Cluster 3 Personal, Social and Moral Development

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Cluster 3Personal, Social and Moral Development

• Overview
• Erik Erikson
• Self Concept and Self Esteem
• Lawrence Kohlberg
• Socialization
• Challenges for Children

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Erik Eriksons 8 stages of Psychosocial
Development

• Stage 1 Trust vs. Mistrust
• Birth to 12-18 months
• development dependent upon whether needs are met
• develop a sense of trust and security in their
  environment and in adults who care for them
• trust is importantsecurity means confidence to
  go out and explore world away from secure home
  base
• Stage 2 Autonomy vs. Shame/Doubt
• 18 months to 3 years
• beginning of self control and self confidence
• sense of autonomy
• must be supportive of childrens efforts and
  encouraging

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Erikson cont

• Stage 3 Initiative vs. Guilt
• 3 to 6 years
• more initiative based on confidence
• more assertive
• learns that some activities are not allowed, some
  impulses must be checked
• focus on activity as inappropriate vs. child is
  bad
• Stage 4 Industry vs. Inferiority
• Elementary and Middle School Years-6-12 years
• More demand placed to perform in work-related
  sense
• Success in works is rewarding, produces a sense
  of industry
• Unsuccessful attempts in works/criticisms results
  in feelings of inferiority
• Industrious childhood leads to well-adjusted
  adulthood
• Stage 5 Identity vs. Role Confusion
• Adolescence
• search for identity who am I? based on
  earlier resolutions
• role confusion may develop if conflicts arise
• establishment of identity provides firm basis for
  adulthood
• 4 alternatives to Stage 5
• Identity Achievement 2. Identity Foreclosure 3.
  Identity Diffusion

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Beyond the School Years
Erikson cont

• Stage 6 Intimacy vs. Isolation
• Young adulthood
• Ability ot have a close personal relationship or
  not
• Stage 7 Generativity vs. Stagnation
• Middle Adulthood
• Sense of concern for generations
• Seek to nurture growth of self and others if
  successful, if not,
• stagnates by remaining same and not seeking to
  further develop
• productivity and creativity are essential
• Stage 8 Ego Integrity vs. Despair
• Late adulthood
• Integrity to mean consolidating ones sense of
  self
• Success self acceptance, fulfillment and
  acceptance of inevitable death
• Unsuccessful Look back on life with despair and
  futility

How Eriksons Theory Can Help Teachers See
GUIDELINES pps. 64 and 66.
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Factoids -Multiple concepts of self
-determined by number of social and personal
factors and academic factors -peer
influences - development occurs through
constant comparisons to self and self to others
Self-Concept and Self-Esteem Self
Concept- a cognitive structure of ideas, feelings
and attitudes that people have
about themselves. Picture of
yourself Self-Esteem- an affective
reaction/evaluation of who the self concept.
Opinion of yourself

• Personal-Internal
• I compare my math to my science performance.
• I compare my appearance today to my appearance
  yesterday.

• Social-External
• I compare my math performance to the math
  performance of my peers.
• I compare my popularity to that of my friends.

Suggestions for Encouraging Self-Esteem
Table 6.2, p. 71
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Personal and Collective Self-EsteemCollective
Self-Esteem (cse) sense of worth of the groups
to which we belong

• When groups to which we belong are de-valued,
  loss of c.s.e can occur
• Many from different ethnic groups hear/view
  messages that de-value ethnic patterns.
• Great efforts must be made to encourage ethnic
  pride so differences from dominant culture are
  not perceived to be deficits.
• students who have adopted the value from both
  cultures have a greater sense of identity and
  self-esteem
• perspective-taking ability understanding that
  others have different feelings and experiences
  increases as children mature
• see Family and Community
  Partnerships, p. 74 and
• Table 6.3, Emotional
  Competence Skills and GUIDELINES,
• Encouraging Emotional
  Competence, p. 75

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Lawrence KohlbergTheory of Moral Development
3 LEVELS Level 1. Preconventional Moral
Reasoning Typical of ages up to 10 Make
decisions based on others rules and own personal
needs Dont fully understand rules set down by
others Stage 1 Punishment-Obedience Stage
2 Personal Rewards/Market Exchange Level 2.
Conventional Reasoning Typically 10-20 year
olds Conformity to rules and conventions of
society Make decisions based on need for
approval, family expectations Judgments based on
right or wrong Stage 3 Interpersonal
Harmony/Good Boy-Nice Girl Orientation Stage
4 Law and Order
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Kohlberg cont

• Level 3. Post Conventional Moral Reasoning
• Rarely reached before 20 years of age and only
  by small portion
• Focus on principles underlying societys rules
• Actions driven more by personal morality than
  societys laws
• Willingness to take consequences of
  actionsbelief vs. law
• Stage 5 Social Contract
• Stage 6 Universal Principles

Be sure to read the criticisms/alternatives of
Kohlbergs theory on beginning on p. 80 Ideas
such as 1. Stages are not separate, sequenced
and consistent 2. Other aspects of moral
maturity are not taken into account 3.
Cultural differences in moral reasoning are
ignored
Moral Behavior Modeling- Direct instruction,
supervision, rewards and punishment and
correction leads to internalization
Modeling by caring generous adults who show
concern for the rights and feelings of
others Internalization- when children adopt the
moral rules and principles of the authority
figures More likely to
adopt external standards as own if given reasons
when corrected for actions
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Aggression vs. AssertivenessForms of Aggression
Instrumental (intentional to get what you
want) Hostile (inflicting intentional
harm) Overt- threats/physical
attacks Relational-threaten/damage social
relationshipsModeling -a determining factor
in aggressive behaviors -observed in many
places -Home -Television -Films and video
games
Characteristics of Todays Students -Both
parents working -single parent
families -latchkey kids -blended
families -divorce and effects on children -peer
relationships/culture and pressures
See GUIDELINES, p. 84- Dealing with Aggression
and Encouraging Cooperation Table 7.3, p.
85 Recognizing the Warning Sign of Violence
GUIDELINES, p. 89, Helping Children of Divorce
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• New Role for Teachers
• Teachers may be best source for problem solutions
• Caring, firm classroom structure
• Clear limits
• Respect students
• Model genuine concern

• Challenges for Children
• Physical Development
• fine and gross motor skills in early grades
• physical growth differences in elementary grades
• physical changes greatly influence identity
• Adolescence and puberty
• gender differences
• early and late bloomers

Children and Youth at Risk -Child Abuse- see
Table 3.7, p. 95 for Indicators -many cases
unreported -abusers parents, siblings,
relatives, neighbors, community leaders/members
and teachers -as a teacher, YOU MUST NOTIFY
your principal, school psychologist or
social worker if you SUSPECT abuse -many
abusers can change behavior is they receive help
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Children and Youth at Risk cont

• Teenage Sexuality and Pregnancy
• 80 of American men and 75 of American women
  have had sexual intercourse by 19 years of age
• Physical and Emotional consequences of sexual
  activity
• Eating Disorders
• Bulimia
• Anorexia Nervosa
• Drug Abuse
• High percentage of high school seniors report
  some experience with alcohol
• 20 of seniors are daily smokers
• 30 tried at least one drug
• AIDS
• incredible growth rate
• contracted through sexual contact or IV drug use
• Suicide
• Warning Signs
• changes in eating and sleeping habits
• changes in grades
• changes in disposition, activity level and or
  friends
• giving away of prized possessions