Chapter three of “Understanding Youth, Risk Taking and Creativity” by Nakkula and
Toshalis is particularly helpful when it comes to having good understanding with students. I
found it interesting how Nakkula and Toshalis integrated the works of Parks, Vyogitsky, and
Piaget. This allows the reader to have a clear picture of how the abilities of adolescent reasoning
interact with risk-taking needs and the making of strong cases for constructive teaching
approaches. In my view, this should be considered a welcoming change to a suggestion by
many schools for scripted lessons as they attempt to raise test scores through “teach to the test”.
Additionally, I felt that Nakkula and Toshalis offered valid attempts, ideas, methods, and ideas
on dealing with students’ cognitive abilities in high school.
Upon reading chapter seven of the book “The Cultural Nature of Human Development”
by Rogoff, I was able to identify her purpose of critically examining contemporary topics and
issues in the human development field starting from birth to old age. In my view, Rogoff
provides an overview of current research and theories related to human development. It was
interesting how she specially emphasized on debates and issues that have had dominance on the
field as well as continued controversy sources and research. I was also fascinated by how Rogoff
paid attention to how development is shaped and given meaning by cultural contexts.
In accordance with the video, I learned that the concept of adolescent egocentrism
implies the belief by older tweens and teenagers that other people have an unusually high
attentiveness to their appearance and behavior. On the other hand, imaginary audience implies a
state of egocentrism that renders an individual imaginative that many people are watching ot
listening to him or her. Indeed, I do sometimes experience the two concepts when interacting
with my fellow students. Normally, tend to try to behave in a normal way due to the belief that
people around me are attentive to my behavior. I think these concepts are connected with
adolescent cognitive development since they offer some explanation on adolescent behavior.
Some of these behaviors include how adolescents dress, talk, and interact with each other.
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