Educ Psych Lesson 2.pptx

Educational Psychology Lesson 2 The Self, Social, and Moral Development Outline 1. Physical Development 2. Bronfenbrenner: The Social Context for Development 3. Identity and Self-Concept 4. Understanding Others and Moral Development Physical Development Young Children (2-5...

Educational Psychology Lesson 2 The Self, Social, and Moral Development Outline 1. Physical Development 2. Bronfenbrenner: The Social Context for Development 3. Identity and Self-Concept 4. Understanding Others and Moral Development Physical Development Young Children (2-5 years old) Rapid growth: Children experience significant growth during this period, both in height and weight. Gross motor skills: They develop skills like running, jumping, climbing, and throwing. Fine motor skills: Children refine their ability to use their hands, such as drawing, coloring, and buttoning. Coordination and balance: These skills improve rapidly. Physical Development Elementary School Years (6-11 years old) Steady growth: Children continue to grow at a steady pace. Improved motor skills: They refine their gross and fine motor skills, becoming more coordinated and precise. Increased strength: Muscle mass increases, leading to greater strength. Improved endurance: Children can engage in physical activities for longer periods. Physical Development Adolescent Years (12-18 years old) Puberty: This period marks significant physical changes, including growth spurts, development of secondary sex characteristics, and changes in body composition. Peak physical development: Adolescents reach their peak physical strength and coordination. Motor skill refinement: They continue to refine their motor skills and may excel in sports or other physical activities. Physical Development Early and Later Maturing Early maturing: Adolescents who mature physically earlier than their peers may experience certain advantages in sports or social situations, but they may also face challenges such as increased risk for substance abuse or early sexual activity. Later maturing: Adolescents who mature physically later than their peers may experience feelings of inadequacy or self-consciousness, but they may also benefit from a longer period of physical growth and development. Physical Development Role of Recess and Physical Activity Play supports brain development, language, and social development. Children release tensions, learn to solve problems, adapt to new situations, cooperate, and negotiate. Bronfenbrenner: The Social Context for Development Urie Bronfenbrenner's Ecological Systems Theory is a framework that explains how individuals are influenced by various environmental systems. It posits that human development occurs within a series of interconnected systems, each influencing and being influenced by the others. Bronfenbrenner: The Social Context for Development The Five Systems 1. Microsystem: This is the innermost layer and consists of the immediate environments where individuals interact directly. Examples include family, school, peers, and neighborhood. 2. Mesosystem: This layer encompasses the interactions between different microsystems. For instance, a child's relationship with their parents may influence their interactions with teachers at school. Bronfenbrenner: The Social Context for Development 3. Exosystem: This system consists of broader societal structures that indirectly affect individuals, such as the workplace, government, and mass media. 4. Macrosystem: This is the outermost layer and represents the cultural and societal values, beliefs, and customs that shape individuals' development. 5. Chronosystem: This system refers to the historical and cultural context that shapes development over time. Bronfenbrenner: The Social Context for Development Bronfenbrenner: The Social Context for Development Parenting styles are the ways in which parents interact with and discipline their children. Different parenting styles can have significant impacts on a child's development. Authoritarian Parenting Characteristics: High demands, low responsiveness. Parents set strict rules, expect obedience, and use punishment to enforce their authority. Effects: Children may become obedient and respectful, but they may also be anxious, withdrawn, and have low self-esteem. They may be less likely to express their own thoughts and feelings. Bronfenbrenner: The Social Context for Development Permissive Parenting Characteristics: Low demands, high responsiveness. Parents are lenient, place few limits, and allow children to make their own decisions. Effects: Children may be happy and creative, but they may also lack self-discipline and have difficulty following rules. They may struggle with decision-making and problem-solving. Bronfenbrenner: The Social Context for Development Authoritative Parenting Characteristics: High demands, high responsiveness. Parents set clear expectations, but they are also warm and supportive. They encourage independence and allow children to express their opinions. Effects: Children are often confident, self-reliant, and have strong social skills. They are more likely to succeed in school and have positive relationships with peers. Bronfenbrenner: The Social Context for Development Neglectful Parenting Characteristics: Low demands, low responsiveness. Parents are uninvolved and provide little guidance or support. Effects: Children may feel neglected, insecure, and have low self-esteem. They may be more likely to engage in risky behaviors and have difficulty forming relationships. Bronfenbrenner: The Social Context for Development Aggression is a behavior that involves the intent to harm or injure another person or object. There are several different types of aggression, each with its own characteristics and underlying causes: Instrumental Aggression Definition: Aggression that is goal-oriented and used as a means to achieve a desired outcome. Examples: Bullying, physical violence, or threats used to get what someone wants. Motivation: Often driven by rewards or benefits, such as gaining power, status, or material possessions. Bronfenbrenner: The Social Context for Development Hostile Aggression Definition: Aggression that is motivated by anger or hostility and is intended to inflict pain or harm. Examples: Physical fights, verbal insults, or acts of vandalism. Motivation: Often rooted in negative emotions like anger, frustration, or resentment. Bronfenbrenner: The Social Context for Development Reactive Aggression Definition: Aggression that is a response to a perceived threat or provocation. Examples: Hitting someone back after being hit, yelling at someone who has insulted you. Motivation: Driven by a desire to protect oneself or retaliate. Bronfenbrenner: The Social Context for Development Proactive Aggression Definition: Aggression that is planned or premeditated and is not a direct response to a provocation. Examples: Setting a trap for someone, planning a revenge attack. Motivation: Often driven by a desire for power, control, or dominance. Bronfenbrenner: The Social Context for Development Signs of Child Abuse Physical Signs Unexplained injuries: Bruises, cuts, burns, or broken bones that cannot be explained by accidents. Poor hygiene: Neglect of personal hygiene, such as dirty clothes or unwashed hair. Fear of physical contact: Reluctance to be touched or hugged. Physical withdrawal: Avoiding physical activity or contact with others. Bronfenbrenner: The Social Context for Development Emotional Signs Behavioral changes: Sudden changes in behavior, such as aggression, withdrawal, or anxiety. Fear of adults: Avoidance of adults, especially those at home. Nightmares or sleep disturbances: Difficulty sleeping or experiencing nightmares. Low self-esteem: Negative self-talk or feelings of worthlessness. Bronfenbrenner: The Social Context for Development Developmental Delays Delayed development: Delays in cognitive, social, or emotional development. Difficulty learning: Struggles with schoolwork or concentration. Behavioral Signs Substance abuse: Early involvement in substance abuse. Truancy: Skipping school or staying out late. Runaway behavior: Leaving home without permission. Bronfenbrenner: The Social Context for Development Sexual Signs Sexualized behavior: Acting out sexually, such as inappropriate touching or language. Physical signs of sexual abuse: Genital or anal injuries. Fear of specific adults: Avoidance of certain adults, especially those at home. Identity and Self-Concept Erik Erikson, a German-American psychoanalyst, developed a theory of psychosocial development that outlines eight stages throughout the lifespan. Each stage involves a crisis or conflict that must be resolved to achieve a healthy sense of self. Stage 1: Trust vs. Mistrust (Infancy) Crisis: Developing a sense of trust in caregivers and the world. Positive outcome: A sense of trust and security. Negative outcome: A sense of mistrust and insecurity. Identity and Self-Concept Stage 2: Autonomy vs. Shame and Doubt (Toddlerhood) Crisis: Developing a sense of independence and control over one's body and actions. Positive outcome: A sense of autonomy and self-confidence. Negative outcome: A sense of shame and doubt. Stage 3: Initiative vs. Guilt (Preschool) Crisis: Developing a sense of purpose and initiative. Positive outcome: A sense of initiative and curiosity. Negative outcome: A sense of guilt and doubt. Identity and Self-Concept Stage 4: Industry vs. Inferiority (School Age) Crisis: Developing a sense of competence and achievement. Positive outcome: A sense of industry and accomplishment. Negative outcome: A sense of inferiority and inadequacy. Stage 5: Identity vs. Role Confusion (Adolescence) Crisis: Developing a sense of self and identity. Positive outcome: A strong sense of identity and belonging. Negative outcome: Role confusion and identity crisis. Identity and Self-Concept James Marcia developed a theory of identity achievement based on Erikson's concept of identity formation. Marcia's theory focuses on the exploration and commitment involved in developing a sense of self. Identity and Self-Concept Identity Diffusion: Individuals have not explored or committed to any particular identity. They may be confused or apathetic about their future. Foreclosure: Individuals have committed to an identity without exploring other options. This often occurs when they adopt their parents' or society's values without questioning them. Identity and Self-Concept Moratorium: Individuals are actively exploring different identities but have not yet committed to one. They may be experimenting with different roles, beliefs, or values. Identity Achievement: Individuals have explored various options and have made a conscious commitment to a particular identity. They have a clear sense of who they are and what they want to achieve. Identity and Self-Concept Stage 6: Intimacy vs. Isolation (Young Adulthood) Crisis: Forming close, intimate relationships with others. Positive outcome: A sense of intimacy and connection. Negative outcome: A sense of isolation and loneliness. Stage 7: Generativity vs. Stagnation (Middle Adulthood) Crisis: Contributing to the next generation through work, parenting, or community involvement. Positive outcome: A sense of generativity and purpose. Negative outcome: A sense of stagnation and lack of fulfillment. Identity and Self-Concept Stage 8: Ego Integrity vs. Despair (Late Adulthood) Crisis: Reflecting on one's life and finding meaning and purpose. Positive outcome: A sense of ego integrity and satisfaction with life. Negative outcome: A sense of despair and regret. Identity and Self-Concept Self-concept (definition of self) becomes increasingly complex, differentiated, and abstract as we mature. Self- concept evolves through constant self-reflection, social interaction, and experiences in and out of school. Students develop a self-concept by comparing themselves to personal standards and external standards. Identity and Self-Concept Both self-concept and self-esteem are beliefs about the self. Self-concept is your overall perception of yourself. It includes your beliefs, thoughts, and feelings about your identity, abilities, and characteristics. Self-esteem is how you feel about yourself. It's a measure of your self-worth and self-value. Identity and Self-Concept Self-concept is what you think about yourself. Self-esteem is how you feel about yourself. Understanding Others and Moral Development Theory of mind is a cognitive ability that allows us to understand that others have their own thoughts, feelings, beliefs, and intentions that may differ from our own. It's essentially the ability to "step into someone else's shoes" and see things from their perspective. Understanding Others and Moral Development Key aspects of theory of mind Understanding others' beliefs: Recognizing that people can hold beliefs that are different from reality. Predicting others' behavior: Using knowledge of their beliefs to anticipate their actions. Understanding false beliefs: Recognizing that someone can hold a belief that is incorrect. Understanding Others and Moral Development Development of Theory of Mind Early childhood: Children begin to develop theory of mind around the age of 3-4 years old. False belief tasks: Researchers often use false belief tasks to assess children's theory of mind development. These tasks involve scenarios where a character's belief is incorrect, and the child must understand that the character will act based on their incorrect belief. Understanding Others and Moral Development Lawrence Kohlberg, a renowned psychologist, proposed a theory of moral development that outlines how our understanding of right and wrong evolves over time. His theory is based on the idea that moral development is a process of cognitive growth, similar to Piaget's theory of cognitive development. Understanding Others and Moral Development Kohlberg's theory divides moral development into three main levels, each with two stages Level 1: Preconventional Morality Stage 1: Obedience Orientation: Morality is based on avoiding punishment. Children obey rules to avoid getting into trouble. “How can I avoid punishment?” Stage 2: Instrumental Exchange Orientation: Morality is based on personal gain. Children follow rules if it benefits them or someone they care about. “What’s in it for me?” Understanding Others and Moral Development Level 2: Conventional Morality Stage 3: Good Boy/Girl Orientation: Morality is based on social approval. Children seek to please others and maintain good relationships. “What do others think of me?” Stage 4: Law and Order Orientation: Morality is based on following rules and laws. Children believe that laws are important for maintaining social order. “How can I maintain law and order?” Understanding Others and Moral Development Level 3: Postconventional Morality Stage 5: Social Contract Orientation: Morality is based on individual rights and the common good. Individuals recognize that laws may be flawed and can be changed. “Does a rule truly serve all the members of a community?” Stage 6: Universal Ethical Principle Orientation: Morality is based on abstract ethical principles, such as justice, fairness, and human rights. Individuals follow these principles even if they conflict with laws. “What are the abstract ethical principles that serves my understanding of justice?” Understanding Others and Moral Development Carol Gilligan, a feminist psychologist, proposed a theory of moral development that challenged Kohlberg's theory, arguing that it was biased towards male perspectives and did not adequately account for female moral reasoning. Gilligan's theory emphasized the importance of care and connection in moral decision-making. She suggested that women often approach moral dilemmas from a perspective of care and responsibility for others, rather than focusing on abstract principles of justice. Understanding Others and Moral Development Gilligan's theory outlined three stages of moral development: 1.Orientation to Self: Individuals focus on their own needs and survival. 2.Orientation to Others: Individuals prioritize the needs of others and may sacrifice their own well-being. 3.Orientation to Self and Others: Individuals balance their own needs with the needs of others, recognizing the importance of both.