in a variety of formats, with varying levels of text and content complexity, in an array of fiction and nonfiction genres, with appealing covers and titles, of different lengths. Also, having books that appeal across generations is helpful for transgenerational reading.
Teachers and librarians need to be enthusiastic about reading and provide different venues for reading, for free and structured reading times. I worked with a teacher who would have reading and writing cafes, where students were able to have a drink, stretch out around the room and read or write freely. It was a wonderful and the students enjoyed it.
The TARGET approaches are applicable to use with nonreaders and readers alike. They also provide a useful approach for reaching out to many different people in the community, including individuals who may not be well represented in a given community (i.e., LGBTQ, homeless, foster youth, disabled, specific ethnic or cultural groups, etc.). Articles such as "Recession Drives Surge in Youth Runaways", "Partnership with health department has directed more than 150 people to social services" , and "Coming Out in Middle School" show us some of these groups. A review of community profiles is another way to gather information about community members. The American Community Survey of the US Census is one place to review such data, as well as school profiles posted by districts and state departments of education.
Wednesday, June 30, 2010
Tuesday, June 22, 2010
Serving Tweens in the Library & Brain-Compatible Considerations
Anderson, Sheila B. (2007) Serving Young Teens and ‘Tweens. Connecticut: Libraries Unlimited.
Lesesne, Teri S. (2006). Naked Reading. Maine: Stenhouse Publishers.
Learning to read, involves learning the words and making sense of the text. Reading is a way to get information. Educators and librarians must find ways to facilitate efforts to move children beyond basic literacy skills, to enjoy more age- and developmentally-appropriate, interesting and challenging text. Reading is a way venue to provide young teens with information related to cognitive and emotional growth. Brain research indicates that the brain is still changing and developing through the teen years. (p. 33, Anderson).
Edutopia.org features information about Raleigh Philp, teacher and author of Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students (2007), who uses brain research to develop instruction approaches for teachers to use. Research shows “that teenagers still relies on a more reactive, gut-instinct part of the brain, the amygdala, which handles emotions and memories associated with emotion” (http://www.edutopia.org/classroom-management-learning-states-teenagers-interview ). Philp points out that most middle school students are incapable of consistence in their emotions, they can vacillate from loving you one day to hating you the next. He states that “middle school teachers need to recognize that this is the outward manifestation of a brain that is undergoing profound changes”. PBS provides great information at "Inside the Teenage Brain" and "The Teen Brain: It's Just Not Grown Up Yet".
According to Dr. Thomas Greenspon (p. 66, Anderson), early adolescent development involves the following facets: social development –family and peers; intellectual- abstract thinking and decision-making; focus and self-direction; adventure and curiosity; sexuality and relationships; self-regulation and self-definition. Each of these can impact reading interests in tweens. Further, Dr. Eliza Dresang (p.81, Anderson) describes three types of “radical change” in books caused by “technology, expansions in formats and more acceptance of what should be available for young readers”; expanding the topics and materials with changing perspectives and boundaries. It is important to provide materials for tweens that address the different areas and in a variety of formats (graphic novels, verse, texting style, screenplays, magazines, etc.). These radical changes influence young readers interests in reading material for older teens. Anderson provides book lists to address the different areas. Lesesne (2006) also provides lists of magazines and humorous books and discusses teens interests in comics and horror/supernatural.
In order to serve students well, Anderson stresses the absolute necessity for librarians to embrace technology, as this is the avenue to provide information to tweens and teens. There’s a vast amount of digital resources for tweens and a variety of electronic tools to use. Tweens need to learn to efficient to retrieve information and safe ways to use it.
Partnerships between school and public libraries are also essential, as well as collaborations between teacher librarians and teachers on classroom activities. Providing a variety of materials is also critical; Anderson provides bibliographies of books that address various topics: growing up, religion and spirituality, dealing with family and friends, earning money and volunteering, academic and personal success, personal style, hobbies and interests, looking good and staying fit and true stories.
Lesesne, Teri S. (2006). Naked Reading. Maine: Stenhouse Publishers.
Learning to read, involves learning the words and making sense of the text. Reading is a way to get information. Educators and librarians must find ways to facilitate efforts to move children beyond basic literacy skills, to enjoy more age- and developmentally-appropriate, interesting and challenging text. Reading is a way venue to provide young teens with information related to cognitive and emotional growth. Brain research indicates that the brain is still changing and developing through the teen years. (p. 33, Anderson).
Edutopia.org features information about Raleigh Philp, teacher and author of Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students (2007), who uses brain research to develop instruction approaches for teachers to use. Research shows “that teenagers still relies on a more reactive, gut-instinct part of the brain, the amygdala, which handles emotions and memories associated with emotion” (http://www.edutopia.org/classroom-management-learning-states-teenagers-interview ). Philp points out that most middle school students are incapable of consistence in their emotions, they can vacillate from loving you one day to hating you the next. He states that “middle school teachers need to recognize that this is the outward manifestation of a brain that is undergoing profound changes”. PBS provides great information at "Inside the Teenage Brain" and "The Teen Brain: It's Just Not Grown Up Yet".
According to Dr. Thomas Greenspon (p. 66, Anderson), early adolescent development involves the following facets: social development –family and peers; intellectual- abstract thinking and decision-making; focus and self-direction; adventure and curiosity; sexuality and relationships; self-regulation and self-definition. Each of these can impact reading interests in tweens. Further, Dr. Eliza Dresang (p.81, Anderson) describes three types of “radical change” in books caused by “technology, expansions in formats and more acceptance of what should be available for young readers”; expanding the topics and materials with changing perspectives and boundaries. It is important to provide materials for tweens that address the different areas and in a variety of formats (graphic novels, verse, texting style, screenplays, magazines, etc.). These radical changes influence young readers interests in reading material for older teens. Anderson provides book lists to address the different areas. Lesesne (2006) also provides lists of magazines and humorous books and discusses teens interests in comics and horror/supernatural.
In order to serve students well, Anderson stresses the absolute necessity for librarians to embrace technology, as this is the avenue to provide information to tweens and teens. There’s a vast amount of digital resources for tweens and a variety of electronic tools to use. Tweens need to learn to efficient to retrieve information and safe ways to use it.
Partnerships between school and public libraries are also essential, as well as collaborations between teacher librarians and teachers on classroom activities. Providing a variety of materials is also critical; Anderson provides bibliographies of books that address various topics: growing up, religion and spirituality, dealing with family and friends, earning money and volunteering, academic and personal success, personal style, hobbies and interests, looking good and staying fit and true stories.
Tuesday, June 15, 2010
Middle Schools and ‘Tweens
Juvonen, Jaana; Le, Vi-Nhuan; Kaganoff, Tessa; Augustine, Catherine; and Constant, Louay (2004). Focus on the Wonder Years: challenges facing the american middle school. RAND Education for the Edna McConnell Clark Foundation
It’s interesting to consider the history of middle schools in the United States and the role they have played in regards to tweens. Junior high schools, for 7th and 8th graders were developed at the turn of the 20th Century as a response to the societal pressures of increased enrollment in primary schools from immigration, the demand for a more educated class brought on by industrialization, and pressure from colleges to provide college preparatory classes for students starting at grade 7. The first junior highs emulated high schools and experienced failure, with only a third of the students making it to 9th grade. Regardless, the number of junior high schools increased exponentially from 1922 to 1938. The 1960’s showed a growing dissatisfaction with the structure of junior high school instruction, encouraging more focus on exploration and integration During the 1980s,the concept of a middle school emerged and aimed at serving 6th through 8th graders. New approaches toward serving the ‘whole child’ were being developed, to provide full-service to facilitate the development of young teens (Juvonen, et.al, 2004). These derived from the concern that problems existed for young teens from the ‘nature’ of the transition to a middle school – “teens undergo changes in school environment as they are going through major social, psychological, physical and cognitive changes. (p.14).
The National Middle School Association (NMSA) identified “components that need to be implemented for schools to be developmentally responsive:
Curriculum – challenging, integrative, exploratory
Varied teaching and learning approaches
Assessment and evaluation that promote learning
Flexible organizational structures
Programs and policies that foster health, wellness, safety
Comprehensive guidance and support services”
The report emphasizes that middle schools provide students with a balance of support and academic rigor, through creating small school learning communities where personal relationships between adults and students are developed and student’s academics are closely monitored. It also argues that schools configured for grades K through 8 are better than middle schools for tweens. This would reduce the number of transitions tweens would need to deal with in comparison to going from elementary self-contained classrooms, to middle school with different teachers.
This informative and interesting report reflects on the evolution of middle schools and the structure of their services. The notion of middle schools provides some insight in how tween students are viewed. From my experiences of working in middle schools, the staff have a definite preference and personality to work with this age group. They find them challenging yet fun, interesting yet frustrating; full of energy, emotion and hormones.
Additional reading: Scholastic in “Making the Transition: Help your child navigate these typical middle school challenges” by Margery D. Rosen provides suggestions for parents to assist their child in the new experiences that occur in middle school.
It’s interesting to consider the history of middle schools in the United States and the role they have played in regards to tweens. Junior high schools, for 7th and 8th graders were developed at the turn of the 20th Century as a response to the societal pressures of increased enrollment in primary schools from immigration, the demand for a more educated class brought on by industrialization, and pressure from colleges to provide college preparatory classes for students starting at grade 7. The first junior highs emulated high schools and experienced failure, with only a third of the students making it to 9th grade. Regardless, the number of junior high schools increased exponentially from 1922 to 1938. The 1960’s showed a growing dissatisfaction with the structure of junior high school instruction, encouraging more focus on exploration and integration During the 1980s,the concept of a middle school emerged and aimed at serving 6th through 8th graders. New approaches toward serving the ‘whole child’ were being developed, to provide full-service to facilitate the development of young teens (Juvonen, et.al, 2004). These derived from the concern that problems existed for young teens from the ‘nature’ of the transition to a middle school – “teens undergo changes in school environment as they are going through major social, psychological, physical and cognitive changes. (p.14).
The National Middle School Association (NMSA) identified “components that need to be implemented for schools to be developmentally responsive:
Curriculum – challenging, integrative, exploratory
Varied teaching and learning approaches
Assessment and evaluation that promote learning
Flexible organizational structures
Programs and policies that foster health, wellness, safety
Comprehensive guidance and support services”
The report emphasizes that middle schools provide students with a balance of support and academic rigor, through creating small school learning communities where personal relationships between adults and students are developed and student’s academics are closely monitored. It also argues that schools configured for grades K through 8 are better than middle schools for tweens. This would reduce the number of transitions tweens would need to deal with in comparison to going from elementary self-contained classrooms, to middle school with different teachers.
This informative and interesting report reflects on the evolution of middle schools and the structure of their services. The notion of middle schools provides some insight in how tween students are viewed. From my experiences of working in middle schools, the staff have a definite preference and personality to work with this age group. They find them challenging yet fun, interesting yet frustrating; full of energy, emotion and hormones.
Additional reading: Scholastic in “Making the Transition: Help your child navigate these typical middle school challenges” by Margery D. Rosen provides suggestions for parents to assist their child in the new experiences that occur in middle school.
Tween Fact Sheets and Health Sites
US Department of Health and Human Services Centers for Disease Control and Prevention (2009 ) “Audience Insights - Communicating to Tweens (Ages 9 – 12)”
Very informative fact sheet which describes tweens and their lifestyle, compares tweens with teens, provides facts related to their use of technology and the internet, gives data about their media habits and their behavior as consumers. Suggestions on communicating about health-related topics are provided.
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USDA’s Nutrition.gov site provides information and links about health, fitness, nutrition, peer pressure, and more at "Life Stages for Tweens and Teens" and Nemours “TeensHealth”.
Both sites are provide information in attractive and accessible formats that would appeal to tweens. A good source for teens to get sensitive information.
Very informative fact sheet which describes tweens and their lifestyle, compares tweens with teens, provides facts related to their use of technology and the internet, gives data about their media habits and their behavior as consumers. Suggestions on communicating about health-related topics are provided.
-----------------------
USDA’s Nutrition.gov site provides information and links about health, fitness, nutrition, peer pressure, and more at "Life Stages for Tweens and Teens" and Nemours “TeensHealth”.
Both sites are provide information in attractive and accessible formats that would appeal to tweens. A good source for teens to get sensitive information.
Tweens, Media and Marketing
Tweens and Media: What's Too Adult?
NPR All Things Considered produced “Tweens and Media: What’s Too Adult?” (August 1, 2006) by Lynn Neary. Retrieved June 15, 2010 from http://www.npr.org/templates/story/story.php?storyId=5595146
The notion that tweens are media-savvy and tech-proficient, while still young enough to engage in imaginative play is discussed. Visual and auditory media present tweens with a large degree of sexual content that tweens, developmentally, are too young to process and understand. Diane Levin, a professor at Wheelock College in Boston, has written a book about this subject, exploring the affects of the sexual images and messages on young teens.
YouTube has her appearance on the Today Show - “So Sexy So Soon”. Levin, along with her co-writer, Jean Kilbourne presented at Campaign for a Commercial-Free Childhood summit including in their presentation the changes in media and how sexual content is marketed; click here.
Levin, Diane E. and Kilbourne, Jean (2010). So Sexy, So Soon: The Sexualization of in commercial culture. Retrieved June 15, 2010 from the Campaign for a Commercial-Free Childhood website http://www.commercialexploitation.org/articles/4thsummit/levin.htm
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How to Hype-Proof Your Tween
Kluger, Jeffrey “How to Hype-Proof Your Tween: marketers want to sell stuff (lots of stuff to your kid. Here’s how to short-circuit their ‘spend more’ messages” (2010). Retrieved June 15, 2010 from the Good Housekeeping magazine website at http://www.goodhousekeeping.com/family/teens/tween-shopping-peer-pressure-3
This article gives a thorough perspective on tweens and marketing approaches that target their market. It explains how advertising influences the trend in tween spending, which is about $50 billion a year. In addition, parents and others spend $170 billion a year on tweens. Peer pressure and parents play a role in tweens’ purchasing behavior.
The author suggests to parents’ that they be aware when they are giving out material rewards to their child and when they are worn down from constant begging for items. Interestingly, “marketers deliberately rally pester-power to work on parental soft spots”.
Kluger recommends teaching kids to be critical thinkers and suggests that conversation about marketing manipulation is very powerful. This conversation could include discussing what a commercial urged them to buy and information about product placement in shows. A couple of good websites that were suggested Admongo and PBS Kids - Don’t It. Both are interactive, appealing and informative. More practical tips include setting limits, trying procrastination and providing pocket money. Kluger ends by saying that “no parent ever fully prevails in the commercial wars of the tween years”, which gives insight to how powerful advertising and marketing are to this population.
The influence of marketing and advertising is incredibly far reaching - affecting tweens’ choices and interests in fashion, brands, activities, music, sports, games, entertainment, television shows, books, websites and social media. It also affects relationships, school behavior and social behavior. Tweens want to emulate what they see and watch.
NPR All Things Considered produced “Tweens and Media: What’s Too Adult?” (August 1, 2006) by Lynn Neary. Retrieved June 15, 2010 from http://www.npr.org/templates/story/story.php?storyId=5595146
The notion that tweens are media-savvy and tech-proficient, while still young enough to engage in imaginative play is discussed. Visual and auditory media present tweens with a large degree of sexual content that tweens, developmentally, are too young to process and understand. Diane Levin, a professor at Wheelock College in Boston, has written a book about this subject, exploring the affects of the sexual images and messages on young teens.
YouTube has her appearance on the Today Show - “So Sexy So Soon”. Levin, along with her co-writer, Jean Kilbourne presented at Campaign for a Commercial-Free Childhood summit including in their presentation the changes in media and how sexual content is marketed; click here.
Levin, Diane E. and Kilbourne, Jean (2010). So Sexy, So Soon: The Sexualization of in commercial culture. Retrieved June 15, 2010 from the Campaign for a Commercial-Free Childhood website http://www.commercialexploitation.org/articles/4thsummit/levin.htm
-----------------
How to Hype-Proof Your Tween
Kluger, Jeffrey “How to Hype-Proof Your Tween: marketers want to sell stuff (lots of stuff to your kid. Here’s how to short-circuit their ‘spend more’ messages” (2010). Retrieved June 15, 2010 from the Good Housekeeping magazine website at http://www.goodhousekeeping.com/family/teens/tween-shopping-peer-pressure-3
This article gives a thorough perspective on tweens and marketing approaches that target their market. It explains how advertising influences the trend in tween spending, which is about $50 billion a year. In addition, parents and others spend $170 billion a year on tweens. Peer pressure and parents play a role in tweens’ purchasing behavior.
The author suggests to parents’ that they be aware when they are giving out material rewards to their child and when they are worn down from constant begging for items. Interestingly, “marketers deliberately rally pester-power to work on parental soft spots”.
Kluger recommends teaching kids to be critical thinkers and suggests that conversation about marketing manipulation is very powerful. This conversation could include discussing what a commercial urged them to buy and information about product placement in shows. A couple of good websites that were suggested Admongo and PBS Kids - Don’t It. Both are interactive, appealing and informative. More practical tips include setting limits, trying procrastination and providing pocket money. Kluger ends by saying that “no parent ever fully prevails in the commercial wars of the tween years”, which gives insight to how powerful advertising and marketing are to this population.
The influence of marketing and advertising is incredibly far reaching - affecting tweens’ choices and interests in fashion, brands, activities, music, sports, games, entertainment, television shows, books, websites and social media. It also affects relationships, school behavior and social behavior. Tweens want to emulate what they see and watch.
Key Facts - Tweens, Teens and Magazines
Henry J. Kaiser Family Foundation. (Fall 2004). Key Facts - Tweens, Teens and Magazines. Retreived June 15, 2010 from the H.J. Kaiser Foundation wesite at http://www.kff.org/entmedia/upload/Tweens-Teens-and-Magazines-Fact-Sheet.pdf
This fact sheets provides an historical overview of magazines for teens. Seventeen magazine was first published in the 1940s. The teen magazine market grew immensely in the 1990s, responding to the fast growing teen population. New titles came out, some focusing on the entertainment industry and celebrities, others focused on beauty and fashion. A few magazines address social issues and self-development.
Additionally, the fact sheet indicated research about the role of teen magazines in girls’ lives. “Studies found that teens consider these magazines to be a valued source of advice. Another study interviewed 12 and 13 year old girls who were regular reader of teen magazines and found that the girls used the magazines to “formulate their concepts of femininity and relied heavily on articles that featured boys’ opinions about how to gain male approval and act in relationships with males”. In contrast, magazines for boys are about gaming, sports (skateboarding and basketball were especially popular in my school library this past year), cars and music.
Facts about the relationship of teen magazines and the web revealed that magazine publishers promote an online presence to maintain readers’ interest and utilize a network of ‘trendspotters’ on the web to stay abreast of trends in youth culture. Some online sites: http://www.teenvogue.com/ , http://www.thrashermagazine.com/ , http://www.seventeen.com/ , http://www.j-14.com/
This fact sheets provides an historical overview of magazines for teens. Seventeen magazine was first published in the 1940s. The teen magazine market grew immensely in the 1990s, responding to the fast growing teen population. New titles came out, some focusing on the entertainment industry and celebrities, others focused on beauty and fashion. A few magazines address social issues and self-development.
Additionally, the fact sheet indicated research about the role of teen magazines in girls’ lives. “Studies found that teens consider these magazines to be a valued source of advice. Another study interviewed 12 and 13 year old girls who were regular reader of teen magazines and found that the girls used the magazines to “formulate their concepts of femininity and relied heavily on articles that featured boys’ opinions about how to gain male approval and act in relationships with males”. In contrast, magazines for boys are about gaming, sports (skateboarding and basketball were especially popular in my school library this past year), cars and music.
Facts about the relationship of teen magazines and the web revealed that magazine publishers promote an online presence to maintain readers’ interest and utilize a network of ‘trendspotters’ on the web to stay abreast of trends in youth culture. Some online sites: http://www.teenvogue.com/ , http://www.thrashermagazine.com/ , http://www.seventeen.com/ , http://www.j-14.com/
Wednesday, June 9, 2010
Defining Tweens
American Academy of Child and Adolescent Psychiatry (AACAP) Facts for Families (No. 57,June 2001)
Anderson, S. (2006). Serving Young Teens and Tweens. Westport, CT: Libraries Unlimited.
Lesesne, T (2006). Naked Reading. Portland, ME: Stenhouse Publishers
Lesesne (p.9) in Naked Reading (2006) indicates the age range of tweens is fourth through eighth grade, ages ten through fourteen. Given individuals’ life experience, I think the age range could drop to eight. Many students I’ve worked with have had experiences that expose them to more adult and teen experiences, thus attributing to their interests beyond children’s activities. This is further confirmed in Serving Young Teens and ‘Tweens,(2007), where Anderson indicates (page 2), that “since ‘tweens and young teens reach different cognitive, physical, emotional and social milestones at various times, it is difficult to pinpoint a specific range for this age group.”
Lesene (2006) indicates that tweens experience a variety of developmental transitions: physical, sexual, emotional, psychological and social. Physically, their bodies grow taller, and hands and feet bigger. Hormones begin to be released, signally the onset of puberty. Emotions fluctuate and there’s range of emotional development and maturity during this time. Intellectual development occurs, moving from concrete to abstract, better able to understand themes and concepts. Psychologically and attitudinally, students move from viewing situations as “not fair” to a social justice viewpoint. Socially, tweens are viewed more as emerging participants in society and finding ways to be heard.
The AACAP in Facts for Families (No. 57,June 2001) summarized that tweens are moving towards independence, struggling with a sense of identity, feeling awkward about their selves and bodies, display moodiness, have interests and clothing styles influenced by peers, and show improved ability to use speech to express their selves; sexually they display shyness and modesty, have increased interest in sex, worry about being normal, and frequently change relationships; and regarding morals and values, they test rules and limits, have a capacity for abstract thought, develop ideals and role models, and show more consistent evidence of conscience.
Tweens are emerging from childhood. Teens, for the most part, have experienced a majority of the physical, social, emotional and cognitive changes that occur during the tween transition time. Tweens are developing their sense of identity, while teens want to differentiate from their parents. Online searches to further define the differences between teens and tweens point to their online behavior and advertising. The website About Kids Health (January 8, 2006) (http://www.aboutkidshealth.ca/News/Target-market-Children-as-consumers.aspx?articleID= 8143&categoryID=news-type) indicates that “aspirational” marketing is used to tap “their desire be slightly older and seem more sophisticated than they are.” Marketing to teens “focuses on their insecurities, … or on their activism and desire to challenge conformity”. eMarketer.com in their article Tweens and Teens Online: From Mario to MySpace (2010) indicates that “young teens between the ages of 12 and 14 spend more time online than tweens ages 8 to 11, and their interests broaden and deepen correspondingly. But they also use the Internet to stay in touch with things – and people – they already know.” (http://www.emarketer.com/Reports/All/Em_tweens_oct06.aspx). I’ve notice the difference in my 6th – 12th grade public school library. The middle schoolers are online playing games and the high school students are using Twitter, Tumblr, MySpace and Facebook.
Anderson, S. (2006). Serving Young Teens and Tweens. Westport, CT: Libraries Unlimited.
Lesesne, T (2006). Naked Reading. Portland, ME: Stenhouse Publishers
Lesesne (p.9) in Naked Reading (2006) indicates the age range of tweens is fourth through eighth grade, ages ten through fourteen. Given individuals’ life experience, I think the age range could drop to eight. Many students I’ve worked with have had experiences that expose them to more adult and teen experiences, thus attributing to their interests beyond children’s activities. This is further confirmed in Serving Young Teens and ‘Tweens,(2007), where Anderson indicates (page 2), that “since ‘tweens and young teens reach different cognitive, physical, emotional and social milestones at various times, it is difficult to pinpoint a specific range for this age group.”
Lesene (2006) indicates that tweens experience a variety of developmental transitions: physical, sexual, emotional, psychological and social. Physically, their bodies grow taller, and hands and feet bigger. Hormones begin to be released, signally the onset of puberty. Emotions fluctuate and there’s range of emotional development and maturity during this time. Intellectual development occurs, moving from concrete to abstract, better able to understand themes and concepts. Psychologically and attitudinally, students move from viewing situations as “not fair” to a social justice viewpoint. Socially, tweens are viewed more as emerging participants in society and finding ways to be heard.
The AACAP in Facts for Families (No. 57,June 2001) summarized that tweens are moving towards independence, struggling with a sense of identity, feeling awkward about their selves and bodies, display moodiness, have interests and clothing styles influenced by peers, and show improved ability to use speech to express their selves; sexually they display shyness and modesty, have increased interest in sex, worry about being normal, and frequently change relationships; and regarding morals and values, they test rules and limits, have a capacity for abstract thought, develop ideals and role models, and show more consistent evidence of conscience.
Tweens are emerging from childhood. Teens, for the most part, have experienced a majority of the physical, social, emotional and cognitive changes that occur during the tween transition time. Tweens are developing their sense of identity, while teens want to differentiate from their parents. Online searches to further define the differences between teens and tweens point to their online behavior and advertising. The website About Kids Health (January 8, 2006) (http://www.aboutkidshealth.ca/News/Target-market-Children-as-consumers.aspx?articleID= 8143&categoryID=news-type) indicates that “aspirational” marketing is used to tap “their desire be slightly older and seem more sophisticated than they are.” Marketing to teens “focuses on their insecurities, … or on their activism and desire to challenge conformity”. eMarketer.com in their article Tweens and Teens Online: From Mario to MySpace (2010) indicates that “young teens between the ages of 12 and 14 spend more time online than tweens ages 8 to 11, and their interests broaden and deepen correspondingly. But they also use the Internet to stay in touch with things – and people – they already know.” (http://www.emarketer.com/Reports/All/Em_tweens_oct06.aspx). I’ve notice the difference in my 6th – 12th grade public school library. The middle schoolers are online playing games and the high school students are using Twitter, Tumblr, MySpace and Facebook.
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