Lesson 3: The Self, Social and Moral Development

Elementary school years

• physical development is fairly steady

• at ages 11-14, girls are taller and heavier than boys of the same age

Maria Montessori

• “play is children’s work”

• Play contributes to the cognitive, physical, social, and emotional well being of children and youth.

Phillip Tomporowski

He concluded that systematic exercise programs may actually enhance the development of specific types of mental processing known to be important for meeting challenges encountered both in academics and throughout the lifespan.

Obesity

• Concern for physical activity for children is because of

• linked to inactivity and increased time spent watching TV and playing passive games such as video and Internet games.

Play

supports brain development, language, and social development. Children release tensions, learn to solve problems, adapt to new situations, cooperate, and negotiate.

Bulimia

excessive eating, followed by excessive exercise , purging or fasting

Anorexia nervosa

• self-starvation

• encounters health problems, they often are depressed, insecure, moody, and lonely

Binge eating

recurring episode of eating more food in short period of time partnered with feelings of lack of self-control

Bioecological Model of Development

• recognizes that physical and social contexts in which we develop are ecosystems because they are constantly interacting with and influencing each other.

• Students do not learn alone but with company(teachers, peers, etc)

• context influence the development of behaviors, beliefs and knowledge by providing resources, supports, incentives, and punishments, expectations, teachers, models, tools - all building blocks of learning and developments

• developed by Urie Bronfenbrenner

Microsystem

• person's immediate relationship, (reciprocal relationship);

• Family, school, peers, and teachers

Mesosystem

• set of interactions and relationships among all the element

• Interconnections between microsystems, influencing each other.

Exosystem

• includes all social setting though the individual is not a direct member of these systems

• External settings that indirectly affect the individual, even if they’re not directly involved.

Macrosystem

• The larger society

• The broader cultural and societal context influencing development.

Mother’s womb

the influence of family begins before birth (___ the first environment for child’s development)

Blended families

children today are part of this family structure, with step brothers or sisters

Extended families

Filipinos, with grandparents, aunts and other living in the small household

Context

total situation that surrounds and interacts with an individual's thoughts, feelings, and actions to shape development learning

Authoritative

• ideal, equal level of warmth and control.

• More on guidance

Authoritarian

low in warmth & high in control, cold and controlling.

Permissive

high warmth & low control. Bigay lahat, pasunod sa anak. They have few rules

Rejecting/Neglecting/Uninvolved parents

low warmth & low control

Chiao Shun

• Ruth Chao challenge Baumrind's conclusion about Asian families. Merong alternative style ang mga asians ____ translates as training

Autonomy

Melanie Domenech Rodriguez included third dimension of parenting

• Protective - high on warmth, high on control and low in granting autonomy

• Authoritative - high on all three

Thompson & Raikes

• According to them, quality of first attachment have implications in forming relationships throughout life.

• secure attachment, disorganized or insecure attachment,; secure attachment

• first attachment is bet the child and the first caregiver

Cliques

• relatively small, friendship-based groups, ____ serve young peoples' emotional and security needs by providing stable social context in which group members know each other well and form close friendships

Crowds

• less intimate, more loosely organized groups based on shared interests, activities, attitudes or reputations. They necessarily join the ____ but they are assigned by other students or people based on reputation and stereotypes.

• "an identity 'way station' or placeholder during the period between individuation from parents and establishment of a coherent personal identity" - Collins & Sternberg

Peer cultures

at any age wherein students have set of rules (clothes and everything)

Popular children

both academically & socially competent

Rejected-aggressive

high rates of conflict and hyperactivity/impulsivity characterize this subgroup;

Rejected-withdrawn

often target of bullies

Controversial

have both positive and negative social qualities, status can change over time

Neglected

• most neglected children are well adjusted and they are not less socially competent than other children.

Relational Aggression

• sometimes called social aggression

• insults, gossip, exclusions, taunts

• can be more damaging than overt aggression

  (both for the victim & aggressor)

Cyber aggression

• final type of hostile aggression, using social media accounts to spread rumors, make threats , or otherwise terrorize peers

Instrumental aggression

intended to gain an object or privilege, such as shoving to get a chair or snatching a book from another student. The intent is to get what you want, not to hurt the other child, but the hurt may happen anyway.

Hostile aggression

• inflicting intentional harm.

• can take the form of either overt aggression, such as threats or physical attacks (as in, “I’m gonna beat you up!”), or relational aggression, which involves threatening or damaging social relationships (as in, “I’m never going to speak to you again!”).

Qualities of a good teacher

• Good interpersonal relationship

• Organized yet firm

• Reasonable and maintaining authority

• Consistent in rules without being rude

• Good motivators

Authoritative teaching strategies

lead to positive relationships with students and enhance motivation for learning

Academic caring

• setting high but reasonable expectations and helping them achieve the goal

Personal Caring

being patient, respectful, humorous, willing to listen, interested in student's issues and problems

Identity

• is a broader concept than the self-terms (self esteem, self concept, self worth)

• includes people's general sense of themselves along with all other beliefs, emotions, values, commitments, and attitudes

• refers to the organization of the individual's drives , abilities, beliefs and history into a consistent image of the self. It involves deliberate choices and decisions, particularly about work, values, ideology, & commitment to people and Ideas.

James Marcia

elaborated Erikson's theory. He focused on two essential processes in achieving a mature identity: exploration &commitment.

Exploration

process wherein adolescence consider and try out alternative beliefs, values & behaviors in an effort to know which will give them more satisfaction)

Commitment

individual's choices concerning political and religious beliefs.

Identity achievement

• exploring realistic options, the individual has made choices and is committed in pursuing them.

• may not be unchanging for everyone

Moratorium

• Erikson used this term to describe exploration with a delay in commitment to personal and occupational choices.

• The period is no longer a crisis since experience is a gradual exploration rather than traumatic upheaval.

Identity Foreclosure

• commitment without exploration.

• They did not experienced with different identities or explored their options but have committed with the goals and values or lifestyles of others (usually their parents)

Identity diffusion

• When individuals do not explore and do not commit any actions. They reach no conclusion for who they are

Tethered child

• called the recipient a new cellphone

• 7-10 y/o with phone. Kids now a days are more connected with people without being with them.

• never alone.

• No more autonomy in resolving conflict they ask help from other people instead of their parents.

• Call a friend. No time for their physical and social environment.

Ethnic identity

"master status" that dominates all other identity concerns when judging the self.

Assimilation

adopting the values ng majority culture and rejecting ethnic culture

Separated

associating only with member of the ethnic group

Marginality

living in the majority culture but feeling disconnected in it and disconnected from minority cultures as well

Biculturalism

maintaining ties to both cultures

Nigrescence

Cross identify 5 stages to racial identity, called this process

Pre-encounter

• this stage people range from ignoring race tp feeling neutral about it.

• People value other aspects of their identity such as religion, profession or social status

Encounter

• This stage is often triggered by encounters with overt, covert or institutional racism.

• Realized that race matters in society.

Immersion/Emersion

• transitioning. They are now eager to understand their racial heritage more fully

Internalization-commitment

• very closely connected with internalization. With continued interest in their race, and sometimes dedicating their works for their race.

Self-concept construct

• A model in which self-esteem is seen as a global construct underpinned by increasingly differentiated aspects of the self, including physical, social, and academic self-perceptions

William James

self-esteem is determined by how successful we are in accomplishing tasks or reaching goals we value.

Moral development

refers to the process through which children develop the standards of right and wrong within their society, based on social and cultural norms, and laws.

Heteronomous/Moral realism

• 5 to 9 years (Pre-operational and concrete-operational

• rules are rigid and given by adults/God

• rules tell you what is right or wrong

• consequences dictate the severity of a behavior

Autonomous morality/Moral relativism

• 10 years upwards

• Emphasizes cooperation

• Rules are changeable under certain circumstances and mutual consent

Theory of Mind

• an understanding that other people are people too, with their own minds, thoughts, feelings, beliefs and behavior. They need a theory of mind to make sense of other people's behavior. To understand that people can have different views.

• 2 to 3 years old

• age 2 children have a sense of intention, at least of their own intention.

• the perspective-taking ability develops over until it is quite sophisticated in adults.

Kolhberg’s Theory of Moral Development

moral reasoning of children and adults by presenting them with moral dilemmas, and based on their reasoning with 6 stages of moral reasoning

Carol Gilligan

According to, ____ individuals move from a focus self-interest, to moral reasoning based on commitment to specific people and relationship, then to highest level of morality based on the principles of responsibility and care for all people.

Conventional Domain

• children begin in believing that rules simply exist.

• Piaget called this state Moral Realism (child believes that rules in play or about conduct is absolute & can't be changed). Child believes Punishment should be determined how much damage is done, not by the intention of the child

Morality of cooperation

• as children interactgradually shift the reasoning to this. Children come to understand that people make rules and can change them. When the damage is done and intention is taken into account

Social Intuitionist Model of Moral Psychology

• 3 Key Principles

• Intuition comes first, reasoning second. Automatic our reaction then we reason to justify our choice. Reasoning is important in maintaining our position and respect in our group

• There is more to morality than fairness and harm- there are four others of moral foundation than justice and welfare (loyalty/betrayal, authority/subversion, sanctity/degradation, liberty/oppression

• Morality binds and blinds - when a group share the same moral beliefs the group is bound together. But in being bound together they are blind to the moral beliefs of other groups that seems so "wrong".

• Jonathan Haidt

Diane Baumrind

• She introduces the four parenting styles: Authoritative, Authoritarian, Permissive, Neglectful

Ruth Chao

He challenge Baumrind’s conclusion about Asian families. There is an alternative style for Asians - chiao shun (training)

Melanie Domenech Rodriguez

She included third dimension of parenting

Trust vs. Mistrust; Hope

• Stage 1 of Erikson’s Stages of Psychosocial Development

• Infancy

• What is the crisis and virtue develop?

Autonomy vs Shame/Doubt; Will

• Stage 2 of Erikson’s Stages of Psychosocial Development

• Early Childhood (1 - 3 years)

• What is the crisis and virtue develop?

Initiative vs. Guilt; Purpose

• Stage 3 of Erikson’s Stages of Psychosocial Development

• Play Age (3-6 years)

• What is the crisis and virtue develop?

Industry vs. Inferiority; Competence

• Stage 4 of Erikson’s Stages of Psychosocial Development

• School Age (7-11)

• What is the crisis and virtue develop?

Identity vs Confusion; Fidelity

• Stage 5 of Erikson’s Stages of Psychosocial Development

• Adolescence (12-18 years)

• What is the crisis and virtue develop?

Intimacy vs. Isolation; Love

• Stage 6 of Erikson’s Stages of Psychosocial Development

• Early adulthood (19-29 years)

• What is the crisis and virtue develop?

Generativity vs. Stagnation; Care

• Stage 7 of Erikson’s Stages of Psychosocial Development

• Middle Age (30-64 years)

• What is the crisis and virtue develop?

Integrity vs Despair; Wisdom

• Stage 8 of Erikson’s Stages of Psychosocial Development

• Old Age (65 years onwards)

• What is the crisis and virtue develop?

Phinney

Proposed the 4 outcomes of Ethnic minority

Cross

He identify 5 stages to racial identity, (Outcome and process)

Level One: Preconventional

• Step 1: Punishment and obedience orientation. Obey rules to avoid punishment)

• Step 2: Naive hedonism - Conforms to get rewards and to have favors returned.

• Younger than six

• Kohlberg’s theory of moral development

Level two: Conventional Level

• Step 3: Good boy/good girl morality. Conforms to avoid disapproval or dislike by others.

• Step 4: Conforms to avoid censure by authorities

• 7-11 years

• Kohlberg’s theory of moral development

Level Three: Postconventional

• Step 5: Conforms to maintain communities. Emphasis on individual rights

• Step 6: Individual principles of conscience

• 11 years onwards

• Kohlberg’s theory of moral development

Nucci

Moral and Conventional domain by

Jonathan Haidt

He proposed the Social Intuitionist theory with three key principles:

• Intuition comes first, reasoning second

• There is more to morality than fairness and harm

• Morality binds and blinds