Chapter 15

Chapter 15: Physical and Cognitive Development in Middle Adulthood
Middle adulthood, which beings around age 40 and ends about 65, is marked by narrowing life options and a shrinking future as children leave home and career paths become more determined. In this chapter, traces physical and cognitive development from the fifth into the seventh decade of life. Besides heredity and biological aging, our personal approach to passing years combines with family, community, and cultural contexts to affect the way we age.

1. One significant learning I wanted to mention for this chapter is "Health and Fitness." The textbook mentions, "In midlife, nearly 85 percent of Americans rate their health as either "excellent" or "good" -- still a large majority, but lower than 95 percent figure in early adulthood." This means that some people in the United States don't even know if they are healthy or not. I believe that some people in the United States just assume they are healthy because of their "body figures." But, sometimes that is not the case. Studies show that, getting a yearly check ups are a must to prevent diseases forming and other harmful lifelong conditions. I wanted to mention "Cancer" since it is the most common in the middle adulthood stage. From early to middle adulthood, the death rate due to cancer multiples tenfold, accounting for about 1/3 of all midlife deaths in the United States. Although, cancer decreasing, the rise of lung cancer is, because of a dramatic increase in lung cancer due to cigarette smoking or second hand smoking. For cancers, can affect both sexes, men are generally more vulnerable than woman.
2. There was a time in freshman year high school in health class, where my teacher told the whole class that we need to start eating healthy and doing some kind of physical exercise because our bodies will be changing drastically. At first, I didn't really listen because I assumed I was in shape because of my body figure. But, when our class started letting us do laps around the school,  I could barely keep with all my classmates. I was probably one of the last people to finish my lap. That's when I knew I should keep a healthy living lifestyle and do some kind of physical activity. I joined our school basketball team and was able to be in shape. But, once sophomore year ended, I started slacking off because I got "bored" and got "lazy." It wasn't until then when one of my family members died from cancer. It was so heart-breakng because she was a very unhealthy person. If she should've just ate healthy and did some kind of daily exercise then she would still be here today. Cancer does suck, but  if we keep living a healthy lifestyle then we wouldn't end up with one.

Chapter 14

Chapter 14: Emotional and Social Development in Early Adulthood.
In this chapter, we take up the emotional and social sides of early adulthood. Not until their mid-to late twenties did they make lasting career and romantic choices and attain full economic independence - makers of adulthood that young people of previous generations reached considerably earlier. This will revel that identity, love, and work are intertwined.
1. One significant learning I wanted to mention for this chapter is "Close Relationships." To establish an intimate tie to another person, people must find a partner and build a lasting emotional bond. Although young adults are especially concerned with romantic love, the need for intimacy can also be satisfied through other relationships involving  mutual commitment -- with friends, siblings, and co-workers. The one I wanted to talk about under this section is "friendships." This is the time when early adulthood children, tend to select their friendships and are picky of who they want to be friends with. In early years, friends in adulthood enhance self-esteem through affirmation and acceptance and provide support in times of stress. This is the stage where children are easily influenced with their peers.
2. Having some kind of friendship during this stage/age, is important because this is where children choose who they want to be friends with. This is the start of the knowledge with trust, intimacy, and loyalty. Sharing thoughts and feelings is sometimes greater in friendship than in marriage, although commitment is less strong as friends come and go over the life course. Since, friends do come and go in this stage I wanted to talk about my experience in my middle school years. There was a point during middle school where I had no friends because I was insecure in talking to people. I didn't find anyone to talk to because I was afraid that my peers will not like me as a person. But, that wasn't the case. I was a very shy student because I just didn't know how to talk to people. But, that once I join the sport of basketball, I became a new person. I was more willing to talk to my peers because it was so easy to get along with my basketball group mates. So, I applied that trait to other people outside the sport I am in, so things just started to fall into place. As an early childhood education major, I will be willingly understanding to the behaviors all my students are experiencing.

Chapter 13

Chapter 13: Physical and Cognitive Development in Early Adulthood.
In this chapter, we take up the physical and cognitive sides of early adulthood, which extends from about age 18 to 40. In one of the earliest chapters, the adult years are difficult to divide into discrete periods because the timing of important milestones varies greatly among individuals. But, for most people, early adulthood involves a common set of tasks, for instances, leaving home, completing education, beginning full time-work, etc.
1. One significant learning I wanted to mention for this chapter is selecting vocational choice and there influencing factors. In young adults, college bound or not, face a major life decision: the choice of a suitable work role. In the realistic period stage, this is when high school is just about to end, and the student starts deciding whether or not they want to work or go to college. A first step is often further exploration -- gathering more information about possibilities that blend with their personal characteristic. Most, not all, young people follow this pattern of vocational development. A few know from an early age just what they want to be and follow a direct path to a career goal. Some decide and still change their mind after they experienced the job life. With the help of peers, family members and/or teachers, young adults can decide what they want to do after they finish high school.
2. When I was a senior in high school, I was set on not going to college because I felt like school was not for me. I was one of those lazy students who just want to pass school and earn money. Prior to me being a lazy student, I still managed to get A's and B's in school. One of the reasons my mind changed, in going to college was the influence I got for my family, friends and teachers. I would always get asked, "Anne, what will you be doing after high school?" I never really had a response because I was unsure of what answer I was going to give. One school morning, a few of my peers were looking at the catalog for UOG. I was influenced to look at the catalog because it seemed to interest everyone. Once I flipped through the pages, I knew I wanted to give college a try because why not? It will not hurt to try. Almost 3 years later, and I am finally a junior at the University of Guam and life shouldn't be more rewarding because I am so close to the finish line. All things may not fall into place right now, but I know it will soon. Family and teachers have taught me that giving up isn't the way, but trying your best is. The university also lead me to the major I wanted to do, which was Early Childhood. :)