In the early 2000s, Jeffrey Arnett, a developmental research psychologist, proposed a new stage of development that he called “emerging adulthood.” He outlined developmental challenges centered on identity, role exploration, and individual experience, and linked his observations to the changing demographics and values ​​of today's modern society. This proposal provoked a surprising response in the research community, but the reaction among psychoanalysts such as Frank Furstenberg was not as positive. The stages of development have not been changed for almost a century, and sometimes the very notion of such stages has been discredited. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Adult development has attracted a number of psychoanalysts, and although the concept of selfhood has never achieved full psychoanalytic status, both theories of adulthood and identity have been prized for its psychoanalytic validity. This is because it presents itself in the mind as a significant point that shapes previous stages of development and identity. Not only that, but because it is a complex and organizational feature of self-representation. There are many fixed ideas about what constitutes a theory of development, but to go further requires a fresh look at the concept of emerging adulthood, since it has enough strength and empirical value to be considered a developmental stage. In the first century, across social categories, alterations occurred in people's awareness, attitudes, beliefs and behaviors. These alterations stimulated changes in their social systems, which subsequently led contemporary humans to promote the kinds of lifestyle changes that could mitigate the problems facing the twenty-first century. While some may reject this notion and believe that growing adulthood continues to be in its infancy, it is evident that the human maturation period has been greatly underestimated in an ever-dynamic world. An additional 4-6 year pre-adult period of "emerging adulthood" should be considered a distinct period in the human lifespan. It is a period of brain development and learning, crucial for the development of metacognitive reflection, as well as for the achievement of advanced knowledge. which is more necessary than ever for the reproduction and sustenance of human beings as they move through the third millennium. To understand why humans need more time to develop, it is crucial to understand the changes in social classes that have prevailed throughout the 21st century. the most obvious reasons are due to four revolutions that occurred in the 1960s and 1970s that set the stage in many ways for the society we know today, including the new life phase of emerging adulthood. These four revolutions are the technological revolution, the Youth Movement, the sexual revolution, and the Women's Movement (Arnett, 2016). While it is obvious that emerging adulthood is not an all-encompassing theory for most cultures and civilizations, as it depends on their own; culture, socioeconomic status and place of residence. It is still crucial to stay on the trajectory of why emerging adulthood needs to be considered as a new stage of life in most countries. These changes in social classes have paved the way for metacognition to be of extreme importance in adult development. as the development of metacognitive skills in adolescents linked to the emergence of greater self-awareness and self-concept (Weil et al., 2020). It was alsodemonstrated that metacognitive ability advances significantly with age during adolescence, peaking in late adolescence and occasionally stabilizing into adulthood (Marulis, 2020). These findings suggest that awareness of one's perceptual decisions shows a prolonged developmental trajectory during adolescence. As for why, it is important to understand and recognize where these dynamic changes are occurring. In the 21st century, adolescence has now become a dynamic period of brain development. The nature of these changes – in brain structures, functions and connectivity – allows for a remarkable amount of developmental plasticity unique to this period of life, making adolescents open to change. These regulatory developments are necessary to prepare the brain so that it can respond to the demands and challenges of the 21st century. Over the past decade, various longitudinal studies have been conducted on cognitive development among adolescents. Neuroimaging findings have suggested that brain growth in the frontal lobes and striatal regions constitutes a significant part of the brain, in terms of social interactions, influencing how we regulate emotions, control impulsive behavior, evaluate risk and we make long-term plans (Sowell et al. al., 1999). The brain's reward systems are also important and are particularly sensitive during adolescence. But these parts of the brain don't stop growing at age 18. Research shows that it can take more than 25 years for them to reach full maturity, which is likely the cause of a prolonged period among modern adolescents. According to Logue and Gould, these regions are of extreme importance because the frontal lobes house key components of the neural circuits underlying “executive functions.” These functions, such as planning, working memory, and impulse control, are among the last areas of the brain to mature, which is due to the development of white matter. White matter is representative of the increased quality and speed of neuron-neuron communication throughout the brain (Varnea-Goraly et al., 2005). This is equivalent to going from driving unaccompanied on a single-lane road to driving on an eight-lane highway within an organized transportation system as it increases not only the amount of information transferred through the brain but also the computational power of the brain generating more effective information. connections, which are essential for humans to become functional beings. Now, to contrast why brain development and metacognitive skills go hand in hand, it boils down to the concept that for these skills to develop, there needs to be as little disruption to the adolescent system as possible. This is because, during this period of prolonged growth, brain plasticity is extremely sensitive to abrupt changes due to biobehavioral and psychological changes (Nauert, 2020). This alludes to the importance of the cultural and social contexts in which young people develop. Which brings back the argument Arnett has been trying to gauge among his colleagues. Emerging adulthood is a phase but has many paths. Yes, in some countries the outcome will be significantly different from others, but it is still evident across various cultures and societies that almost every teenager will come to a period in their life where they begin to ask themselves what they really want from their life. Therefore, Arnett supposes that it is okay not to feel pressured to make significant decisions in an instant because it simply takes time to develop the neurocircuitry to adopt the skills needed to make those decisionsvery difficult. Some may still disagree with these statements, but it is critical to recognize that some adolescents will simply need more time to develop due to the psychological and social implications. We have to respect it. Because due to the new standards of the 21st century, teenagers of all social classes find it extremely difficult to stick to the notions of what is required of them in such a complex world. They therefore need to be trained and encouraged to take the time to develop metacognitive skills and to train themselves to learn and retain knowledge. In conclusion, during their late teens and early twenties, young people experience a period of recurring changes. This period is characterized by explorations of relationships, changing value systems and worldviews, as well as work and career possibilities. The lessons learned during these years lead to choices that have lifelong consequences for adolescents. This transition period is a critical time to consider future life courses. The development goals achieved in recent years set young people on the path to becoming strong, hard-working adults. This period is also a time of vulnerability and danger as youth begin to disconnect from family support, experience changes in residence, work, and school, and are commonly susceptible to risky behaviors. Please note: this is just an example. Get a custom paper now from our expert writers. Get a Custom Essay Young people's access to a support system, or lack thereof, along with how systemic policies impact their lives can lead to significant and permanent impacts on their overall well-being. To ensure that all young people can experience this developmental milestone and that they are all suited to successfully transition into full adulthood, they need to be coached through a support system in which they can develop fully (both mentally and physically) without the pressures that society places. about them.ReferencesArnett, J. (2016). Does the emerging theory of adulthood apply to all social classes? National data on persistent demand. Emerging Adulthood, 4(4), 227-235. https://doi.org/10.1177/2167696815613000 Arnett, J. (2016). Emerging adulthood and social class. Emerging Adulthood, 4(4), 244-247. https://doi.org/10.1177/2167696815627248Buchholz, K. (2020). This graph shows the age at which people get married around the world. World Economic Forum. Retrieved April 16, 2020, from https://www.weforum.org/agenda/2019/09/when-people-get-married-around-the-world/.Cikili Uytun, M. (2018). Period of development of the prefrontal cortex [Ebook] (pp. 1-12). Retrieved April 17, 2020, from http://10.5772/intechopen.78697.Crocetti, E., Tagliabue, S., Sugimura, K., Nelson, L., Takahashi, A., & Niwa, T. et al. (2015). Perceptions of emerging adulthood. Emerging Adulthood, 3(4), 229-243. https://doi.org/10.1177/2167696815569848Furstenberg, F. (2016). Social class and development in early adulthood. Emerging Adulthood, 4(4), 236-238. https://doi.org/10.1177/2167696815625142 Human intelligence determined by the volume and location of gray matter tissue in the brain. ScienceDaily. (2020). Retrieved April 16, 2020, from https://www.sciencedaily.com/releases/2004/07/040720090419.htm.InBrief: Executive Function. Center on Child Development at Harvard University. (2020). Retrieved April 16, 2020, from https://developingchild.harvard.edu/resources/inbrief-executive-function/.Kuhn, D. (2006). Do cognitive changes accompany developments in the adolescent brain?. Perspectives on Psychological Science, 1(1), 59-67.1053810013000068.