Transcript What is morality? - University of Windsor

Chapter 3:
Personal, Social, and
Moral Development
(c) Allyn and Bacon 2004
Overview
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The Work of Erikson
Understanding Ourselves and Others
Moral Development
Socialization: Family, Peers, and Teachers
Challenges for Children
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Education is more than “education”
(c) Allyn and Bacon 2004
Concept Map for Chapter
3
The Work of
Erikson
Challenges for
Children
Personal, Social,
and Moral
Development
Socialization:
Family, Peers, and
Teachers
Moral
Development
(c) Allyn and Bacon 2004
Understanding
Ourselves
and Others
The Work of Erikson
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Psychosocial theory
of development
Developmental
crises
Eight stages
(c) Allyn and Bacon 2004
Erikson’s Stage Theory
(c) Allyn and Bacon 2004
Erikson’s Stages: Preschool
Years
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Trust/Mistrust: birth to 12–18 months—feeding
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How does this tie to Paiget’s sensorimotor stage?
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Autonomy/Shame & Doubt: 18 months to 3
years
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Is This World A Place I Can Trust? (CD clip)
toilet training, dressing, feeding
Initiative/Guilt: 3 to 6 years
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independence
Activity without guilt
(c) Allyn and Bacon 2004
Erikson’s Stages : Elementary and
Adolescence
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Industry/Inferiority: 6 to 12 years
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school
Identity/Role Confusion: adolescence
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Peer relationships
“Who am I?”
Consistent image of self
James Marcia’s work on identity statuses
 Achievement – work the options *
 Foreclosure – if you say so
 Diffusion – I’m confused
 Moratorium – I’m working on it *
(c) Allyn and Bacon 2004
Erikson’s Stages : Beyond the
School Years
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Intimacy/Isolation: Young adulthood
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Generativity/Stagnation: Middle
Adulthood
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love relationships
parenting/mentoring
Ego integrity/Despair: Late adulthood
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reflecting on and acceptance of one’s life
(c) Allyn and Bacon 2004
How Erikson’s Theory Can Help Teachers
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Initiative: (preschool)
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Allow limited choices that
will often result in success
Encourage make believe
Be tolerant of mistakes
Industry: (grade school)
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Help students set and
achieve realistic goals
Allow and support
opportunities to be
independent
(c) Allyn and Bacon 2004
How Erikson’s Theory Can Help Teachers
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Identity: (junior and
senior high)
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Supply a variety of
positive role models
Help with resources to
solve personal
problems
Be tolerant of fads if
they don’t offend
others or interfere with
teaching
Give students realistic
feedback about
themselves
(c) Allyn and Bacon 2004
Lab #2
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Work in groups to
identify crises and
resolutions.
(c) Allyn and Bacon 2004
Understanding Ourselves &
Others
(c) Allyn and Bacon 2004
Self-Concept & Self-Esteem
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How are S-C and S-E different?
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Self-concept: Picture of yourself
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Moves from concrete to abstract
Self-esteem: Opinion of yourself
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Explanation vs. Affective Evaluation
Can be positive or negative
Multiple concepts of self (model on p. 68)
Development of self-esteem
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Younger children – based on self (reading!!!)
Peer influences – increase into adolescence
Big-Fish-Little-Pond Effect – inclusive classroom
Little-Fish-Big-Pond Effect – gifted classes
(c) Allyn and Bacon 2004
Sample Self-Concept Structure
General Self-Concept
AacdemicEnglish
Self-Concept
Non
Academic
Sefl
Concept
Physical
Ability
Physical
Appearacnce
Peer
Relationships
Parent
Relationships
Aacdemic
Math SelfConcept
Reading
(c) Allyn and Bacon 2004
General
School
Mathematics
Self-Esteem and School
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School life and self-esteem: link with
achievement
How does self-esteem affect a student’s
behavior in school?
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Some evidence that higher self esteem 
school success (attitude,popularity,
behavior)
How does life in school affect a
student’s self-esteem?
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In many ways…
Interesting classes, teachers care, marks, PE
and athletic ability, collaborative/cooperative
 What doesn’t seem to matter?
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(c) Allyn and Bacon 2004
Self-Esteem and School
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School life and self-esteem: link with
achievement
Gender, ethnicity, and self-esteem
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Personal & collective self-esteem
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Math competence, language arts competence,
sports competence (p.73)
Sense of worth of the groups we belong to
Clark & Clark (1939) Doll Study
J. Cummins at U of T – schools should + ethnic
pride
Self and others
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Intention
Perspective taking
(c) Allyn and Bacon 2004
Question to Consider
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As part of the
interview process for
a job in a middleschool, you are asked
the following
question: “What
would you do to help
all your students feel
good about
themselves?”
Hmmm? Is this even
your job? (p.70)
(c) Allyn and Bacon 2004
Encouraging Self-Esteem
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Safe-to-Fail environment that values all
students
Know yourself & your biases
Be intellectually honest
Set clear goals for teacher & student
Value cultural diversity in your students
(c) Allyn and Bacon 2004
Sharon’s Moral Dilemma
Sharon is a student in a math class. Her
parents often become abusive when she
gets bad grades. She has not been doing
very well and is considering cheating on
an upcoming math test. Should she cheat
on the exam?
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A person should NEVER cheat.
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Why not?
There are sometimes reasons to cheat.
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For example?
(c) Allyn and Bacon 2004
Moral Development
 What is morality?
 a system of learned
attitudes about social
practices, institutions, and
individual behaviour used to
evaluate situations as right
or wrong
 Piaget found young
children’s ideas about
morality to be rigid and
rule-bound; older
children were more
flexible
 Heteronomous
 Inflexible
 Autonomous
 Relativity
(c) Allyn and Bacon 2004
Moral Development: Lawrence Kohlberg
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Morality is not part of
your standard
equipment: you were
born without morals
How does the amoral
infant become the
moral adult?
Stage Theory: tied to
intellectual development
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Sequence of steps
Discontinuity
Justice oriented
Lawrence Kohlberg
(c) Allyn and Bacon 2004
Kohlberg’s Stages
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Pre-conventional
 1: Avoid punishment
 2: Personal gain
Conventional
 3: Good boy/Nice girl
 4: Law & order
Post-conventional
 5: Social contract
 6: Universal ethical
principles
(c) Allyn and Bacon 2004
Alternatives to Kohlberg
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Criticisms:
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Hard stages don’t seem to truly exist
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Cross stages, or mix stages, vary by incident
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saying is always the same as doing. Rapists and child molesters
demonstrate fairly high levels of moral reasoning.
Moral issues versus social conventions
Eating with your hands
 Stealing
 Even a 3 year old knows morals vs. conventions
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Western male cultural bias
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Stages 5 & 6 favour individualism
Morality of Caring: Carol Gilligan’s work
(c) Allyn and Bacon 2004
Gilligan’s Criticisms of Kohlberg
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Carol Gilligan:
Kohlberg’s stages of
moral development may
not apply equally to
males & females.
Males = justice
orientation
 Females = care
orientation
Research fails to uphold this
idea
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(c) Allyn and Bacon 2004
Moral Behavior
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Behavior tends to follow moral reasoning
stages
Internalizing moral rules
Individual differences in views of cheating
Aggression versus assertiveness
Victims
(c) Allyn and Bacon 2004
Socialization: Family, Peers, and
Teachers
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Both parents working
Single parent families
Latchkey kids
Blended families
Divorce & effects on children
Peer relationships—friends
(c) Allyn and Bacon 2004
New Role for Teachers
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Teachers may be best source for
problem solutions
Caring, firm classroom structure
Clear limits, enforced rules
Respect students
Show genuine concern
(c) Allyn and Bacon 2004
Challenges for Children
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Physical development
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Fine & gross motor skills in early grades
Physical growth differences in elementary
grades
Adolescence & puberty
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Gender differences
Early and late bloomers
(c) Allyn and Bacon 2004
Navigating Transitions
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Young children starting school
Influence of quality pre-school and
kindergarten programs
Middle grades transition
Self-concept/self-esteem
Teacher teams
Interdisciplinary curriculum
(c) Allyn and Bacon 2004
Children and Youth At-Risk
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Child abuse*
Teenage sexuality and pregnancy
Eating disorders
Drug abuse
Suicide
(c) Allyn and Bacon 2004
Helping At-Risk Kids
Listen!
 Observe
 Get help
 Get special training
 Do something!
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(c) Allyn and Bacon 2004
Summary
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The Work of Erikson
Understanding Ourselves and Others
Moral Development
Socialization: Family, Peers, and
Teachers
Challenges for Children
(c) Allyn and Bacon 2004
Review Questions
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Why is Erikson’s theory considered a
psychosocial perspective?
What are Erikson’s stages of
psychosocial development?
Distinguish between self-concept and
self-esteem.
How do self-concept and self-esteem
change as children develop?
How do perspective-taking skills change
as students mature?
(c) Allyn and Bacon 2004
Review Questions
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What are the key differences among
Kohlberg’s stages of moral reasoning?
Describe Gilligan’s levels of moral
reasoning.
What influences moral behavior?
What challenges face children whose
parents are divorced?
Why are peer relations important?
(c) Allyn and Bacon 2004
Review Questions
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How do students develop physically during
the elementary years?
Describe the worlds of the late-maturing
adolescent boy and girl.
What are key transitions for students?
What are some danger signs of child
abuse, eating disorders, and potential for
suicide?
(c) Allyn and Bacon 2004