Transcript 312 7 Personal and Social Development

Personal and Social
Development
EDC 312 Dr. Kern
Chapter 7
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Admit activity: Crash!
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Read-aloud
A bad apple?
Why does “Crash” behave the way he does?
What personal or social factors might influence
his behaviors?
Describe 2 misconceptions teachers could have
about a “Crash” in the classroom?
Describe 2 approaches you would use in your
classroom to help redirect Crash to appropriate
social and personal behavior in the classroom.
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What we’ll learn to today
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Children and adolescents’ personalities are
a result of both environment and heredity.
Teachers will not only need to learn to
accommodate students’ diverse personal
and social needs, but also communicate
clear standards for appropriate and ethical
school behavior and explain which
behaviors are unacceptable at school.
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Parenting and Teaching Styles
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Authoritative
Authoritarian
Permissive or laissez faire
Uninvolved
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Erikson’s eight stages of
psychosocial development
Stage
Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Infancy 0–1
Toddler 1–2
Early childhood
Elem. & Middle
Adolescence
Stage 6: Young adult
Stage 7: Mid. adult
Stage 8: Retirement
Age Range
2–6
6–12
12–18
19–40
40–65
65+
Crisis or Conflict
Key Event
Trust vs. mistrust
Feeding
Autonomy vs. doubt
Toilet training
Initiative vs. guilt
Independence
Competence vs. inferiority School
Identity vs. role confusion Sense of
identity
Intimacy vs. isolation
Intimate
Generativity vs. stagnation
relationships
Supporting
the next
generation
Integrity vs. Despair
Reflection &
acceptance
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Peer Relationships
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Peers help to promote social and moral
development, define appropriate behavior
Boys and girls interact with peers
differently
Social groups important in adolescence
Adolescence romance important practice
for adult intimacy
Truly popular children have good social
skills
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Video
Friendships
In this series of 3 video clips, an 8-year-old,
a 13-year-old and a 17-year-old share
their ideas about what friends are like,
what they do together and how they
resolve conflicts.
Use the viewing guide either as you watch
or right after to note your observations.
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Moral and Prosocial Development
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Internal standards evaluate behavior at
early age
Moral transgressions—conventional
trangressions
Response to others’ harm and distress
Sense of fairness
Moral reasoning becomes more abstract
with age
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Kohlberg’s theory of moral
development
Level
Stage
Pre-conventional
I
Pre-conventional
I
Conventional
Conventional
Post-conventional
Post-conventional
II
II
III
III
Social Orientation
Obedience and punishment
Individualism, instrumentalism, and
exchange
“Good boy/good girl”
Law and order
Social contract
Principled conscience
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Ways to encourage students’
personal and social development
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Accommodate diverse temperaments/actively intervene
with pattern of aggressive behavior
Communicate regularly with parents, etc.
Create safe (emotionally and physically), warm,
respectful class environment with clear standards for
behavior
Provide opportunities for social interaction and
cooperation among all students
Foster understanding from multiple perspectives and
empathy
Explicitly teach effective social skills
Model socially and morally appropriate behaviors
Provide supports for students at risk
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