Transcript Erikson`s Psychosocial Theory

CHAPTER 3
Social Contexts and
Socioemotional Development
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2.9 Schools and Child Development
Developmentally appropriate education is
based on :
knowledge of the typical development of
children within an age span (age
appropriateness)
as well as the uniqueness of the child
(individual appropriateness)
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3.2 Self-Concept and Self-Esteem
Self-Concept: a cognitive appraisal of our
social, physical, and academic competence
Academic
skills
Social skills
Cognitive
Physical
Self-Esteem: the affective or emotional reaction to
one’s self-concept
(reflects confidence and satisfaction with who you are )
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3.3 Improving Children’s Self-Esteem
Encourage and facilitate
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Competence in areas student find important
Improvement of academic skills through
professional tutors, parent volunteers, and peers
Emotional support and social approval by
parents, friends, and peers

Social skills for positive peer relationships
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Coping skills to face day-to-day problems
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3.4 Marcia’s Four Statuses of Identity
Identity Diffusion
Adolescents have not yet explored
meaningful alternatives or made
commitments
Identity Foreclosure
Adolescents have made a commitment
without exploring alternatives
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3.5 Marcia’s Four Statuses of Identity (cont’d)
Identity Moratorium
Alternatives have been explored
but commitments are absent
Identity Achievement
Alternatives have been explored
and commitments have been
made
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3.7 Domains of Moral Development:
Kohlberg’s Theory
Preconventional

Moral reasoning is
controlled by external
rewards and
punishments
Conventional

Internal standards are
imposed by others
Postconventional

Morality is internal, not
based on external
standards
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3.6 Kohlberg’s Theory
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3.10 Moral Education
1.
Hidden Curriculum
School personnel serve as models of behaviour.
Classroom rules and peer relationships transmit
positive (or negative) attitudes to students.
2. Character Education
Schools take a direct approach to teaching moral
literacy and design an environment that rewards
proper behavior.
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3.11 Moral Education
3.Values Clarification
Schools design programs that allow students to
clarify their own values and understand the values
of others.
4. Cognitive Moral Education
Schools base programs on the belief that students
should learn to value things like democracy and
justice as moral reasoning develops.
5. Service Learning
Schools encourage students to be involved in the
community by becoming a tutor, helping the
elderly, volunteering in hospitals or day care, etc.
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