Unit 4: Social and Emotional Development PDF

Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila UNIT 4: SOCIAL AND EMOTIONAL DEVELOPMENT A Written Report Presented to Ms. Michelle Sotto In partial fulfillment of the requirements in Child and Adolescent Learners and Learning Principles Balbin, Ana Caroline Olisa, Margarette Anne Pasiliao, Yoanna Norelle Rea, Samantha Shane Tapas, Gavin Timothy Yuson, Carmella Joy GROUP MEMBERS: ASSIGNED TOPICS: PAGE #. Yuson, Carmella Joy I. Social And Emotional Development 3 Introduction 3 IV. Conclusion 21 Balbin, Ana Caroline II. Development of Self and Social Understanding 4 Introduction 4 A. Psychoanalytic Theory (Sigmund Freud) 5 Olisa, Margarette Anne B. Psychosocial Development (Erik Erikson) 7 C. Social Learning Theory (Albert Bandura) 11 Pasiliao, Yoanna Norelle III. Development of Motivation and Self-Regulation 13 Introduction 13 A. Content Theories 13 - Hierarchy of Needs (Abraham Maslow) Rea, Samatha Shane - ERG (Existence, Relatedness, Growth) Theory 16 (Clayton Alderfer) - Human Motivation Theory (David McClelland) 18 Tapas, Gavin Timothy - Two Factor’s Theory (Frederick Herzberg) 19 LEARNING OBJECTIVES Define social and emotional development. Reflect on your own ideas and experiences associated with social-emotional development. Discuss how social-emotional learning promotes development in young children. Identify the development of self and social understanding from different theories. Identify the difference between Nature and Nurture. To achieve a better understanding of Erik Erikson's psychosocial development. Understand the Social Learning Theory of Albert Bandura. Define the development of motivation and self-regulation. Understand the concept of Maslow's hierarchy of needs. Identify and describe each level of human needs. Identify the difference between intrinsic motivators and extrinsic motivators. 2 I. Social And Emotional Development Children begin developing social-emotional skills at birth. When a child’s emotional and physical needs are met, learning pathways to the brain are formed, which leads to learning in all developmental domains. Emotional signals, such as smiling, crying, or demonstrating interest and attention, strongly influence the behaviors of others. Similarly, the emotional reactions of others affect children’s social behaviors. As children mature and develop, their social-emotional skills become less centered on having their own needs met by their caregivers and more focused on participating in routines and enjoying experiences with friends and caregivers. The early childhood years are a critical time for the formation of positive feelings toward oneself, others, and the larger world. Young children develop and learn in the context of relationships and when they are encouraged, nurtured, and accepted by adults and peers, they are more likely to be well-adjusted. On the contrary, children who are neglected, rejected, or abused are at risk for social and mental health challenges. Social Development The process of learning the skills and attitude of living in the community can assist children (people) to live in peace (adaptability to adapt). It starts immediately as soon as children start to interact with other people. Emotional Development The growth of feeling or affect that involves physiological arousal, behavioral expression, and sometimes conscious experience. Emotion influences their perceptions and determines their actions and types of adjustment made. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social and emotional development consists of the following five components: Self-awareness This is the ability to accurately recognize one’s emotions, thoughts, and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism. Self-management This is the ability to control one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals. 3 Social awareness This is the ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social norms for behavior, and to recognize family, school, and community resources and supports. Relationship skills This is the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes clear communication, active listening, cooperation, avoiding social pressure, conflict resolution, and obtaining or providing help when needed. Responsible decision-making This is the ability to make constructive and respectful choices about personal behavior and social interactions. This includes consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. II. Development of Self and Social Understanding Developing self-awareness involves recognizing our own ideas, emotions, and actions, which can result in a more profound comprehension of our principles. In the same way, social understanding calls for effective interpersonal communication, empathy, and perspective-taking. Positive relationships can be established and stronger connections can be made by attempting to put ourselves in other people's shoes and see the world from their perspective. Nurture vs. Nature Nurture refers to the environment's influence on children and adolescents. Their life experience has shaped the things they developed. Their actions are influenced by the perceptions they get from their surrounding environment. Nature is about a person's biological characteristics. Genetics might have an impact on their behavior. While some characteristics and preferences are mostly influenced by genetics, a person's behavior is ultimately shaped and refined by their interactions with their environment. An intriguing part of human development is the interaction between nature and nurture, which emphasizes the complexity and richness of each person's journey. 4 https://www.simplypsychology.org/naturevsnurture.html Psychologists like Sigmund Freud, Erik Erikson, and Albert Bandura's theories help children and adolescents make sense of a complicated method of understanding themselves and the world around them as they navigate social interactions and self-discovery. Erik Erikson's psychosocial theory concentrates on the different stages of development and the difficulties people encounter at each stage. In contrast, Sigmund Freud's psychoanalytic theory highlights the influence of unconscious processes in forming personality. However, Albert Bandura's theory of social learning emphasizes the value of modeling and observational learning in learning new behaviors and comprehending social dynamics. A. Psychoanalytic Theory (Sigmund Freud) Psychoanalytic theory was founded by Sigmund Freud. It contributes to our comprehension of an individual's personality and development, and psychoanalysis is a medical approach to the treatment of psychopathology. (K.J. Sibi, 2020). Freud believed that there are three parts of the mind: the conscious, preconscious, and unconscious, which is 5 represented as the iceberg model of consciousness. The surface level of our mind, such as our thoughts and perceptions, is perceived by the conscious mind. The things we can become aware of and recall, such as our memories and prior knowledge, are stored in the preconscious mind. And lastly, the unconscious mind. It deals with things that are hidden from our conscious awareness at a deep level of our minds, such as inappropriate desires, traumatic and discouraging experiences, and immoral actions. Freud’s Personality Components Freud proposed that the human personality is composed of three elements: the id, the ego, and the superego. The pleasure principle forms the core of the id, representing our wants and needs. The ego strives to balance our emotions with reality by acting as a bridge between the id and the outside world. Meanwhile, the superego internalizes standards and values guiding us morally. These components collaborate to shape an individual's thoughts, behaviors, and overall character. Freud's theory offers a framework for understanding the complexities of nature and the ongoing inner struggles individuals may encounter. Id - operates at the unconscious level and is based on the pleasure principle. Eros and Thanatos are the two categories of biological instincts that make up the id. The life instinct, or eros, guides a person's inhalation, eating, and sexual behavior in order to enable them to survive in the world. Libido is the energy produced by life instincts. All humans possess a set of destructive forces known as their "death instincts," or Thanatos. (K.J. Sibi, 2020). Ego - During Infancy, the id gives rise to the ego in individuals. The ego's function is to safely and socially acceptablely satiate the id's demands. The ego functions in both the conscious and unconscious mind; unlike the id, it adheres to the reality principle. (K.J. Sibi, 2020). Superego - Each person has a distinct superego. Every child attempts to identify as well as follow the same-sex parent. The superego is in charge of maintaining moral principles in individuals. (K.J. Sibi, 2020). Freud’s Stage of Psychosexual Development Freud's theory of psychosexual development sheds light on how people move through life's phases to satisfy their intrinsic desire for development and self-discovery. 6 Every phase in Freud's theory of psychosexual development is essential in molding a person's personality. Freud's model highlights the significance of early experiences in shaping an individual's behavior and personality traits, spanning from the oral stage, during which infants learn to trust their caregivers, to the genital stage, during which adolescents concentrate on developing intimate relationships. B. Erik Erikson’s Psycho-Social Theory of Development Erik Erikson was an ego psychologist who developed one of the most popular and influential theories of development. While his theory was impacted by psychoanalyst Sigmund Freud's work, Erikson's theory centered on psychosocial development rather than psychosexual development. (Cherry, K., 2022) 8 Stages of Psycho-Social Development Stage Basic Virtue Age Description 7 Trust vs. Hope Infancy The children's basic needs are Mistrust (0 - 18 months) being met by the parents, especially the mother, and they must be exposed to warmth, care, and affection that leads to trust. Otherwise, a lack of it will lead to mistrust. Autonomy vs. Will Toddler The children begin to explore Shame and (18 - 3 years) their surroundings, sense of Doubt independence, and free will, and develop a sense of personal control over physical skills. Discouragement may lead to shame and doubt. Initiative vs. Purpose Early Childhood The children must be Guilt (3 - 5 years) encouraged to be independent and begin the development of judgment. If a child’s initiative is overly controlled, they may develop sustained guilt. Industry vs. Competency Middle Childhood The children learn to do things Inferiority or Elementary well or correctly and need to ( 5 - 13 years) cope with social and academic demands. Success leads to a sense of competence, failure leads to confusion and inferiority. Identity vs. Fidelity Adolescence Teens must develop a sense of Role (13 - 21 years) identity, self in relationships, Confusion and to own internal thoughts and desires. If they lack a sense of belonging to any identity group, it may result in developing an uncertainty about their identity that may last into adulthood. 8 Intimacy vs. Love Young adult Young adults commit to Isolation (21 - 39 years) developing their intimate relationships with other people and begin to make a long-term commitment to relationships. If they are unsuccessful, they will develop loneliness and isolation. Generativity Care Middle Adulthood Generative adults need to vs. Stagnation (39 - 65 years) nurture things that will outlast them, develop an interest in guiding the development of the next generation, and contribute to society. Self-absorbed adults stagnate and fail to contribute to their societies. Ego-Integrity Wisdom Older Adulthood Older adults develop a sense vs. Despair (65 onwards) of acceptance of life, and a sense of fulfillment, and they reflect on their contributions to society which leads to feelings of wisdom. Those dissatisfied with their lives will lead to regret, bitterness, and despair. 1. Trust vs. Mistrust According to Erikson's theory of psychosocial development, the most important phase of life is the first stage, which lasts from birth to one year of age. Since an infant is completely reliant, the development of trust is contingent upon the caregivers' reliability and quality. A child who receive insufficient attention and affection from their caretaker may grow to believe that they are unreliable and untrustworthy of the adults in their lives. 2. Autonomy vs. Shame and Doubt If guardians and parents promote independent behavior, toddlers gain a sense of autonomy, or the capacity to manage many issues by themselves. However, if caregivers make 9 excessive demands too quickly, and refuse to let children perform tasks of which they are capable, they might instead experience guilt and self-doubt about their capacity to solve issues. 3. Initiative vs. Guilt During this stage, a child starts exerting his assertive abilities. It empowers a child to take charge of their environment and exercise control over it. If parents provide support and encouragement for children's activities and creativity, it will boost the child's self-esteem. The child will benefit from this when it comes to eventually leading others and making decisions for themselves. Conversely, if parents criticize and limit their child's initiative, the child will grow to feel guilty. 4. Industry vs. Inferiority At this stage, the child learns to develop various skills such as reading, writing, doing math, etc. Peer groups and teachers play a vital role during this stage. The child will feel competent and self-assured, or industrious if their initiative is welcomed, supported, and encouraged. Nevertheless, if the child experiences constant criticism and mockery for his endeavors, it will make him inferior in his talents and abilities. 5. Identity vs. Role Confusion The fifth stage is identity vs. role confusion, and it occurs during adolescence, from about 12-18 years. “This is the crossroad between childhood and maturity” (Shaffer & Kipp, 2010). Adolescents who are successful at this stage have a strong sense of identity and can remain true to their beliefs and values in the face of problems and other people’s perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents’ ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. 6. Intimacy vs. Isolation This stage takes place in young adulthood i.e. between 18 years to 40 years. During this phase, people strive to form close friendships and more personal relationships with other people. Intimate relationship failure can result in social disengagement, loneliness, alienation, and maladaptive behavior. 7. Generativity vs. Stagnation Generativity vs. stagnation is the seventh stage of Erikson’s theory. This stage occurs during middle adulthood i.e., from 35 years to 65 years. Generativity involves finding your life’s work and contributing to the development of others through activities such as volunteering, mentoring, and raising children. In this phase, an individual tries to raise a family and raise children while being considerate of their needs and demands in order to become effective at work and for society. A person's culture defines and shapes these generativity criteria. However, the inability to be productive in the workplace and in society will result in self-indulgence and stagnation. 10 8. Ego-Integrity vs. Despair This is the last stage and according to Erikson, this is a stage of review in which the older adult looks back at one’s life and reviews it as a whole. An older adult will have integrity—a sense of being at peace with both the world and oneself—if he believes that his life has a purpose and good memories. On the other side, if an older adult feels that his life is full of setbacks, unfulfilled ambitions, and unpleasant experiences, then despair will grow and eventually result in feelings of hopelessness and loneliness. C. Albert Bandura’s Social Learning Theory By observing the behaviors of others, people develop similar behaviors. After observing the behavior of others, people assimilate and imitate that behavior, especially if their observational experiences are positive ones or include rewards related to the observed behavior. According to Bandura, imitation involves the actual reproduction of observed motor activities. (Bandura 1977). Social learning theory assumes that modeling influences produce learning principally through their informative functions and that observers acquire mainly symbolic representations of modeled activities rather than specific stimulus-response associations. (Bandura 1969a, 1971a). Social Learning Theory (SLT) posits that people learn from one another, via: (1) Observation (2) Imitations and; (3) Modeling 1. Observational Learning A live model involves an actual individual demonstrating or acting out a behavior. A verbal instructional model involves descriptions and explanations of behavior. A symbolic model involves real or fictional characters displaying behaviors in books, films, television programs, or online media. 2. Intrinsic Reinforcement One of the other formats of learning is described as a form of internal rewards, such as pride, satisfaction, and a sense of accomplishment. 3. Modeling Process Bandura mentions four necessary conditions which are needed in the modeling process. By considering these steps, an individual can successfully make the behavior model of someone else. Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. The following steps are involved in the observational learning and modeling process: 11 https://images.app.goo.gl/d3kuJyei4G4g2QVn9 1. Attention. The person must first pay attention to the model. The more striking or different something is, the more likely it is to gain our attention. Likewise, if we regard something as prestigious, attractive, or like ourselves, we will take more notice. (eg. Color) 2. Retention. The observer must be able to remember the behavior that has been observed. One way of increasing this is using the technique of rehearsal. 3. Reproduction. The third condition is the ability to replicate the behavior that the model has just demonstrated. This means that the observer has to be able to replicate the action, which could be a problem with a learner who is not ready developmentally to replicate the action. 4. Motivation. The final necessary ingredient for modeling to occur is motivation, learners must want to demonstrate what they have learned. Remember that since these four conditions vary among individuals, different people will reproduce the same behavior differently. Reinforcement and punishment play an important role in motivation. Principles of Social Learning Theory The principles of social learning are assumed to operate in the same way throughout life. Observational learning may take place at any age. Insofar as exposure to new influential, powerful models who control resources may occur at the life stage, new learning through the modeling process is always possible. (Newman B.M. & P.R, 2007). People can learn by observing the behavior of others and the outcomes of those behaviors. Learning can occur without a change in behavior. Cognition plays a role in learning. Social Learning Perspective of Reinforcement and Punishment Indirect effects on learning and they are not the sole or main cause; Influence the extent to which an individual exhibits a behavior that has been learned; Influences expectation of reinforcement on cognitive processes that promote learning; Attention plays a critical role in learning and; Attention is influenced by the expectation of reinforcement. 12 The people around the child will respond to the behavior it imitates with either reinforcement or punishment. If a child imitates a model’s behavior and the consequences are rewarding, the child will likely continue performing the behavior. Reinforcement can be external or internal and can be positive or negative. If a child wants approval from parents or peers, verbal approval is an external reinforcement, but feeling happy about being approved of is an internal reinforcement. A child will behave in a way that it believes will earn approval because it desires approval. Positive (or negative) reinforcement will have little impact if the external reinforcement does not match an individual’s needs. Reinforcement can be positive or negative, but the important factor is that it will usually change a person’s behavior. III. Development of Motivation and Self-Regulation The development of motivation and self-regulation explores how individuals acquire the drive and skills to pursue goals and regulate their behavior. It encompasses psychological processes that shape one's motivation, including intrinsic and extrinsic factors, as well as the ability to monitor and adjust one's actions to achieve desired outcomes. Intrinsic motivation arises from within the individual, driven by personal interest, curiosity, or the desire for mastery. It involves a genuine engagement with an activity for the sheer pleasure or sense of accomplishment it brings. Extrinsic motivation, on the other hand, is influenced by external factors like rewards, grades, or social approval. Individuals may engage in tasks to obtain tangible rewards or to meet external expectations, rather than for the inherent satisfaction of the activity itself (Deci & Ryan, 1985). Understanding this development is crucial for comprehending content theories, which seek to explain the specific factors that drive human behavior and satisfaction in various contexts. A. Content Theories Hierarchy of Needs by Abraham Maslow Abraham Maslow was one of the most influential American psychologists of the twentieth century. He is best known for developing a five-tier model of human needs, often depicted as hierarchical levels within a pyramid (McLeod, 2024). 13 Maslow's theory proposes that people have several basic needs that must be met before progressing to the higher level needs such as social, emotional, and self-actualization (Cherry, 2023). In addition, according to Maslow, when a lower need is met, the next need on the hierarchy becomes our focus of attention. In his theory, higher needs in the hierarchy begin to emerge when people feel they have sufficiently satisfied the previous need. Although later research does not fully support all of Maslow’s theories, his research has impacted other psychologists and contributed to the field of positive psychology (Hopper, 2020). However, regarding the structure of his hierarchy, Maslow (1987) proposed that the order in the hierarchy “is not nearly as rigid” (p. 68) as he may have implied in his earlier description (McLeod, 2018). A. Basic Needs The most fundamental level is about what keeps our bodies alive and functioning. This is followed by physical, mental, and emotional security and a healthy self-perception. 1. Physiological needs (food, water, warmth, & rest) - these are biological requirements for human survival. If these needs are not satisfied the human body cannot function optimally. For example, if someone is extremely hungry, it is hard to focus on anything else besides food. Therefore, Maslow considered physiological needs the most important as all the other needs become secondary until these needs are met (McLeod, 2018). 2. Safety needs (security & safety) - Once people’s physiological requirements are met, the next need that arises is a safe environment. Our safety needs are apparent even early in childhood, as children require safe and predictable environments and typically react with fear or anxiety when these are not met (Hopper, 2020). For example, safety needs such as emotional security, social stability, law and order, health, and well-being can be fulfilled by the family and society (McLeod, 2018). 14 B. Psychological Needs After basic needs are fulfilled, people crave social connections, love, respect, and a sense of belonging. This involves intimate relationships, friendships, family, and social interactions. Moreover, humans have an innate desire to belong to groups and feel accepted by others. 3. Belongingness and love needs (intimate relationships, & friends) - the third level of human needs involves feelings of belongingness and love. This refers to a human emotional need for interpersonal relationships, affiliating, connectedness, and being part of a group. Examples include friendship, intimacy, trust, acceptance, as well as receiving and giving affection and love (McLeod, 2018). 4. Esteem needs (prestige & feeling of accomplishment) - are the fourth level in Maslow’s hierarchy which includes self-worth, accomplishment, and respect. According to Maslow, esteem needs have two components. The first involves feeling self-confidence and feeling good about oneself. The second component involves feeling valued by others; that is, feeling that our achievements and contributions have been recognized by other people. (Hopper, 2020). Whereas, people often engage in a profession or hobby to gain recognition. These activities give the person a sense of contribution or value. Therefore, low self-esteem or an inferiority complex may result from imbalances during this level in the hierarchy (McLeod, 2018). C. Self-fulfillment Needs This category, found at the peak of Maslow's hierarchy in the self-actualization level, represents the highest aspirations and desires of individuals. These needs transcend basic survival and psychological needs, encompassing the pursuit of personal growth, meaningful experiences, and reaching one's full potential. 5. Self-actualization (achieving one’s full potential) - is the highest level in Maslow’s hierarchy, and refers to the realization of a person’s potential, self-fulfillment, seeking personal growth, and peak experiences. Maslow (1943, 1987, p. 64) describes this level as the desire to accomplish everything that one can, and “to become everything one is capable of becoming”. Individuals may perceive or focus on this need very specifically. For example, one individual may have a strong desire to become an ideal parent (McLeod, 2018). Essentially, self-actualization means feeling that we are doing what we believe we are meant to do. According to Maslow, achieving self-actualization is relatively rare, and his examples of famous self-actualized individuals include Abraham Lincoln, Albert Einstein, and Mother Teresa (Hopper, 2020). 15 ERG (Existence, Relatedness, Growth) Theory (Clayton Alderfer) Alderfer’s ERG theory of motivation ERG theory is a human motivation theory that condenses Maslow's Hierarchy of Needs into three fundamental categories: Existence, Relatedness, and Growth. Clayton Alderfer proposed ERG theory as an extension of Maslow's hierarchy, recognizing the limitations of the strict hierarchical nature of Maslow's model. According to ERG theory, individuals are motivated by needs from multiple levels simultaneously, and the importance of these needs may vary among individuals and change over time. The most concrete and motivating of Alderfer’s three needs is existence, which relates to physical and psychological survival. The next level is the need for relatedness, a sense of community, and a good relationship with yourself. The least concrete, but still important, of Alderfer’s needs in the ERG model is growth, which relates to self-development, fulfillment, and the sense of achieving your potential. (Alderfer, C. P. (1969). An empirical test of a new theory of human needs. Organizational Behavior and Human Performance, 4(2), 142-175). How the model works Alderfer’s ERG Theory of Motivation states that individuals can be motivated by multiple levels of need at the same time and that the level that is most important to them can change over time. In other words, an individual’s priorities and motivations may be fluid and can move between the existence, relatedness, and growth levels of need over time. They can move upwards, and they can move downwards. At the most basic level, people have existing needs. These encompass Maslow's physiological and safety needs, as shown in Figure 1. Next, are relatedness needs, where we fulfill our need for satisfying interpersonal relationships. This level relates to Maslow's social tier and the external part of self-esteem needs – we feel good about ourselves based on what others think about us. Finally, we reach the growth level. Here, we are looking for personal growth and development by doing high-quality and meaningful work. This equates to the internal part of Maslow's self-esteem needs and his self-actualization category. 16 However, Alderfer's theory goes further than simplifying the number of needs and broadening what each covers. While he maintains that there is a general order for pursuing needs, he claims that this order is not as fixed as it is in Maslow's hierarchy. Even though existence needs generally have a higher priority than relatedness and growth needs, priorities can change, depending on the person and the situation. (Alderfer, C. P. (1969). "An Empirical Test of a New Theory of Human Needs," Organizational Behavior and Human Performance, Volume 4, Issue 2, Pages 142-175.) Difference Between ERG Theory of Motivation and the Maslow’s Hierarchy of Needs Frustration-regression principle and how it relates to individuals' behavior in satisfying needs. The frustration-regression principle in Alderfer's ERG theory posits that individuals may revert to pursuing lower-level needs if higher-level needs prove unattainable. In the educational realm, this principle is exemplified when a student, aiming for academic excellence, faces barriers such as learning difficulties or a lack of resources. When unable to achieve these higher-level goals, they may shift focus to more basic needs like social acceptance or academic survival. This regression might lead to seeking validation from peers, prioritizing simpler tasks over challenging ones, or even avoiding academic pursuits entirely. Educators, administrators, and policymakers must grasp this principle to foster supportive learning environments. By addressing students' higher-level needs while acknowledging and mitigating obstacles, educators can provide tailored support, 17 encourage positive relationships, and cultivate resilience. Ultimately, this approach fosters academic success and personal growth, contributing to students' overall well-being and long-term educational achievements. (Alderfer, C. P. (1969). An empirical test of a new theory of human needs. Organizational Behavior and Human Performance) Human Motivation Theory (David McCielland)\ In the early 1940s, Abraham Maslow created his theory of needs. This identified the basic needs that human beings have, in order of their importance: physiological needs, safety needs, and the needs for belonging, self-esteem, and "self-actualization". Later, David McClelland built on this work in his 1961 book, "The Achieving Society." He identified three motivators that he believed we all have: a need for achievement, a need for affiliation, and a need for power. People will have different characteristics depending on their dominant motivator. According to McClelland, these motivators are learned (which is why this theory is sometimes called the Learned Needs Theory). McClelland says that, regardless of our gender, culture, or age, we all have three motivating drivers and one of these will be our dominant motivating driver. This dominant motivator is largely dependent on our culture and life experiences. (McClelland's 2021, Human Motivation Theory) McClelland proposed that individuals have three core needs that drive their behavior: Achievement Need: The desire to excel, to accomplish challenging tasks, and to strive for success. Individuals with high achievement needs are often motivated by goals, feedback, and a sense of accomplishment. Affiliation Need: The desire for positive relationships, social interaction, and a sense of belonging. Individuals with a high affiliation need to seek approval, support, and close connections with others. Power Need: The desire to influence, control, or have an impact on others and one's environment. Individuals with high-power needs are motivated by authority, recognition, and the ability to make a difference. How It Is Used McClelland's theory can help you to identify the dominant motivators of people on your team. You can then use this information to influence how you set goals provide feedback, and motivate and reward team members. You can also use these motivators to craft, or design, the job around your team members, ensuring a better fit. 18 Let's look at the steps for using McClelland's theory: Step 1: Identify Drivers Examine your team to determine which of the three motivators is dominant for each person. You can probably identify drivers based on personality and past actions. For instance, perhaps one of your team members always takes charge of the group when you assign a project. They speak up in meetings to persuade people and delegate responsibilities to others to meet the goals of the group. They like to be in control of the final deliverables. This team member is likely primarily driven by power. You might have another team member who never speaks during meetings. They always agree with the group, work hard to manage conflict when it occurs, and visibly become uncomfortable when you talk about doing high-risk, high-reward projects. This person is likely to have a strong need for affiliation. Step 2: Structure Your Approach Based on the driving motivators of your workers, structure your leadership style and project assignments around each team member. This will help ensure that they all stay engaged, motivated, and happy with the work they're doing. (Dr. Serhat Kurt, (2022) McClelland’s Three Needs Theory: Power, Achievement, And Affiliation). Two Factor’s Theory (Frederick Herzberg) American psychologist Frederick Herzberg is regarded as one of the great original thinkers in management and motivational theory. Herzberg set out to determine the effect of attitude on motivation, by simply asking people to describe the times when they felt really good, and bad, about their jobs. What he found was that people who felt good about their jobs gave very different responses from the people who felt bad. Hygiene Factors Extrinsic motivators, also known as hygiene factors, typically stand for more concrete, basic needs; these are the needs that fall into the lower rungs of Maslow's hierarchy of needs or the existence category of needs in the ERG theory. The following are examples of extrinsic motivators: status, pay, benefits, and job security. Managers must acknowledge that being unable to provide appropriate and expected extrinsic motivators can lead to employee dissatisfaction and a decrease in their motivation. 19 Motivation Factors Intrinsic motivators, also known as motivation factors, are typically associated with less concrete and more emotional needs. These are the types of needs found in the ERG theory's "relatedness" and "growth" categories of needs, as well as in the higher levels of Maslow's hierarchy of needs. Work that presents challenges, recognition, connections, and room for growth are examples of intrinsic motivators. While these needs might not fall under the more traditional definition of what a workplace should offer, managers still need to understand that they can be vital to both strong individual and team performance. https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/herzbergs-two-factor-theory/?fbclid=IwAR0U-IKXq55zquTqqF5wry98ywpkSjNnMlhxNvaNLij c2furHYBJuPX_wzY The part played by employee expectations sets the two-factor theory apart from the other theories we've covered. The relationship between intrinsic and extrinsic motivators is inverse, according to Herzberg. In other words, when intrinsic motivators are present, motivation tends to increase, and when extrinsic motivators are not, motivation tends to decrease. This is because of what the workers expect. 20 IV. Conclusion Child and Adolescence is a time of rapid emotional and social development, as children learn to regulate emotions and interact with others. Children and adolescents' social and emotional development is a complex and important part of their overall development. Their relationships, personalities, and chances for success are all greatly influenced by it. Children and adolescents can be empowered to thrive in a variety of social settings by being encouraged to develop their emotional intelligence, self-awareness, and effective communication skills. Enhancing the development of self, social understanding, motivation and self-regulation of individuals through investments in their social and emotional well-being also helps to build a more harmonious and compassionate society. The anticipation of academic success, increased learning, and higher achievement is significantly higher for social and emotional understanding, as well as self-regulatory students. The development of self-regulated learning can be influenced by a variety of factors, including contextual, developmental, and motivational aspects; however, self-regulated learning can also be promoted implicitly and explicitly. Children's ability to self-regulate their learning will become even more important in the twenty-first century, as the amount of information available to them increases and there are more and more avenues for learning. All educational systems should strive to support this kind of self-regulated learning. 21 References Arya, P. (n.d.). Unit-8: “Human Motivation and Emotion.” https://egyankosh.ac.in/bitstream/123456789/61468/1/Unit-8.pdf Celestine, N., Ph.D. (2017).Positive Psychology. (n.d.). “Abraham Maslow's Hierarchy of Needs: Theory, Definition, Examples. Positive Psychology.” https://positivepsychology.com/abraham-maslow/ Cherry, K., MSEd (2021). “Abraham Maslow: Biography, Theories, and Books.” https://www.verywellmind.com/biography-of-abraham-maslow-1908-1970-2795524 Cherry, K. MSEd, (2022) Verywell Mind. (n.d.). “Erik Erikson's Stages of Psychosocial Development.” https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development Crossman, A. (n.d.). “Maslow's Hierarchy of Needs.” https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571 Deci, E. L., & Ryan, R. M. (1985). “Intrinsic motivation and self-determination in human behavior. Perspectives on Social Psychology,” 1(1), 37-61. Dr. Kurt, S. (2021) Education Library. (n.d.). “McClelland's Three Needs Theory: Power, Achievement, and Affiliation.” https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-and-affili ation/ Lumen Learning. (n.d.). “Herzberg's Two-Factor Theory.” https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/herzbergs-two-fac tor-theory/ McClelland, D. C. (1969). “The two faces of power. The Journal of International Affairs,” 23(1), 29-47. https://doi.org/10.2307/24356119 McLeod, S. A. (2018). “Maslow's Hierarchy of Needs. Simply Psychology.” https://www.simplypsychology.org/maslow.html Mcleod, S. Simply Psychology. (n.d.). Bandura - “Social Learning Theory.” https://www.simplypsychology.org/bandura.html Mcleod, S., Ph.D. (2023) Nature vs Nurture - “Simply Psychology”. (n.d.). https://www.simplypsychology.org/naturevsnurture.html 22 Mcleod, S., Ph.D.” Simply Psychology. (n.d.). Psyche.” www.simplypsychology.org/psyche.html Mind Tools. (n.d.). “McClelland's Human Motivation Theory.” https://www.mindtools.com/aznjntj/mcclellands-human-motivation-theory Nabavi, R. “Bandura's Social Learning Theory: Social Cognitive Learning Theory.” (n.d.). https://www.researchgate.net/profile/Razieh-Tadayon-Nabavi/publication/267750204_Ba ndura's_Social_Learning_Theory_Social_Cognitive_Learning_Theory Nair, M. (n.d.). ‘Unit-3: Human Learning and Motivation.” https://egyankosh.ac.in/bitstream/123456789/6588/1/Unit-3.pdf Nebraska Department of Education. (n.d.). “Early Learning Guidelines for Ages Birth to 3.” https://edn.ne.gov/cms/sites/default/files/ELGSE.pdf Sibi, KJ., Dr. (2017) “Sigmund Freud and Psychoanalytic Theory. (n.d.).” https://www.researchgate.net/publication/342610778_SIGMUND_FREUD_AND_PSYC HOANALYTIC_THEORY Shukla, S. (n.d.). Unit-2: “Motivation.” https://gcwgandhinagar.com/econtent/document/1587961371UNIT-2.pdf Virtual Lab School, “Social-Emotional Development: An Introduction” https://www.virtuallabschool.org/preschool/social-and-emotional-development/lesson-1 23 SOCIAL AND EMOTIONAL DEVELOPMENT Written report by: Group No. 6 of BTLEDICT 1-1 Members: John Jorofel M. Alipio Sean Argelou G. Baldesamo James Eleazar M. Fernandez Russel James Janga Mary Daneza G. Lachica Cedrick D. Villahermosa Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila GROUP MEMBERS: ASSIGNED TOPICS: PAGE #: Alipio, John Jorofel B. Process Theories M. 1. Reinforcement Theory 4 IV. Moral Development Theories 2. Lawrence Kohlberg 13 Stages in Kohlberg’s theory of Moral Development 13 Baldesamo, Sean B. Process Theories Argelou G. 2. Expectancy Theory 4 Influencing Expectancy Perception 5 Influencing Instrumentality Perception 5 Influencing Valence Perception 6 IV. Moral Development Theories 3. Elliot Turiel 14 The Start of Turiel’s Ideas 15 15 Domain Theory Fernandez, James V. Current Research and Pedagogical Applications Eleazar M. Pedagogical Approaches of a Targeted Social and Emotional 18 Skilling program in Schooling ○ Teaching and Learning cycle (TLC): Mentor and 18 Model texts Integrating Concepts and Expressions of Inclusion in the 19 K-curriculum: The case of the Philippines 19 ○ Five components of Social Emotional Learning (SEL) Janga, Russel James IV. Moral Development Theories 4. Carol Giligan 16 Stages in Gilligan's Theory of Moral Development 16 17 The Ethics of Care and the Developing Sense of Self 17 Critiques of Gilligan's Theory of Moral Development Lachica, Mary B. Process Theories Daneza G. 3. Goal Setting Theory 6 Five key principles in achieving high performance according 7 to Locke and Latham Villahermosa, B. Process Theories Cedrick D. 4. Self-determination Theory 8 Components of Self-determination 8 Impact of Self-determination 10 IV. Moral Development Theories 1. Jean Piaget 11 Stages in Piaget’s theory of Moral Development 11 ○ Heteronomous Morality 11 ○ Autonomous Morality 13 Educational Implication of Piaget’s Moral Theory (Karamveer, 13 2024) 1 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Table of Contents B. Process Theories........................................................................................................................ 4 1. Reinforcement Theory............................................................................................................ 4 2. Expectancy Theory................................................................................................................. 4 Influencing Expectancy Perceptions........................................................................................ 5 Influencing Instrumentality Perceptions..................................................................................5 Influencing Valence Perceptions.............................................................................................. 6 3. Goal Setting Theory................................................................................................................ 6 Five key principles in achieving high performance according to Locke and Latham................ 7 4. Self-determination theory........................................................................................................8 Components of Self-Determination..........................................................................................8 Impact of Self-Determination................................................................................................ 10 IV. Moral development theories.................................................................................................... 11 1. Jean Piaget............................................................................................................................11 Stages in Piaget’s theory of Moral Development.....................................................................11 1. Heteronomous Morality................................................................................................. 11 2. Autonomous Morality.................................................................................................... 13 Educational Implication of Piaget’s Moral Theory (Karamveer, 2024)................................... 13 2. Lawrence Kohlberg...............................................................................................................13 Stages in Kohlberg’s theory of Moral Development............................................................... 13 3. Elliot Turiel...........................................................................................................................14 Publications.......................................................................................................................... 14 The Start of Turiel’s Ideas..................................................................................................... 15 Domain theory...................................................................................................................... 15 4. Carol Giligan........................................................................................................................ 16 Stages in Gilligan's Theory of Moral Development................................................................ 16 The Ethics of Care and the Developing Sense of Self.............................................................. 17 Critiques of Gilligan's Theory of Moral Development............................................................17 V. Current research and Pedagogical Applications........................................................................17 Pedagogical Approaches of a Targeted Social and Emotional Skilling program to Re-Engage Young Adolescents in Schooling.............................................................................................18 2 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Teaching and learning cycle (TLC): Mentor and model texts............................................. 18 Integrating Concepts and Expressions of Inclusion in the K-curriculum: The case of the Philippines............................................................................................................................ 19 Five components of Social Emotional Learning..................................................................19 B. Process Theories 1. Reinforcement Theory It explains that the behavior may be influenced and molded by manipulation of consequences associated with such conduct. It claims that behavior modification may be achieved by the use of reward, punishment, and extinction techniques. 3 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Reinforcement may be categorized into two types: positive reinforcement and negative reinforcement. ❖ Positive reinforcement is the process in which the outcome of a behavior that you want to encourage enhances the likelihood that the desired behavior will persist. ❖ Negative reinforcement involves the omission of a negative consequence when the desired behavior is shown, hence enhancing the likelihood of the desired behavior persisting. Punishment discourages unacceptable behavior, whereas negative reinforcement supports good behavior by withholding a negative consequence. Extinction stops learnt behavior. You try to stop a behavior by removing its positive reward. 2. Expectancy Theory Motivating children and adolescents is crucial for their academic, social, and personal development. Expectancy theory, individual motivation to put forth more or less effort, is determined by a rational calculation in which individuals evaluate their situation (Porter & Lawler, 1968; Vroom, 1964). Expectancy theory posits that individual motivation is influenced by three key perceptions: expectancy, instrumentality, and valence. ❖ Expectancy: Children and adolescents assess whether their efforts will lead to high performance, such as academic success or social recognition. ❖ Instrumentality: They evaluate the link between performance and rewards, considering if good performance will result in desirable outcomes. ❖ Valence: Finally, they determine the value they place on the anticipated rewards. ❖ These perceptions collectively shape their motivation levels and willingness to exert effort. 4 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Influencing Expectancy Perceptions ❖ Skill Development: Offer training and educational resources to enhance children's skills and capabilities, ensuring they feel capable of achieving desired outcomes. ❖ Clear Expectations: Provide clear guidelines and expectations, ensuring children understand how their efforts contribute to success. ❖ Positive Reinforcement: Offer consistent encouragement and positive feedback to instill confidence and belief in their ability to make a difference. Influencing Instrumentality Perceptions ❖ Link Performance to Rewards: Establish clear connections between academic or behavioral performance and tangible rewards such as recognition, privileges, or awards. ❖ Transparent Reward Systems: Communicate reward systems effectively, ensuring children understand how performance directly leads to specific rewards. ❖ Fairness and Equity: Maintain fairness in reward distribution to uphold the belief that effort and performance are indeed rewarded equitably. Influencing Valence Perceptions ❖ Expectancy: Make sure children have proper skills, abilities, and knowledge. Ensure that the environment facilitates performance. Provide encouragement to make Children believe that their effort makes a difference ❖ Instrumentality: Offer a range of rewards to cater to varying preferences and interests, increasing the overall attractiveness of incentives. ❖ Valence: Allow children to choose from a selection of rewards, empowering them and increasing their sense of control and investment in the process. 5 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila 3. Goal Setting Theory Well-developed goal-setting theory of motivation is presented by Locke and Latham. This concept highlights the significance of the connection between performance and goals. After years of studying goal-setting theory, Dr. Edwin Locke and Dr. Gary Latham determined that there are four requirements that must be met in order for us to succeed in our goals. The theory determines the characteristics of successful goals as well as the specific "mechanisms" that goals make use to improve performance. By controlling our attention (direction), the length of time (duration), and the intensity of our effort (effort), goals can enhance performance. Together with goal-setting, self-regulation training and feedback can improve performance even more. Five key principles in achieving high performance according to Locke and Latham 1. Creating clear goals When you're making goals for yourself or other people, clarity is crucial. Undefined objectives are difficult to quantify and are unlikely to inspire anyone. You should discuss any confusing aspects of the aim with your team and make any changes that are required 2. Set yourself a challenge Locke believed that difficult goals are more motivating than simple ones. Remember that it should be reasonable and achievable as well, so it shouldn't be entirely unachievable. To advance your team, it must instead build on prior performance and provide difficult assignments. 6 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila 3. Commit to the goal To ensure that the team is fully committed to the goal, there must be enough inspiration on their part. Someone is less likely to maintain their concentration on the current work if they are doubting their capacity to achieve the goal. 4. Get feedback on your goal It's essential to get input from your team in order to bring everyone up to speed. People might not be able to express their opinions about whether they believe they can succeed if you don't provide them the opportunity to provide input. To make sure it is in line with the rest of the company, it should also be sent to the larger team. 5. Think about task complexity Your objective should be challenging, but not so difficult that it becomes too much for your group to handle. A healthy balance between their mental well-being and attainable, motivating goals should be established. The core of Locke's thesis is task motivation; if a job is too difficult, the team's motivation would surely decline. To assist your team in getting closer to the goal, break it into smaller objectives to help the team progress. 4. Self-determination theory Edward Deci and Richard Ryan, psychologists, developed a self-determination framework in 1985 to analyze human motivation from their published book in 1985, Self-Determination and Intrinsic Motivation in Human Behavior. Their research examined why people think, behave, and develop in specific ways, as well as the conditions required for humans to enhance performance, overcome obstacles, and continue to evolve (Cherry, 2022). Terminologies: 1. Extrinsic Motivation driven to carry out a task in order to receive praise or stay out of trouble. 7 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila 2. Intrinsic Motivation driven to carry out a task for its own sake and benefits to oneself. Self-determination theory attempts to explain how being self-determined influences motivation—that individuals are more driven to act when they believe their actions will have an impact on the result. Components of Self-Determination 1. Autonomy People must feel in control of their own actions and ambitions. This idea of being able to take direct action that will result in genuine change plays an important role in making individuals feel self-determined 2. Competence People need to gain mastery of tasks and learn different skills. When people feel that they have the skills needed for success, they are more likely to take actions that will help them achieve their goals. 3. Connection or relatedness People need to have a sense of connection and connectedness to others. How Does Self-Determination Theory Work? Ryan and Deci have stated that the disposition to be proactive or passive is heavily impacted by the social environment in which we are reared. Social support is the key. Other variables that aid or hinder the three aspects required for development include: ❖ Extrinsic motivators 8 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila - can occasionally decrease self-determination. Deci argues that rewarding people for their intrinsically motivated behavior with extrinsic factors can compromise their autonomy because people feel less in control of their behavior and their intrinsic motivation decreases as a result ❖ Positive feedback - Can increase self-determination. Deci also believes that providing unexpected positive encouragement and feedback on a person's work performance might boost intrinsic motivation. This form of feedback makes people feel more capable, which is essential for personal development. Self-Determined vs. Non-Determined Behaviors Self-Determined Behaviors Non-Self-Determined Behaviors Motivated by intrinsic incentives. motivated by extrinsic rewards. Motivated by delight, interest, or satisfaction. Driven by commitment or responsibility. Feel in control. Feel a loss of control. Impact of Self-Determination According to research, high levels of self-determination can lead to success in a variety of areas of life. ❖ Workplace People with self-determination are more fulfilled at work and contribute significantly to the organization's success3. How can businesses foster self-determination in their employees? ❖ Competition 9 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Some argue that it works by boosting a person's mental toughness. Athletes who believe they are capable of attaining their goals and overcoming obstacles are more motivated to perform well. ❖ Social Settings To develop deep, emotional relationships with others, potentially increasing self-determination: Seek positive relationship Offer support and feedback For example, in an online group ❖ School settings Self-determined kids are more likely to be driven to succeed. They also tend to feel more competent and satisfied. IV. Moral development theories Definition According to Piaget, moral concepts are formed via interaction of action and thought in a constructivist process (Hoose, n.d.-b). 1. Jean Piaget Piaget is well recognized for his theory of children's cognitive development, but he also presented a theory of moral development. Piaget understood that cognitive development is 10 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila intimately related to moral development, and he was especially concerned in how children's beliefs about morality developed over time (Lautieri, 2024). In 1965, Jean Piaget discovered through an interview that young children were focused on authority commands and that as they grew older, children became autonomous, assessing activities based on independent principles of morality (Hoose, n.d.). Jean Piaget was primarily interested in three areas related to kids' moral reasoning (Mcleod, 2024) 1. Children’s comprehension of rules. 2. Children’s conception of moral responsibility. 3. Children’s understanding of justice. Stages in Piaget’s theory of Moral Development Heteronomous morality and autonomous morality are the two stages of moral development that Piaget identified in his Theory of Moral Development (Psychology, 2020). 1. Heteronomous Morality ❖ Also known as moral realism (Mcleod, 2024) ❖ “Therefore, the tendency that a child has to see duty and the value associated with it as self-sustaining and independent of the mind, imposing itself regardless of the circumstances in which the individual may find himself, will be referred to as moral realism (Piaget, 1932) ❖ Where young children prioritize consequences over intentions and see rules as unchangeable (Hoose, n.d.-b) 1. Anomy (birth to 5 years old) Piaget referred to the first stage as anomy, or the period without law. At this time, the child's behavior is neither moral nor immoral, but rather non-moral or moral. 11 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila As a result, moral norms do not govern the child's actions. Pain and pleasure are the primary behavioral regulators (Abhishek, 2023). 2. Heteronomy – Authority (5 to 8 years - Morality of Constraint) This stage of moral growth may be referred to as adult-imposed manufactured consequences. External authorities control moral growth. Rewards and punishment influence moral growth (Abhishek, 2023). a. Immanent justice - They recognize that all rules are established by some authoritative person (e.g., parents, teachers, God), and that violating the rules results in swift and harsh retribution (Mcleod, 2024). b. Expiatory punishment - The purpose of any punishment is to make the guilty suffer, and the harshness of the punishment should be proportionate to the gravity of the wrongdoing (Mcleod, 2024). 3. Heteronomy – Reciprocity (8 to 13 years) At this point, there is a moral need to cooperate with peers or equals. This stage is governed by reciprocity, which means that adherence to the group becomes vital at this point. (Abhishek, 2023) 2. Autonomous Morality ❖ Also known as Moral Relativism which states that the children understand that morality is based on intentions rather than results and that there is no absolute right or wrong (Psychology, 2020). 4. Autonomy – Adolescence (13 to 18 years) Piaget refers to the stage as the equity stage. Children at this stage want equality in moral activity. At this point, the individual accepts complete responsibility for his actions (Abhishek, 2023). 12 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Educational Implication of Piaget’s Moral Theory (Karamveer, 2024) ❖ Teachers use Piaget's moral theory to identify children's morality. ❖ Morality shapes the youngster into a true and honest person. ❖ Moral principles build a favorable mindset in the youngster. ❖ The instructor begins learning only after determining the child's moral values. 2. Lawrence Kohlberg A person's moral growth happens throughout their lives. Lawrence Kohlberg's Theory of Moral Development is popular in student affairs and psychology. Kohlberg's stage theory describes life's phases. Stages in Kohlberg’s theory of Moral Development ❖ Level 1: Preconventional Level - morality is externally controlled. This perspective involves the idea that what is right is what one can get away with or what is personally satisfying. Level 1 has two stages: Stage 1: Punishment/Obedience Orientation - Behavior is determined by consequences. Stage 2: Self - interest orientation - Behavior is determined again by consequences. ❖ Level 2: Conventional Level - conformity to social rules remains important to the individual. The emphasis shifts from self - interest to relationships with other people and social systems. Has 2 stages: Stage 3: Interpersonal Accord and Conformity - behavior is determined by social approval. Stage 4: Authority and Social-Order maintaining orientation - social rules and laws determine behavior. 13 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila ❖ Level 3: Postconventional or Principled Level - the individual moves beyond the perspective of his or her own society. It has 2 stages: Stage 5: Social Contract Orientation- Individual rights determine behavior. Stage 6: Universal Ethical Principles Orientation - the highest stage of functioning, appropriate action is determined by one's self-chosen ethical principles of conscience. 3. Elliot Turiel He was born in 1938 and obtained his PhD in Psychology from Yale. He was also a professor at American psychologist and Chancellor’s Graduate School of Education at the University of California, Berkeley. Publications ❖ The Culture of Morality: Social Development, Context, and Conflict, from Cambridge University Press (2002) ❖ The Development of Morality, published in Handbook of Child Psychology (1998) ❖ Notes from the Underground: Culture, Conflict, and Subversion, published in Piaget, Evolution, and Development (1998) ❖ Dominance, Subordination, and Concepts of Personal Entitlement in Cultural Contexts, published in Child Development (with C. Wainryb, 1994). The Start of Turiel’s Ideas Turiel based his theory of moral development from psychologist Lawrence Kohlberg’s framework of moral reasoning. Kohlberg stated that, “Moral judgments may be defined as judgments of value, as social judgments, and as judgments that oblige an individual to take action.” 14 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Kohlberg’s theory: There are three types of reasoners: preconventional, conventional, and postconventional. Elliot Turiel used this theory to construct his Domain theory. Domain theory There is a key difference between a child's developing concepts of morality, and other parts of social knowledge, like social convention. The three domains of knowledge: 1. The Moral Principles of how individuals ought to treat one another. 2. The Societal Regulations designed to promote the smooth functioning of social groups and institutions. 3. The Psychological The understanding of self, others, and beliefs about individuality. What's The difference? ❖ Morality is about fairness and the minimization of harm to others. This concept is easy for children to understand. ❖ Social Convention is made up of concepts like politeness and respect. Because these are abstracts, they are more difficult for children to understand. ❖ A good example of this difference is an elevator. It is socially acceptable and polite to be quiet in an elevator. A child sees an elevator and understands because there is no immediate harm or unfairness regarding breaking this social rule, it is okay to yell. 15 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila This is an issue of social convention rather than morality. 4. Carol Giligan She is a psychologist best known for her innovative conception on developing morals and self-esteem in women. It is also very notable that she received her doctorate in social psychology from Harvard University in 1964 and worked as a research assistant for Lawrence Kohlberg at her alma mater until 1967. Stages in Gilligan's Theory of Moral Development ❖ Preconventional Morality - At the Preconventional Level, moral judgment focuses solely on the self and the need for survival. Transition 1 - In the first transition from the preconventional to the conventional level, the woman recognizes that she has obligations to others. ❖ Conventional Morality - At the conventional level, moral judgment focuses on concern for others. A woman sees herself as a participant in society whose claim to be a good citizen is based on helping and protecting others. Transition 2 - In the second transition from the conventional to the post-conventional level, a woman begins to feel a tension between the needs of others and her own needs. ❖ Postconventional Morality - At the post-conventional level, moral judgment is determined by the principle of non-violence. The Ethics of Care and the Developing Sense of Self ❖ At the Preconventional Level, only the needs of the self are recognized ❖ At the Conventional Level, the needs of others are prioritized while the needs of the self are denied ❖ At the Postconventional Level, a balance is struck between the needs of the self and others 16 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Critiques of Gilligan's Theory of Moral Development Although Gilligan's ideas were revolutionary, some feminist psychologists also criticized them for treating women's voices as a homogeneous unit, ignoring women's diversity in age, class, race, and other factors. V. Current research and Pedagogical Applications In the present time, discovering all kinds of strategies in teaching are currently being implemented by most scholars and many educators are still experimenting with various approaches they could use in order to foster an inclusive environment for their students. Although there are theories that could help teachers to be guided with their action to retain the attention of students, it is a commitment to be resourceful and find efficient ways to build a healthy environment directed towards the unique needs of students. The following are the latest research conducted to provide insights and address concerns relating to the social and emotional development among children and adolescence: Pedagogical Approaches of a Targeted Social and Emotional Skilling program to Re-Engage Young Adolescents in Schooling The study is solely focused on finding empirical analysis among the factors affecting the development among young adolescents inside learning institutions and execute attempts to re-engage students in studying. The teaching and learning cycle (TLC) program has been utilized throughout the systematic investigation about the behavioral, emotional, and cognitive engagement of their pupils. Responsive practices must be done to address the struggles of students with learning to prevent negative attributes in the development of students to learn and cope with their unique challenges (Main & Whatman, 2023). 17 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Teaching and learning cycle (TLC): Mentor and model texts The illustration depicts a cycle of action that is used as a guide to show engagement towards the ability of students to become active academically within their ‘zone of proximal development’ (Vygotsky, 1978). Educators utilize the given model to guide them in creating teaching tactics that can help the students to further achieve academic excellence. ❖ Building the field or context Analyzing the ability of students to understand by focusing on the field of curriculum being studied. ❖ Modeling the text Exploration about the subject of study wherein educators find the most efficient teaching tactic to deliver the subject of study ❖ Guided Practice Considered as a crucial part of cycle since it is the stage of delivering the information about the subject of study towards students ❖ Independent construction The final cycle, students are finally able to understand the knowledge they have learned thoroughly taught by their teacher, resulting in boosting the confidence of the pupils. 18 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila Integrating Concepts and Expressions of Inclusion in the K-curriculum: The case of the Philippines According to Raguindin (2019), promoting self-expression of students is highly encouraged in creating a meaningful and enhanced learning experience inside the classroom. The research utilized analytical concepts to explore different strategies used by teachers to provide sufficient knowledge that a student must learn on a daily basis. It also explores socio-emotional developments that are used by teachers to integrate information towards their students. It is evident throughout the analysis of the study that Social Emotional Learning (SEL) must be an essential concept that educators must uphold in developing their attitudes and behaviors. Five components of Social Emotional Learning 1. Self-awareness Recognizing your emotion and how it impacts your behavior is essential in acknowledging our strengths and weaknesses 2. Self-management Setting proper goals and taking ownership of our thoughts and emotions is a way for us to properly aim for inner peace 3. Social Awareness Using empathy to understand others is one of the greatest ways to practice ethical manners within the household and society 4. Relationship skills Ability to establish and maintain a healthy relationship with people that have different backgrounds in life. 5. Making Responsible Decisions 19 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila One must know how to respond and behave in given circumstance Reference Beatey, C. (2023, October 11). Piaget’s theory of moral development (4 stages + examples). Practical Psychology. https://practicalpie.com/piagets-theory-of-moral-development/ byabhishek, P. (2023, August 28). Piaget theory of moral development. adda247. https://www.adda247.com/teaching-jobs-exam/piaget-theory-of-moral-development/ Cherry, K. (2022, November 8). How does self-determination theory explain motivation?. Verywell Mind. https://www.verywellmind.com/what-is-self-determination-theory-2795387#toc-how-self- determination-theory-works 20 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila DeLuca, J. (n.d.). Kohlberg’s Theory of Moral Development: Theory Synthesis. Studocu. https://www.studocu.com/in/document/universidad-de-sta-isabel/bachelor-of-science-in-so cial-work/hbse-lawrence-kolhberg-moral-development-theory/83347643 Hoose, N. A.-V. (2020, June 1). Adolescent psychology. Lumen. https://courses.lumenlearning.com/adolescent/chapter/theories-moral-development/ Karamveer. (2024, March 11). Piaget’s moral theory. Educational Psychology. https://psychologyeducational.com/piagets-moral-theory/blogs/ Locke’s Goal-Setting Theory. MindTools. (n.d.). https://www.mindtools.com/azazlu3/lockes-goal-setting-theory Main, K., & Whatman, S. (2023, June 20). Pedagogical approaches of a targeted social and emotional skilling program to re-engage young adolescents in schooling. MDPI. https://www.mdpi.com/2227-7102/13/6/627 Mcleod, S. (2024, January 24). Piaget’s theory of moral development: Heteronomous vs. Autonomous. Simply Psychology. https://www.simplypsychology.org/piaget-moral.html National University. (2022, August 17). What is social emotional learning (SEL): Why it matters. https://www.nu.edu/blog/social-emotional-learning-sel-why-it-matters-for-educators/ Piaget’s theory of moral development. MentalHelp.net. (2024, February 13). https://www.mentalhelp.net/piagets-theory-of-moral-development/ Raguindin, P. Z. J. (2019, November 30). Integrating concepts and expressions of inclusion in the K-curriculum: The case of the philippines. European Journal of Educational Research. https://eric.ed.gov/?id=EJ1241212 Reinforcement-theory - 1 reinforcement theory – B F skinner; 1938 (process theory) what is the. Studocu. (n.d.). 21 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES PUP A. Mabini Campus, Anonas St., Sta. Mesa, Manila https://www.studocu.com/in/document/xavier-school-of-management/capital-expenditure- and-planning/reinforcement-theory/11098041 Teaching-learning cycle: Reading and writing connections. Department of Education. (n.d.). https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/liter acy/readingviewing/Pages/teachingpraccycle.aspx University of Minnesota. (2017, January 4). 5.3 process-based theories. Organizational Behavior. https://open.lib.umn.edu/organizationalbehavior/chapter/5-3-process-based-theories/ Vinney, C. (2023, March 20). The Carol Gilligan theory and a woman’s sense of self. Verywell Mind. https://www.verywellmind.com/the-carol-gilligan-theory-and-a-woman-s-sense-of-self-51 98408 Wallbridge, A. (2023, May 25). Locke’s goal-setting theory: Setting goals and improving motivation. TSW Training. https://www.tsw.co.uk/blog/leadership-and-management/lockes-goal-setting-theory/ 22 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Anonas St., Sta. Mesa, Manila, Philippines UNIT 5: BEHAVIORAL LEARNING THEORIES AND APPROACHES TO LEARNING CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES Submitted by: Acorda, Jerson Harie T. Arboleda, Chollo Alrhadge R. Calimag, Kencambell Del Monte, Jewel Angelo B. Domingo, Mark Angelo A. Villas, Miguel A. March 2024 Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Anonas St., Sta. Mesa, Manila, Philippines Unit 5: Behavioral Learning Theories and Approaches to Learning Group Members Assigned Topics Page # Del Monte, Jewel Angelo B. 1. What is Learning? Pg. 1 2. Approaches to Learning Pg. 3 a. Behavioral b. Social Cognitive c. Information Processing d. Cognitive Constructivist e. Social Constructivist Domingo, Mark Angelo M. 3. Connectionism Pg. 6 5. Behavior Analysis in Education Pg. 13 Arboleda, Chollo Alrhadge R. 4. Conditioning Pg. 9 a. Classical b. Contiguous c. Operant Calimag, Kencambell T. 6. Insight Learning Theory (Gestalt: Pg. 21 Wolfgang Kohler) Acorda, Jerson Harie T. 7. Experiential Learning Theory Pg. 23 (David Kolb, John Dewey, Kurt Lewin, Jean Piaget) Villas, Miguel A. 8. Current Research and Pg. 25 Pedagogical Applications Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Anonas St., Sta. Mesa, Manila, Philippines UNIT 5: BEHAVIORAL LEARNING THEORIES AND APPROACHES TO LEARNING Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Anonas St., Sta. Mesa, Manila, Philippines LESSON 1: Learning I. What is Learning? Learning can be defined as the enduring transformation in behavior resulting from experience, encompassing the acquisition of information, expertise, and skills. While commonly associated with formal education in early life, it is an ongoing process that transcends traditional classroom environments and continues throughout one's lifetime. (Cherry, 2022) The Fundamental Principles of Learning: A. Learning is an Active Process Learning, regardless of its speed, involves several sequential stages. It begins with encountering new information, followed by paying attention to it, integrating it with existing knowledge, storing it in memory, and eventually applying it. For instance, if you aim to repair a malfunctioning toilet, you might search for a tutorial video, assess its relevance, and utilize the provided instructions for the repair. Similarly, encountering an unfamiliar word during reading prompts the process of learning as you pause to search for its meaning. B. Learning leads to lasting change Learning involves retaining the knowledge acquired. When encountering the new vocabulary word in a different context, comprehension of its meaning is achieved. Similarly, if the toilet problem recurs in the future, a review of the tutorial video might be necessary to refresh memory on the repair process, yet there remains a foundational understanding of the required actions. C. Learning occurs as a result of experience Learning initiates with the onset of a novel experience, be it encountering a new word, receiving an explanation of a concept, or experimenting with a fresh approach to problem-solving. Upon testing a method, such as boiling eggs or exploring an alternative commute route, its efficacy can be evaluated, enabling its potential application in future instances. D. Learning Can Affect Attitudes, Knowledge, or Behavior Learning extends beyond mere academic knowledge. While it encompasses acquiring new vocabulary, understanding concepts, and grasping facts, it also involves acquiring skills and emotional responses. 1|Page Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Anonas St., Sta. Mesa, Manila, Philippines It's crucial to acknowledge that learning encompasses both positive and negative behaviors. It's an inherent and perpetual aspect of life, occurring continuously, with outcomes that can be either beneficial or harmful. At times, learning results in increased knowledge and an improved lifestyle. Conversely, it may also involve adopting behaviors that are detrimental to one's health and overall well-being. II. Challenges Learning doesn't always come easily. Sometimes, you must overcome obstacles in order to gain new knowledge. These obstacles may take several different forms. (Cherry, 2022) Different Kinds of Challenges: A. Environmental Challenges Access to learning opportunities and the conditions within the learning environment significantly influence individuals' learning processes. These challenges, whether substantial or minor, can impede learning. For instance, if you're unable to locate instructions or seek assistance for a malfunctioning toilet, you're deprived of the chance to learn how to address the issue. Similarly, in educational and occupational settings, various barriers such as physical, cultural, or economic constraints may hinder one's capacity to learn effectively. B. Cognitive Challenges Cognitive elements play a crucial role in shaping the learning process. Factors such as memory retention and attention span can either support or impede learning outcomes. Additionally, conditions like dyslexia can impact the processing and retention of knowledge, presenting specific challenges to the learning process. C. Motivational Challenges Motivation, encompassing both intrinsic and extrinsic forms, significantly influences individuals' learning outcomes. Those driven by intrinsic motivation are internally motivated to learn pur

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