Transcript Chapter 3 ppt

CHAPTER 3:
Social, Moral, and Emotional
Development
Educational Psychology: Theory and Practice
Edition 11
Robert E. Slavin
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
Organizing Questions
•
What are the different views of social, emotional,
and moral development?
•
What are the stages of children’s social and
emotional development?
•
How can you use the different theories of social,
emotional, and moral development to help solve
classroom problems in management?
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-2
What Are Some Views of Personal and Social
Development?
•
As children improve their cognitive skills, they are
also developing self-concepts, ways of interacting
with others, and attitudes toward the world.
•
Understanding personal and social development is
critical to your ability to motivate, teach, and
successfully interact with students at various
ages.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-3
Erikson’s Stages of Psychosocial Development
•
Erikson hypothesized that people pass through
eight psychosocial stages in their lifetimes.
•
At each stage, there are crises or critical issues to
be resolved.
•
Most people resolve each psychosocial crisis
satisfactorily and put it behind them to take on
new challenges, but some people do not
completely resolve these crises and must continue
to deal with them later in life.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-4
Erikson’s Stages of Psychosocial Development
Stage I: Trust versus Mistrust (Birth to 18 Months) The
goal of infancy is to develop a basic trust in the world. Erikson
(1968, p. 96) defined basic trust as “an essential trustfulness
of others as well as a fundamental sense of one’s own
trustworthiness.”
Stage II: Autonomy versus Doubt (18 Months to 3
Years) Erikson believed that children at this stage have the
dual desire to hold on and to let go. Parents who are flexible
enough to permit their children to explore freely and do things
for themselves, while at the same time providing an everpresent guiding hand, encourage the establishment of a sense
of autonomy.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-5
Erikson’s Stages of Psychosocial Development
Stage III: Initiative versus Guilt (3 to 6 Years) During
this period, children’s maturing motor and language skills
permit them to be increasingly vigorous in exploring their
social and physical environment. Parents who permit children
to run, jump, play, slide, and throw encourage a sense of
initiative. Parents who severely punish children’s attempt at
initiative will make the children feel guilty.
Stage IV: Industry versus Inferiority (6 to 12 Years)
Entry into school brings with it a huge expansion in the child’s
social world. Success brings with it a sense of industry, a good
feeling about oneself and one’s abilities. Failure creates a
negative self-image, a sense of inadequacy that may hinder
future learning.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-6
Erikson’s Stages of Psychosocial Development
Stage V: Identity versus Role Confusion (12 to 18 Years)
The question “Who am I?” becomes important during
adolescence. To answer it, adolescents increasingly turn away
from parents and toward peer groups.
Stage VI: Intimacy versus Isolation (Young Adulthood)
Once young people know who they are and where they are
going, the stage is set for the sharing of their life with another.
The young adult is now ready to form a new relationship of
trust and intimacy with another individual.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-7
Erikson’s Stages of Psychosocial Development
Stage VII: Generativity versus Self-Absorption (Middle
Adulthood) Generativity is “the interest in establishing and
guiding the next generation”. Typically, people attain
generativity through raising their own children. However, the
crisis of this stage can also be successfully resolved through
other forms of productivity and creativity, such as teaching.
Stage VIII: Integrity versus Despair (Late Adulthood) In
the final stage of psychosocial development, people look back
over their lifetime and resolve their final identity crisis.
Acceptance of accomplishments, failures, and ultimate
limitations brings with it a sense of integrity, or wholeness, and
a realization that one’s life has been one’s own responsibility.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-8
Piaget’s Theory of Moral Development
•
Piaget’ theory of cognitive development includes a
theory about the development of moral reasoning.
•
Piaget believed that cognitive structures and
abilities develop first.
•
Cognitive abilities then determine children’s
abilities to reason about social situations.
•
As with cognitive abilities, Piaget proposed that
moral development progresses in predictable
stages.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-9
Implications and Criticisms of Erikson’s Theory
•
Not all people experience Erikson’s crises to the same
degree or at the same time.
•
The age ranges presented may represent the best times for
a crisis to be resolved, but they are not the only possible
times.
•
Erikson’s theory emphasizes the role of the environment,
both in causing the crises and in determining how they will
be resolved.
•
Erikson’s theory describes the basic issues that people
confront as they go through life. However, his theory has
been criticized because it does not explain how or why
individuals progress from one stage to another and has been
difficult to confirm through research.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-10
What Are Some Views of Moral
Development
•
Society could not function without rules
that tell people how to communicate with
one another.
•
Just as children differ from adults in
cognitive and personal development, they
also differ in their moral reasoning.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-11
Piaget’s Theory of Moral Development
•
Piaget’s theory of cognitive development includes
a theory about the development of moral
reasoning.
•
Piaget believed that cognitive structures and
abilities develop first.
•
Cognitive abilities then determine children’s
abilities to reason about social situations.
•
Moral development progresses in predictable
stages.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-12
Piaget’s Stages of Moral Development
taBlE 3.1 • Piaget’s Stages of Moral Development
hEtEronoMouS Morality
autonoMouS Morality
Inflexible rules are made by authorities such as the
police, parents, and teachers.
Intentions are more important than the results
of one’s behavior.
Rules are permanent, do not change, and must be
followed.
There are times when it is ok to break rules.
Egocentrism in childhood results in children
People may view “what is right” differently.
believing that others view their rule-following ideas
in the same way that they do.
Degree of punishment should depend on how bad
the results of one’s actions were.
Degree of punishment should depend on the
intentions and degree of misbehavior.
Misbehavior will always be punished. For example,
if you do something bad, and then later on you fall
and hurt your knee, it is because you misbehaved.
This is called “immanent justice.”
Coincidental bad outcomes are not seen as
punishments for misbehavior.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-13
Kohlberg’s Stages of Moral Reasoning
Kohlberg’s stage theory of moral reasoning is an
elaboration and refinement of Piaget’s.
Kohlberg studies children’s responses to a series of
structured situations or moral dilemmas.
Kohlberg proposed that people pass through a
series of six stages of moral judgment or reasoning.
Three levels:
• Preconventional
• Conventional
• Postconventional
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-14
Kohlberg’s Stages of Moral Reasoning
i. PrEConvEntional lEvEl
ii. ConvEntional lEvEl
iii. PoStConvEntional lEvEl
Rules are set down by others.
Individual adopts rules and will sometimes
subordinate own needs to those of the
group. Expectations of family, group, or
Stage 1: Punishment and Obedience
nation seen as valuable in own right,
Orientation. Physical consequences of
action determine its goodness or badness. regardless of immediate and obvious
consequences.
Stage 2: Instrumental Relativist Orientation.
Stage 3: “Good Boy–Good Girl” Orientation.
What is right is whatever satisfies one’s
own needs and occasionally the needs of Good behavior is whatever pleases or helps
others. Elements of fairness and reciprocity others and is approved of by them. One earns
approval by being “nice.”
are present, but they are mostly interpreted
in a “you scratch my back, I’ll scratch yours”
Stage 4: “Law and Order” Orientation. Right is
fashion.
doing one’s duty, showing respect for
authority, and maintaining the given social
order for its own sake.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-15
People define own values in terms of ethical
principles they have chosen to follow.
Stage 5: Social Contract Orientation. What is right
is defined in terms of general individual rights and
in terms of standards that have been agreed on by
the whole society. In contrast to Stage 4, laws are
not “frozen”—they can be changed for the good of
society.
Stage 6: Universal Ethical Principle Orientation.
What is right is defined by decision of conscience
according to self-chosen ethical principles. These
principles are abstract and ethical (such as the
Golden Rule), not specific moral prescriptions
(such as the Ten Commandments).
Criticisms of Kohlberg’s Theory
•
Later research generally supports Kohlberg’s main sequence
of development.
•
One limitation of Kohlberg’s early work was that it mostly
involved boys.
•
Some research on girls’ moral reasoning finds patterns that
are somewhat different from those proposed by Kohlberg.
•
Another criticism of both Piaget’s and Kohlberg’s theories is
that children can often reason about moral situations in
more sophisticated ways than a stage theory would suggest.
•
The most important limitation of Kohlberg’s theory is that it
deals with moral reasoning rather than actual behavior.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-16
How Do Children Develop Socially and
Emotionally?
•
As a teacher, you are responsible not just for the
academic achievement of your children.
•
You also strive to develop young people who are
socially and emotionally healthy.
•
Social and emotional development depend on the
experiences provided by schools and families, but
they also follow predictable patterns.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-17
Socioemotional Development during the
Preschool Years
•
A young child’s social life evolves in relatively
predictable ways.
•
During the preschool years, peers (other children
who are a child’s equal in age) begin to play an
increasingly important role in children’s social and
cognitive development.
•
Prosocial behaviors are voluntary actions
toward others such as caring, sharing, comforting,
and cooperating.
•
Most of a preschooler’s interactions with peers
occur during play.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-18
Play
•
Solitary play is play that occurs alone, often with toys, and
is independent of what other children are doing.
•
Parallel play involves children engaged in the same activity
side by side but with very little interaction or mutual
influence.
•
Associative play is much like parallel play but with
increased levels of interaction in the form of sharing, turntaking, and general interest in what others are doing.
•
Cooperative play occurs when children join together to
achieve a common goal, such as building a large castle with
each child building a part of the structure.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-19
Socioemotional Development during the
Elementary Years
•
By the time children enter elementary school,
they have developed skills for more complex
thought, action, and social influence.
•
During this stage, children start trying to prove
that they are “grown up”.
•
Work becomes possible.
•
This stage also includes the growth of
independent action, cooperation with groups, and
performing in socially acceptable ways with a
concern for fair play.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-20
SELF-CONCEPT AND SELF-ESTEEM
•
Personal and social development for elementary school
children also includes the important ideas of self-concept
and self-esteem.
•
These aspects of children’s development will be strongly
influenced by experiences at home, at school, and with
peers.
•
Self-concept includes the way in which we perceive our
strengths, weaknesses, abilities, attitudes, and values. Its
development begins at birth and is continually shaped by
experience.
•
Self-esteem refers to how we evaluate our skills and
abilities.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-21
Growing Importance of Peers
•
The influence of the child’s family, the major force during
the early childhood years, continues in importance as
parents provide role models in terms of attitudes and
behaviors.
•
In addition, relationships with brothers and sisters affect
relationships with peers, and routines from home either are
reinforced or must be overcome in school.
•
However, the peer group takes on added importance.
•
In lower elementary grades, peer groups usually consist of
same-sex children who are around the same age.
•
By sixth grade, however, students often form groups that
include both boys and girls.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-22
Friendships in Middle Childhood
o
During middle childhood, children’s conceptions of friendship
also mature.
o
Friendship is the central social relationship between peers
during childhood and undergoes a series of changes before
adulthood.
o
Friendships are important to children for several reasons:
•
Companions
•
Emotional resources
•
Cognitive resources
•
Social norms
•
Conflict resolution
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-23
Peer Acceptance
o
One of the most important aspects of peer relations in
middle childhood is peer acceptance, or status with the peer
group.
•
A popular child is one who is named most often by peers as
a person they like and least often as someone they dislike.
•
A rejected child is named most often by peers as a person
the dislike and last often as someone they like.
•
A controversial child is frequently named as someone who is
like but also frequently as someone who is disliked.
•
Average children are those who are named as being liked
and disliked with moderate frequency.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-24
James Marcia’s Four Identity Statuses
o
James Marcia identified from in-depth interviews with
adolescents four identity statuses that reflect the degree to
which adolescents have made firm commitments to religious
and political values as well as to a future occupation.
1.
Foreclosure: Individuals have prematurely established an
identity on the basis of their parents’ choices rather than
their own.
2.
Identity diffusion: Individuals have found neither an
occupational direction nor an ideological commitment.
3.
Moratorium: Individuals have begun to experiment with
occupational and ideological choices.
4.
Identity achievement: A state of identity consolidation
in which adolescents have made their own clear-cut
decisions about occupation and ideology.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-25
Enhancing Social-Emotional Development
o
There are many programs designed to improve the socialemotional development of children and adolescents.
•
School-based social and emotional learning (SEL) programs
can make a significant difference in SEL outcomes and in
some cases, improved academic achievement as well.
•
These programs included school-day and after-school
programs, and preventive programs for all students as well
as those experiencing difficulties.
•
A focus on social-emotional learning can have long-lasting
impacts on children.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-26
Self-Concept and Self-Esteem
o
Self-concept and self-esteem also change as
children enter and go through adolescence.
o
The shift toward more abstract portrayals
continues, and adolescents’ self descriptions often
include:
Personal traits-friendly, obnoxious
Emotions-depressed, psyched
Personal beliefs-liberal, conservative
o
The self-concept becomes more differentiated.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-27
Self Esteem
•
Self-esteem also undergoes fluctuations and
changes during adolescence.
•
Self-esteem is lowest as children enter middle
school or junior high school and with the onset of
puberty.
•
Early maturing girls tend to suffer the most
dramatic and long-lasting decreases in selfesteem.
•
Global self-esteem or feelings of self-worth
appear to be influenced most strongly by physical
appearance and then by social acceptance from
peers.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-28
Social Relationships and Peers
•
As children enter adolescence, changes in the
nature of friendships also take place.
•
In general, the amount of time spent with friends
increases dramatically.
•
Adolescents spend more time with their peers
than they do with their family or by themselves.
•
Adolescents who have satisfying and harmonious
friendships also report higher levels of selfesteem, are less lonely, have more mature social
skills, and do better in school.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-29
Peer Relationships

In addition to their close friends, most adolescents also
place high value on the larger peer group as a source of
ideas and values as well as companionship and
entertainment.

The nature of peer relationships in adolescence has been
characterized in terms of social status and peer crowds.

Popular and well-accepted children and adolescents tend to
display positive conflict resolution and academic skills,
prosocial behavior and leadership skills.

Rejected and poorly accepted children tend to display
aggressive and antisocial behavior and low academic
performance.
Copyright © 2012 Allyn & Bacon
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-30
Emotional Development
•
Most adolescents experience emotional conflicts at
some point.
•
For most adolescents emotional distress is
temporary and is successfully handled, but for
some the stresses lead to delinquency, drug
abuse or suicide attempts.
•
Emotional health is also a key factor in academic
success in school.
•
Other emotions of this age group include anger,
guilt, frustration, and jealousy.
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-31
Problems of Adolescence
o
Adolescence can be a time of great risk for many, as
teenagers are now able, for the first time, to engage in
behaviors or make decisions that can have long-term
negative consequences. Potential problems include:
• Emotional Disorders
• Bullying
• Dropping Out
• Drug and Alcohol Abuse
• Delinquency
• Risk of Pregnancy
• Risk of Sexually Transmitted Diseases
• Sexual Identity
Slavin, Educational Psychology: Theory and Practice, 11th Ed.
© (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved
3-32