Unit 10: Socio-Emotional and Moral Development PDF

UNIT 10: SOCIO-EMOTIONAL AND MORAL DEVELOPMENT Compiled by: MARTHA JOYCE G. GARCIANO – CTU San Francisco Campus and REGINA ENCARNACION-SITOY – CTU Main Campus INTRODUCTION The development of the child also involves three more dimensions: socio-emotional and m...

UNIT 10: SOCIO-EMOTIONAL AND MORAL DEVELOPMENT Compiled by: MARTHA JOYCE G. GARCIANO – CTU San Francisco Campus and REGINA ENCARNACION-SITOY – CTU Main Campus INTRODUCTION The development of the child also involves three more dimensions: socio-emotional and moral dimensions. These dimensions greatly influence the other forms of a child’s development. This unit presents the theories, concepts and characteristics of Socio-emotional and Moral aspects of development. Interestingly, such development is influenced by the interaction between the factors of the environment and the individual child with which he eventually builds his emotions and his ability to distinguish between what is right and wrong. Included in this unit are the various theories and concepts of Socio-emotional development, as well as Moral development, and the implications on the learning, care and parenting of these children and adolescence. At the end of this learning packet, you are expected to: 1. Describe the socio-emotional and moral development of children and adolescents; 2. Draw implications of socio-emotional and moral development concepts and factors on the child’s learning, care and parenting; and 3. Formulate written narratives on the actual experiences in relation to real classroom setting. ED 111 The Child and Adolescent Learners and the Learning Principles 1 PREPARATION Learning Activity No. 1 Preliminaries: Self- Reflection Name: _______________________________ Date Performed: ______________ Course & Year:________________________ Score: ________ (HPS: 15) Objectives: After reading the following poem, the students will be able to: 1. Identify important aspects that influence their own socio-emotional and moral development; 2. Categorize these important aspects as to positive or negative influences on their own development; 3. Relate these aspects to the formation of their own morality. Task: 1. Read the Poem carefully. 2. Take notice of important aspects that you can relate based from own experiences. 3. Assess such important aspects as to their influences on your development as an individual. 4. Examine these aspects as to how they shaped your conscience or morality. Children Learn What They Live If a child lives with criticism, he learns to condemn… If a child lives with hostility, he learns to fight… If a child lives with fear, he learns to be apprehensive… If a child lives with pity, he learns to feel sorry for himself… If a child lives with ridicule, he learns to be shy… If a child lives with jealousy, he learns to feel guilt… But… If a child lives with tolerance, he learns to be patient… If a child lives with encouragement, he learns to be confident… If a child lives with praise, he learns to be appreciative… If a child lives with acceptance, he learns to love… If a child lives with honesty, he learns what truth is… If a child lives with fairness, he learns justice… If a child lives with security, he learns to have faith in himself and those about him… If a child lives with friendliness, he learns the world is a nice place in which to live… With what is your child living? -Dorothy L. Nolte, Trained Family Counselor (Adapted from “The Child and Adolescent Learners and Learning Principles” by Brenda B. Corpuz, and et al, 2018) ED 111 The Child and Adolescent Learners and the Learning Principles 2 Answers: 1. Write an important aspect on each tag-board. (One point each) 2. Categorize the identified important aspects as positive or negative influence on your own development. (One point each) Positive Influence Negative Influence 3. How do these identified aspects influence your concept of what is right and wrong? (Criteria for Scoring: content= 3 pts.; organization of thought=2 pts. Total= 5 pts) _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ED 111 The Child and Adolescent Learners and the Learning Principles 3 PRESENTATION A. Socio-emotional Development The Poem “Children Learn What they Live” expresses the kind of home and school environment that parents and teachers produce determines the quality of the development of children (corpus, et. al., 2018). It contains elements that are important in the socio-development of the child, which are: attachment, temperament, and emotional understanding. Social Development is a process by which a child learns to interact with others around them. As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, as well how a child handles conflict with peers. A child’s ability to interact in a healthy way with the people around her can impact everything from learning new words as a toddler, to being able to resist peer pressure as a high school student, to successfully navigating the challenges of adulthood. Healthy social development can help the child develop language skills, build self-esteem, strengthen learning skills, resolve conflicts, and establish positive attitude. SCAN @ https://www.scanva.org/parent-resource-post/social-development-in-children/ Emotional development, on the other hand, involves learning what feelings and emotions are, understanding how and why they occur, recognising your own feelings and those of others, and developing effective ways for managing those feelings. https://tinyurl.com/yj282zpb Summary of the Socio-emotional Development of Children and Adolescents (Corpuz et.al., 2018): Socio-emotional development is very crucial in the early years of life. Varied theories explained that the development in the early years of life has an impact in the behavior and adjustments of the child in the adult life. Let us view the socio-emotional development of the child in the different stages of life. ED 111 The Child and Adolescent Learners and the Learning Principles 4 Infancy and Toddlerhood. The child: expresses different basic emotions demonstrates ability to self-regulate feelings/emotions and follows schedules as well as rules and regulations comprehends and displays self-appraisal emotions like shame, pride, guilt is receptive to the different emotions of other people and shows empathy expresses knowledge of self and basic roles of people in his/her immediate environment forms healthy attachments to primary caregivers and other significant adults and children in his/her life plays and has positive interactions with other children has positive relations and interactions with adults takes social cues from the environment and adjusts his behaviour accordingly recognizes and respects similarities and differences in people, language, culture Preschoolers. The child: expresses basic emotions has self-regulation of feelings/emotions displays self-appraisal emotions is receptive to other’s emotion and has empathy has emerging sense of self talks about parts of the body and their functions forms attachments interactions with other children interaction with adults is stronger establishes sensitivity to others appreciates diversity Primary Schoolers. The child: school experiences become the priority acquires self-esteem, confidence and ability to interact positively with others in the environment increase in self-concept increase in awareness of other’s needs and desires considers loyalty, reliability, responsibility and kindness ED 111 The Child and Adolescent Learners and the Learning Principles 5  belongs to a peer group, most probably, of the same gender gains self-control Intermediate Schoolers. The child: gains social support from other children of different ages and gender acquires self-competence, self-identity, self-concept distinguishes himself from others takes on different perspectives develops emotional intelligence has greater ability to show or conceal emotions has the ability to redirect feelings has develop genuine empathy spends more time in peer interaction, peer relationships increases the sense of belongingness seeks peer acceptance Adolescence. The child: develops social cognition in the context of family structure, the school, the community, and the media develops human emotions that can arouse or slow down challenges of life possesses positive and negative emotions develops inaccurate observable emotions which may become a problem if uncontrolled has the ability to regulate his own emotions, and understand emotions of others develops insecurities in relation to social media Role of Caregivers in the Socio-emotional Development (Corpuz, et.al., 2018) To ensure a sound socio-emotional development in children, the following suggestions are given to Parents, Teachers, and Caregivers: Have a good spirit and encouraging when interacting with the child. Smile often. Hug the child, pat the child on his/her back, hold his/her hands. Comfort the child. Repeat or make comments or try to answer what the child is saying or asking. Encourage the child to talk or communicate or repeat phrases normally. ED 111 The Child and Adolescent Learners and the Learning Principles 6  Praise, encourage the child. Greet each child with his/her name each day. Be sincere and respect each child. Read to the child storybooks about friendships and different feelings. Develop routines that encourage working together and getting along. Help the child learn to make rules and play simple games by providing opportunities for them to play in small groups. Let them play games that involve social interaction and team work. Teach him to request, bargain, negotiate, and apologize. Help children understand and cope with strong feelings by giving them words that they can use to express how they feel. Use dolls, puppets or pictures to demonstrate to children how to express feelings appropriately. Acknowledge how the child feels. Catch children doing good. Affirms the efforts they make to accomplish something. Be specific in your praise. Read storybooks that deals about friendships. Support the child in the development of his/her interests, inclinations and hobbies. For Teachers, develop routines that encourage working together and getting along. Implications To Child Care, Education and Parenting (Corpuz, et.al., 2018) Socio-emotional competence should be viewed in the context of the child’s developmental age. What the teachers, parents, and health care givers should do are the following: Gain understanding of the child’s socio-emotional strengths and weaknesses by observing the child’s behaviour at home. Work collaboratively with the child’s parents and health-care providers to expand one’s insights on the child’s development. Provide a supportive setting where children have opportunities to practice emotional regulation and social skills with peers. Give children activities when they can practice taking turns, sharing and playing cooperatively. Be a role model of healthy emotions and expressing these emotions appropriately. Demonstrate calmness and staying in control of one’s own feelings. Encourage children to talk about their feelings without doing it forcefully. Provide opportunities for children to build relationships with teachers and fellow classmates. ED 111 The Child and Adolescent Learners and the Learning Principles 7  Remind children that friendship s have their ups and downs and that occasional. Design activities that allow children to work on their own and discover activities and hobbies that they enjoy. Model healthy relationships. Promote positive changes. Conduct interventions to assist the children, especially the adolescents, on risky and inappropriate behavior while promoting positive development. B. Development of Self and Social Understanding As the person grows, his personality is also formed. There are different views as to how individual personality develops. 1. Psychoanalytic Theory (Sigmund Freud) Click the image to view a video on Sigmund Freud. Image taken from https://www.history.com/.image/t_share/MTU3ODc4NjAzNTIzNjk2MzUx/hith-10-things-sigmund-freud-501585595-2.jpg Sigmund Freud (1856-1939) opined in his Psychoanalytic theory as that “what a child experiences in early years of life have somehow influenced his personality in adulthood” (Owens, 2006). There are five distinct and sequential stages of Freud’s development theory, where needs are to be met in each stage. Each stage has specific erogenous zones or sensitive areas of the human body which provide pleasure and satisfaction when needs are met, otherwise fixation occurs. If fixation occurs, the person tends to reduce tension by resorting to behavior that could have been significant during earlier stages of development (Owens, 2006). According to Freud (Owens, 2006), how well a child comes through each stage, depends on how the child’s sexual impulses and behavior are handled. How we are raised by our parents was crucial to our own development, which directly or indirectly affect our future endeavors in life. ED 111 The Child and Adolescent Learners and the Learning Principles 8  Personality development in childhood takes place during these stages. To learn more about the Psychoanalytic Theory of Sigmund Freud, you can log in at https://www.simplypsychology.org/psychosexual.html The following table presents the stages of development postulated by Sigmund Freud. Table 1. Stages of the Psychoanalytic Theory of Sigmund Freud Stage Behavior Fixation Developmental Outcome/ Personality Erogenous Zone Oral (Birth to 18 Child gums, Child weaned from As adult, will be dependent, gullible, Months mouths, bites bottle too early or ready “to swallow anything (Oral old)) everything in too late aggressive); excessive eating, mouth sight; oral drinking, kissing, and smoking pleasures behaviors (Oral receptive); Oral through rooting Personality; if properly developed, and sucking will develop sense of trust and comfort Anal (18 months- Bowel Child is severely As adult, overly neat, always on 3 Years old) movement and toilet-trained or time, stingy, perfectionist, controls controlling undertrained feelings (anal retentive), stubborn, anus bladder (control of bodily never disobeys orders, excessive needs) sloppiness, messy, disorganized (anal expulsive); develop sense of accomplishment and independence, capability and productiveness, orderliness Phallic (3-6 years Awareness of Child fails to identify Sexual deviances; weak or old) sexual organs; with the same-sex confused sexual identity interested in parent (Oedipal and genitals what makes Electra complexes) boys and girls different Latency (6 years A period of No psychosexual Boys and girls peer group; Sexual energy old – suspended or fixation occurs heterogeneous relationships; sexual is directed to puberty) repressed identity; develop social and physical and sexual activity communication skills , self- intellectual and urges, confidence, and defense pursuits, and energies shift to mechanisms social life physical and intellectual/ academic activities Genital (puberty Sexual interests Role confusion If development has been successful, Finding a onwards) once again during the early stages, it leads to lifetime awaken towards marriage, mature sexuality, and the partner, opposite sex birth and rearing of children; develop vocation, well-balanced life, warm and caring profession, personality career paths.Freud described personality structures as having three components, the id, the ego and the superego. The experiences of the child during the growth periods influence the development of a well- ED 111 The Child and Adolescent Learners and the Learning Principles 9 adjusted personality. Table 2 summarizes the personality structure of Freud, while Table 3 describes the structure of the human mind that plays a very important role in the development of the personality. Table 2. Components of Personality Components of Personality Characteristics -this is what we are born with -very essential for the gratification of the baby’s needs Id -Pleasure principle: immediate gratification or satisfaction of (babyhood) one’s own needs -Instincts- -not oriented towards considering reality nor the needs of others -I love myself; I, me, my, concept. -Reality principle: awareness of the needs of others -conscious of surroundings and environment Ego (toddlerhood/preschooler) -practical application and considers the best response to -Reality- Situations (decision making) -You, they, we, concept -Moral aspect Superego -developed from experiences as the child grows and develops (end of phallic stage and -likened to conscience, and considers or influence what is onward) -Morality- considered to be right or wrong -you, they, we, what is right and wrong, concept Table 3. The Topographic Model of the Human Mind Freud’s Structure of Human Characteristics Mind -awareness of everything Conscious -comprises a very small part of personality -comprised of information readily available when needed, but Preconscious/Subconscious not actively available in the conscious mind -largely comprised the human thoughts Unconscious -experiences, beliefs, feelings, impulses -experienced of extreme anxiety, pain and strong emotions ED 111 The Child and Adolescent Learners and the Learning Principles 10 2. Psychosocial Theory (Eric Erikson) Click the image to view a video on Erik Erikson. Erik Erikson (1902–1994) was a developmental stage theorist who took Freud’s controversial theory of psychosexual development of Freud and modified it as a psychosocial theory. Erikson emphasized that the ego makes positive contributions to development by mastering attitudes, ideas, and skills at each stage of development. This mastery helps children grow into successful, Image taken from Blendspace.com contributing members of society. During each of Erikson’s eight stages, as reflected in Figure 1, there is a psychological conflict that must be successfully overcome in order for a child to develop into a healthy, well-adjusted adult, these are presented in Table 4. Figure 1. Stages of Psychosocial Development https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740 ED 111 The Child and Adolescent Learners and the Learning Principles 11  The figure presents how development proceeds in a series of stages from infancy to maturity or old age. Erikson’s theory described the impact of social experiences across the whole lifespan, and explained how social interaction and relationships played a role in the child’s growth and development (Cherry, 2021 @verywellmind.com/erik-erikson) Table 4. The Stages of Psychosocial Development STAGE PERIOD PSYCHOSOCIAL RELATIONSHIP EXPERIENCES, POSITIVE NEGATIVE OF LIFE CRISIS WITH DECISIONS, RESOLUTION RESOLUTION CHOICES I 0 to 18 Trust vs mistrust Maternal person To get Reliance on caregiver Fear, anxiety, and months To give in return Development of trust in suspicion the environment Lack of care, both physical and psychological by caretaker leads to mistrust in the environment II 18 Autonomy vs Paternal person To hold on Sense of self-worth Loss of self-esteem months – shame/doubt To let go Assertion of choice and Sense of external 3 yrs will control may Environment produce self- encourages doubt in others independence, leading to sense of pride III 3 to 6 Initiative vs guilt Family To make The ability to learn to The inability to control years To make like initiate activities newly-developed To enjoy achievement power and competence Realization of poten- tial failure leads to fear of punish- ment and guilt IV 6 to 12 Industry vs Neighbors To make things Learning the value of Repeated frustration years inferiority School To make together work and failure lead to Acquiring skills and feelings of tools of technology inadequacy and Competence helps to inferiority that may order life and to affect their view of make things work life V 12 to 18 Identity vs role Peer group To be oneself Experiments with Pressures and years confusion To share being various roles in demands may oneself developing mature lead to confusion individuality about self VI 18 to 24 Intimacy vs Partners in To lose and find A commitment to others Withdrawal from such years isolation friendship oneself in Close heterosexual intimacy, isolation, Sex competition another relationship and self-absorption procreation and alienation from others VII 24 to 54 Generalitivity vs Partner To make be The core an concern for Self-indulgence and years self-absorption To take care of the next generation resulting in Widening interest in psychological work and ideas impoverishment VIII 54 years Integrity vs Mankind To be Acceptance of one’s life Disappointment with to death despair Through having Realization of the one’s life and been inevitability of death desperate fear of To face not being Feeling of dignity and death meaning of existence ED 111 The Child and Adolescent Learners and the Learning Principles 12  One of the strengths of Erikson's theory is its ability to tie together important psychosocial development across the entire lifespan. Although support for Erikson's stages of personality development exists, critics of his theory provide evidence suggesting a lack of discrete stages of personality development. For further learning, you may log in at https://www.simplypsychology.org/Erik- Erikson.html 3. Social Learning Theory (Albert Bandura) Click the image to view a video on Albert Bandura. Albert Bandura’s (1925) Social Learning Theory acknowledges that human beings imitate the behaviors of others and have cognitive, symbolic capacities that allow them to regulate their own behavior, and, to some degree, control their environment rather than being completely controlled by it. Image taken from Wikipedia He further stresses that many kinds of behavior are learned simply by observations and imitation, or emulating, based on self-interest. Children learn from models how the observed behavior might aid or hinder them in fulfilling their needs in the future. He, further, gave additional weight to the children’s ability to decide for themselves which behaviors to model (cognition to modelling), based on their own personal standards. Whatever a person learns from observing others as they perform tasks is influenced by processes such as attention and memory. Cognitive processes play a central role in regulating what children attend to, how they describe or think about what they see, and whether they repeat it to themselves or lodge it in memory, that some developmental trends in imitation become apparent. Young infants’ modelling or imitative behaviors, are mainly instantaneous, whereas older children, because of their more sophisticated cognitive functioning, can store and recall after extended periods of time. As language and memory skills become more advanced, children’s abilities to profit from models are enhanced. Children without an adequate coding system will fail to store what they have seen or heard. Older children are able to pay attention to pertinent cues in a modelling situation. ED 111 The Child and Adolescent Learners and the Learning Principles 13  Maturity is also an important consideration. It needs maturity to enable to understand or perform a more complicated task. The following are four sets of processes to produce a behavior that matches that of a model. First, a child’ experience in particular situation influences his ability to achieve a modelled behaviour. Second, whatever skills are retained from what a child has observed are a collection of cognitive skills. Third, the reproduced behavior is dependent on other cognitive skills that includes feedback from others. Fourth, the motivation to produce the behaviour is influenced by various incentives; his own standards, and his tendency to compare himself with others. C. Development of Motivation and Self-Regulation 1. Content Theories a. Hierarchy of Needs (Abraham Maslow) Humanist psychologists teach that to understand psychology, we must look at individuals and their motivations. Abraham Maslow's "hierarchy of needs" exemplifies this approach: a system of needs, such as food, love and self-esteem, determines a person's behavior to various extents. Meeting these needs leads to a sense of self-satisfaction and solves psychological problems. Click the image to view a video on the hierarchy of needs. Figure 2. Maslow’s Hierarchy of Needs Image taken from https://psychology.wikia.org/wiki/Maslow%27s_hierarchy_of_needs ED 111 The Child and Adolescent Learners and the Learning Principles 14  b. ERG Theory (Alderfer) Alderfer’s ERG theory of motivation builds on Maslow’s Hierarchy of Needs and states that humans have three core types of need: Existence, Relatedness and Growth. These needs may be of different levels of priority for different individuals, and their relative importance for an individual may vary over time. (Summary by The World of Work Project: https://worldofwork.io/2019/02/alderfers-erg-theory-of-motivation/) 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 which 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. Click the image to view a video on the ERG Theory. Figure 3. ERG Theory Image taken from worldofwork.io ED 111 The Child and Adolescent Learners and the Learning Principles 15  In Maslow’s Hierarchy of Needs, individuals need to have satisfied one level of needs before moving on to the next one. For example, they need to have satisfied their safety needs before being motivated by social belonging. Alderfer disagreed. In his model, individuals do not need to have satisfied their existence needs before being motivated by their relatedness need. In fact, Alderfer went further and said that different individuals potentially prioritize the needs in different orders based on their life views. A standard example of this could be the starving actor who’s motivated by growth through their art, potentially at the expense of their existence (i.e. they can’t pay their rent but are pursuing their passion). Alderfer also noted that how individuals perceive their progression in relation to each of the levels of need is important. If an individual feels they are making great progress at relatedness, they may be increasingly motivated by growth even though their relatedness need has not been fully satisfied. Similarly, if an individual feels frustrated with the progress they are making in relation to growth, they may abandon it and redouble their motivation in relation to relatedness. c. Theory of Needs (McClelland) [excerpt taken from mindtool.com] 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. ED 111 The Child and Adolescent Learners and the Learning Principles 16  These characteristics are as follows: Table 5. McClelland’s Theory of Needs Dominant Motivator Individual’s Characteristics Achievement Has a strong need to set and accomplish challenging goals. Takes calculated risks to accomplish their goals. Likes to receive regular feedback on their progress and achievements. Often likes to work alone. Affiliation Wants to belong to the group. Wants to be liked, and will often go along with whatever the rest of the group wants to do. Favors collaboration over competition. Doesn't like high risk or uncertainty. Power Wants to control and influence others. Likes to win arguments. Enjoys competition and winning. Enjoys status and recognition. 2. Process Theories a. Reinforcement Theory (Skinner) Click the image to view a video on B.F. Skinner. Derived from the theory of Thorndike, Skinner analyzed reinforcing stimuli based on the law of effect. Skinner also emphasized the effects of the subject’s action among the causes of behavior. To illustrate, a baby lies in his crib. When he happens to smile, the mother goes and plays with him. Later, his Image taken from Biography.com father does the same thing. As this sequence is repeated, the baby learns that his behavior (smiling) can produce a desirable consequence (loving attention from a parent); and so, he keeps smiling to attract his parents’ attention. An originally accidental behavior (smiling) has become a conditioned response. This kind of learning is what we call operant conditioning because the individual learns from the consequences of “operating” on the environment. Unlike classical conditioning, operant conditioning involves voluntary behavior, such as Terrell’s smiling. ED 111 The Child and Adolescent Learners and the Learning Principles 17  Skinner, who formulated the principles of operant conditioning, found that an organism will tend to repeat a response that has been reinforced and will suppress a response that has been punished. Reinforcement is a consequence of behavior that increases the likelihood that the behavior will be repeated – in the baby’s case, his parents’ attention reinforces his smiling. Punishment is a consequence of behavior that decreases the likelihood of repetition. If the baby’s parents frowned when he smiled, he would be less likely to smile again. Whether a consequence is reinforcing or punishing depends on the person. What is reinforcing for one person may be punishing for another. For example, a child who likes being alone, being sent to his or her room could be reinforcing rather than punishing. Skinner proposed that in terms of effect, punishment is not the opposite of reinforcement. For Skinner, punishment leads to 3 undesirable effects: (1) Punished responses only disappear temporarily; (2) Emotional predisposition such as guilt or shame may be conditioned through the use of punishment; and (3) Any behavior that reduces the aversive stimulation accompanying the punishment will be reinforced. Reinforcement could either be positive or negative. Positive reinforcement consists of giving a reward, such as food, gold stars, a bonus, or praise- or playing with a baby. Negative reinforcement consists of taking away something the individual does not like (known as an aversive event), such as loud raspy noise. Negative reinforcement is sometimes confused with punishment. However, they are different. Punishment suppresses a behavior by bringing on an aversive event (such as spanking a child or giving an electric shock to an animal), or by withdrawing a positive event (such as watching television. Negative reinforcement encourages repetition of a behavior by removing an aversive event. When the toddler in the process of toilet training tells his parents he has soiled his diaper, the removal of the smelly, sticky diaper may encourage the child to signal again the next time he has an “accident”. ED 111 The Child and Adolescent Learners and the Learning Principles 18  Table 5: Examples of Positive and Negative Reinforcement Discriminative Response Consequence Type of Type of Stimulus Consequence Reinforcement Vendo machine Aileen puts change Aileen receives Aileen’s behavior Positive in the machine and candy produces new pushes the button stimulus Father nags Andrew studies his Nagging stops Andrew’s behavior negative Andrew to study lessons for 2 weeks has been followed by for his lessons to everyday the withdrawal of a get good grades stimulus D. Moral Development Theories Socialization brings about communicating ethical standards to a developing child. His behavior is shaped by the acquired concept of what is right and wrong. The “right” way to behave is determined by one’s level of moral development. Morality develops in sequential pattern; the growth of moral reasoning follows certain stages of development. 1. Moral Development Theory (Jean Piaget) Click the image to view a video on Jean Piaget. Piaget (1965) was interested in studying children’s conceptions about rules and the role that intent plays in children’s thinking about moral transgressions. Piaget proposed that there are two broad stages of moral development: Moral Realism and Moral Relativism. Moral Realism is characterized by the naïve assumption on the part of the children that rules are external, absolute and unchanging. Image taken from Britannica Children in the moral realism stage tend to judge behaviour in absolute terms; behaviour is totally right or totally wrong. Moreover, the young child feels that everyone sees and judges the morality of the people and behaviour exactly the same way he or she does. Further, the children see themselves as inferior to adults and, from a mixture of fear, affection, and admiration, they adopt their parents’ moral beliefs unquestioningly. In the process, they adopt an inflexible moral code based on obedience. ED 111 The Child and Adolescent Learners and the Learning Principles 19  Morality at this stage is essentially conformity to social prescriptions. Around age 10, this absolute view gives way to a more relative one, as children become capable of moral relativism or autonomous morality. Moral Relativism. The shift from moral realism to moral relativism occurs primarily as a result of changes in cognitive ability as well as the child’s broadened social experiences. As children become members of a group, their moral judgments may become less absolute and authoritarian and more dependent on the needs and desires of the group; when that occurs moral relativism replaces moral realism. The shift from moral realism to moral relativism is summarized in the following table. Table 6. Piagetian Stages of Moral Reasoning Stage Age Range in Characteristics years Premoral Up to 4 -No understanding of rules or of the bases of right and wrong Moral Realism 4 to 9 or 10 -Actions judged by material outcome. (heteronomous morality) -Rules emanate from authority, can’t be changed. -Wrong is whatever adults forbid Moral Relativism From 9 or 10 -Actions judged according to intentions. (autonomous morality) -Rules made by people; can be changed by mutual agreement -Wrong is transgression of moral principles ED 111 The Child and Adolescent Learners and the Learning Principles 20  2. Cognitive Theory of Moral Development (Lawrence Kohlberg) Click the image to view a video on Lawrence Kohlberg. Lawrence Kohlberg spent many years researching how an individual develop his or her own moral codes. First, Kohlberg was born into wealth on October 25, 1927 in Bronxville, New York. Even though he was wealthy, he chose to become a sailor; and after World War II, he helped to smuggle Jews through the British blockade of Palestine. Image taken from nursing-theory.org Kohlberg was a psychologist who applied the developmental approach of Jean Piaget, who he studied under, to the analysis of changes in moral reasoning. Kohlberg was a professor at Harvard University and did most of his research in the said institution. Kohlberg believed and was able to demonstrate through studies that people progressed in their moral reasoning (i.e., in their bases for ethical behavior) through a series of stages. He believed that there were six identifiable stages which could be more generally classified into three levels and he believed that individuals could only progress through these stages one stage at a time. That is, they could not "jump" stages. They could not, for example, move from an orientation of selfishness to the law and order stage without passing through the good boy/girl stage. They could only come to a comprehension of a moral rationale one stage above their own. Thus, according to Kohlberg, it was important to present them with moral dilemmas for discussion which would help them to see the reasonableness of a "higher stage" morality and encourage their development in that direction. The last comment refers to Kohlberg's moral discussion approach. He saw this as one of the ways in which moral development can be promoted through formal education. Note that Kohlberg believed, as did Piaget, that most moral development occurs through social interaction. The discussion approach is based on the insight that individuals develop as a result of cognitive conflicts at their current stage. ED 111 The Child and Adolescent Learners and the Learning Principles 21  3 main levels of moral development: 1. Level One (Preconventional Morality) – children’s judgments are based on external criteria. Standards of right or wrong are absolute and laid down by authority Stage 1 behaviour is based on the desire to avoid severe physical punishment by a superior power. Judgment about what is right or wrong is based on consequences to him. If an act incurs punishment, then it is wrong. 2. Level Two (Conventional Morality) – children’s judgments are based on the norms and expectations of the group Stage 2 actions are based largely on satisfying one’s own personal needs. The child will help someone else if that person will help him in return. Stage 3 good behavior is that which pleases others and judgments are based on intentions. Children conform to rules to win the approval of others and to maintain good relationships. Stage 4 what is right is what is accepted. If the social groups accepts rules as appropriate for all group members, children will conform to them to avoid social disapproval and censure. 3. Level Three (Post Conventional Morality) – the individual recognizes the arbitrariness of social and legal conventions. The individual attempts to define moral values that are separate from group norms. Stage 5 behaviour recognizes the laws as arbitrary and changeable. For aspects of life not governed by laws, right and wrong are personal decisions based on agreement and contracts. Stage 6 morality is based on respect for others rather than on personal desires. The individual conforms to both social standards and to internalized ideals to avoid self- condemnation rather than to avoid social censure. Kohlberg used a method called clinical interview in his study of how children develop moral reasoning. The problem asked was this: ED 111 The Child and Adolescent Learners and the Learning Principles 22  In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $2000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but could only get together about $1000, which was half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No I discovered the drug and I’m going to make money from it.” So, Heinz got desperate and considered breaking into the man’s store to steal the drug for his wife. Should Heinz steal the radium? The table below shows how people in each stage of Kohlberg’s Moral Reasoning usually respond to Heinz dilemma. Table 7: Heinz Dilemma Levels Stages of Typical Answers to Heinz Dilemma Reasoning Level I: Stage 1: Pro: “He should steal the drug. It isn’t really bad to take it. It isn’t as it he hadn’t Preconventional Orientation asked to pay for it first. The drug he’d take is worth only $200; he’s not morality toward really taking a $2,000 drug.” (ages 4 to 10) punishment and obedience Con: “He shouldn’t steal the drug. It’s a big crime. He didn’t get permission; he used force and broke and entered. He did a lot of damage and stole a very expensive drug.” Stage 2: Pro: “It’s all right to steal the drug, because his wife needs it and he wants her to Instrumental live. It isn’t that he wants to steal, but that’s what he has to do to save her.” purpose and exchange/ instrumental Con: “He shouldn’t steal it. The druggist isn’t wrong or bad; he just wants to make relativist a profit. That’s what you’re in business for – to make money.” orientation Level II: Stage 3: Pro: He should steal the drug. He is only doing something that is natural for a good Conventional Interpersonal husband to do. You can’t blame him for doing something out of love for his morality concordance or wife. You’d blame him if he didn’t love his wife enough to save her.” (ages 10 to 13 "good boy-nice or beyond) girl" Con: “He shouldn’t steal. If his wife dies, he can’t be blamed. It isn’t because he’s heartless or that he doesn’t love her enough to do everything that he legally can. The druggist is the selfish or heartless one.” Stage 4: Social Pro: “You should steal it. If you did nothing you’d be letting your wife die. It’s your concern and responsibility if she dies. You have to take it with the idea of paying the conscience / druggist.” "law and order" orientation Con: “It is a natural thing for Heinz to want to save his wife, but it‘s still always wrong to steal. He knows he’s taking a valuable drug from the man who made it.” Level III: Post Stage 5: Social Pro: “The law wasn’t set up for these circumstances. Taking the drug in this conventional contract situation isn’t really right, but it’s justified.” morality (early legalistic adolescence, or orientation Con: “You can’t completely blame someone for stealing, but extreme not until young circumstances don’t really justify taking the law into your own hands. You adulthood, or can’t have people stealing whenever they are desperate. The end may be never) good, but the ends don’t justify the means.” ED 111 The Child and Adolescent Learners and the Learning Principles 23  Stage 6: Pro: “This is a situation that forces him to choose between stealing and letting his Universal wife die. In a situation where the choice must be made, it is morally right to ethical-principle steal. He has to act in terms in the principle of preserving and respecting orientation life.” Con: “Heinz is faced with the decision of whether to consider the other people who need the drug just as badly as his wife. Heinz ought to act not according to his feelings for his wife, but considering the value of all the lives involved.” Kohlberg’s six stage model of moral development is an excellent tool for understanding students at different stages of moral understanding. By understanding this theory of moral development, teachers can help to guide the moral characters of their students and help them to become the best that they can be (Wilber, 2019). 3. Moral Rules (Elliot Turiel) Click the image to view a video on Elliot Turiel. Elliot Turiel (1983) maintains that even very young children can distinguish moral rules from what are dictated by conventions and are accepted ways of doing things. This is seen in standards of dressing and even in speech. Moral rules manifest a concern for the welfare of Image taken from naeducation.org others and are not influenced by opinion. Moral acts such as hurting someone or hitting somebody as part of a game cannot be legitimized actions. The youngest children however were less clear about acts leading to psychological harm, such as name calling as part of a game (Acero, 2008). ED 111 The Child and Adolescent Learners and the Learning Principles 24  4. Theory of Moral Development (Carol Gilligan) Click the image to view a video on Carol Gilligan. Carol Gilligan (1989) speaks of moral development which strikes a balance between male-oriented theories as expound by Kohlberg’s and Freud’s theories, and insights from interviews with females. Based from Gilligan’s findings, most females think of morality more personally than males do. They usually are more ethical. To them, morality is to be treated in terms of their responsibility to others rather than as the rights of Image taken from http://3.bp.blogspot.com/_R6i q-84O09U/TEul1Acx- individuals. Females are more compassionate by nature and are careful vI/AAAAAAAAAEY/vSuyZ4IL eyQ/s1600/CarolGilligan2.jpg and fair in their actions. Gilligan adds that females tend to see themselves in terms of their relationships with others. On the contrary, males have the tendency to view themselves as distinct and separate from others. The concepts of separation and connectedness translate into their approaches to morality. The assumption that one is separate from others emphasizes the need for rules to regulate the conduct of human behaviour and actions of each with respect to others. The assumption that one is connected to others recognizes the responsibility each has for other (Acero, 2008). Table 7. Distinction of Males and Females Moral Characteristics Males Females Morality Less personal Personal Relationship Distinct and separate View themselves in terms of from others their relationship with others Compassion Less compassionate More compassionate Responsibility Conceived as not doing Meeting the needs of others as something that would in caring for the sick transgress on the rights of others as when one is guilty of a physical assault. Sex is therefore a differentiating factor although, as Gilligan points out, any attempt to chart moral development as a single sequence is bound to present only half the picture. The ED 111 The Child and Adolescent Learners and the Learning Principles 25  moral development in females is traced through three levels, each showing a different resolution to the conflict between responsibility to self and responsibility to others. First Level: The primary concern is with oneself. When one sees caring for oneself as selfish and not congruent to the responsibility to others, transition to the next level happens. Second Level: Females equate morality with goodness, self-sacrifice, and caring for others. The transition to the next level occurs when they meet problems in their relationships resulting from their exclusion from their own care. Third Level: Morality is equated with care for both themselves and others. Further resources on the theories of moral development can be read here: Theories of Moral Development ED 111 The Child and Adolescent Learners and the Learning Principles 26 PRACTICE Learning Activity No. 2 Concept Mapping of Socio-Emotional and Moral Development Group No. and Name: _______________________ Date Performed: ________________ Course & Year: ____________________________ Score: ____ (HPS: 20 pts) Objectives: After the collaborative activity, the students will be able to: 1. organize the theories and concepts of socio-emotional and moral development using a Concept Map; 2. briefly explain the characteristics of each theory. Task: 1. You are placed into small groupings through break-out rooms. Assigned groups are as follows: Group 1, 3: “Development of Self and Social Understanding” Group 2, 4: “Development of Motivation and Self-Regulation” Group 5: “Moral Development” 2. Work cooperatively with each other, expecting all members to contribute ideas. 3. Using a Concept Map, organize the theories of socio-emotional and moral development. 4. Briefly explain what each theory is all about. 5. Include in the explanation the implication of each theory to child care and parenting style. 6. Be able to present the group output orally before the class using slide-sharing. Answers: ED 111 The Child and Adolescent Learners and the Learning Principles 27  Concept Map Scoring Rubric Criteria Exemplary Exceeds Standard Adequately Meets Below (5 pts) (4 pts) Standard Standard (3 pts) (1-2 pts) Structure *Well organized; *Thoughtfully organized; *Somewhat organized; *Choppy and *Logical format; *Easy to follow most of the *Somewhat incoherent; confusing. *Contains main concepts; time; *Contains only a few of *Contains an appropriate *Contains most of the main the main concepts. number of concepts; concepts; *Map is “treelike” and not *Contains an adequate stringy; number of concepts; *Follow standard map *Follows the standard map conventions. conventions. Content *Linking words demonstrate *Linking words easy to *Linking words are clear *Difficult to superior conceptual follow but at times ideas but present a flawed follow; understanding; are unclear; rationale; *No links. *Links are precisely *Links are not precisely *Links are not labelled. labeled. labelled. Cooperation *Work extremely well with *Worked very well with *Attempted to work well *Little or no each other; each other; with others; teamwork. *Respected and *worked to get everyone *At times “off tasks” and complemented each other’s involved. not everyone was ideas. actively involved. Presentation *Excellently presented that *Clearly presented and the *Attempted to present *Difficulty in the audience can connect audience was able to the output and the presenting the with; connect with; audience was able to output is very *Exemplary communication *Very good communication connect with; much evident. skills; skills; *Good communication *Confidence is very much *Confidence is manifested. skills; evident. *Confidence sometimes falters. Total Score: Description Legend: 20= Exemplary Description: 16= exceeds Standards 12= Adequately Meets Standard 4-6= Below Standard Comments/ Suggestions for Improvement Source: NCSEC (2000) http://pubs.sciepub.com/jbms/2/5/4/Table/3 ED 111 The Child and Adolescent Learners and the Learning Principles 28  Learning Activity no. 3 Classroom in a Film Group No. & Name: ____________________________ Date Performed: ___________ Course & Year: _______________________________ Score: _______ (HPS: 30) Objectives: At the end of the activity, the students will be able to: 1. identify challenges encountered by the teacher in an actual classroom setting; 2. explain the reason of the chosen course of action by the teacher; 3. conceptualize teaching-learning activities and materials appropriate for such situation. Task: 1. Students will be grouped and expected to work cooperatively. 2. They will watch and analyze the movie entitled “Mr. Holland’s Opus” @ https://www.youtube.com/watch?v=gF_Zk9h5vug 3. In a written narrative, they will answer the following questions: a. What specific problems can be identified with regards to classroom setting, teaching-learning process, audio-visuals used in teaching? b. What course of action was employed by the teacher? c. Why did the teacher employ such actions? d. Conceptualize helpful interventions that can help enhance the growth and development of the child. Parts of the Narrative Output: I. Introduction II. Body which includes the answers to the questions III. Concluding Statement. ED 111 The Child and Adolescent Learners and the Learning Principles 29  Narrative Writing Scoring Rubric Criteria Excellent Very Good Good Fair (5 pts) (4 pts) (3 pts) (1-2 pts) Introduction Well-developed Introduction creates Introduction Background details introduction that interest and clearly adequately explains are a random engages the reader states the position. the background, but collection of and creates interest. may lack detail. information, unclear, Contains detailed or not related to the background topic. information. Body Well-developed main Three or more main Three or more main Less than three main points directly related points are related to points are present. points, and/ or poor to the idea. Supporting the idea, but one may The narrative shows development of ideas. examples are concrete lack details. The the events, but may The narrative is and detailed. The narrative shows lack details undeveloped, and tells narrative is developed events from the rather than shows, the with a consistent and author's point of view story. effective point-of-view, using some details. showing the story in detail. Organization Logical progression of Logical progression of Organization is clear. No discernable ideas with a clear ideas. Transitions are Transitions are organization. structure that present equally present. Transitions are not enhances the ideas. throughout essay present. Transitions are mature and graceful. Style Writing is smooth, Writing is clear and Writing is clear, but Writing is confusing, skillful, coherent. sentences have varied sentences may lack hard to follow. Sentences are strong structure. Diction is variety. Diction is Contains fragments and expressive with consistent. appropriate. and/or run-on varied structure. sentences. Diction is consistent Inappropriate diction. and words well chosen. Conclusion Conclusion effectively Conclusion effectively Conclusion is Conclusion does not wraps up and goes summarizes topics. recognizable and ties summarize main beyond restating the up almost all loose points. content. end. Mechanics Punctuation, spelling, Punctuation, spelling, A few errors in Distracting errors in capitalization are capitalization are punctuation, spelling, punctuation, spelling, correct. No errors. generally correct, with capitalization. (3-4) capitalization. few errors. (1-2) Total Score: Description: Legend: 30 pts= Excellent 24 pts= Very Good 18 pts= Good 6-12 pts= Fair Comments/Suggestions: https://ira.virginia.edu/sites/ias.virginia.edu/files/humanities_narrativeessay.pdf ED 111 The Child and Adolescent Learners and the Learning Principles 30 PERFORMANCE Summative Test Click the picture to direct you to a Google Docs file. Download the file, answer it, and submit to your subject instructor. ED 111 The Child and Adolescent Learners and the Learning Principles 31 REFERENCES Acero, Victoria D., Castro, Herminia O., & Javier, Evelyn S. (2008). Child and Adolescent Development. Manila: Rex Book Store. Anonat,R (2014). Child and Adolescent Development-Updated and Revised Edition. Books Atbp. Publishing Corp. Borobado, Heidi Grace L., Corpus, Brenda B., Lucas, M. Rita D., & Lucido, Paz I. (2018). The Child and Adolescent Learners and Learning Principles. Quezon City: Lorimar Publishing, Inc. Cherry, Kendra. (2021). Erik Erikson’s Stages of Psychosocial Development. Retrieved at https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740 Coutinho, Edson. (2014). Concept Maps: Evaluation Models for Educators. Retrieved at http://pubs.sciepub.com/jbms/2/5/4/Table/3 Freud, Sigmund. (2012). Psychoanalytic Theory. Retrieved at https://www.slideshare.net/kinaa1/psychoanalytic-theory-sigmund-freud Google. Emotional Development. Retrieved at https://tinyurl.com/yj282zpb Lumen, Education, Society, and the K-12 Learner. (n.d.). Erikson’s 8 Stages of Psychosocial Development. Retrieved at https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of- psychosocial-development/ Lumenlearning.com (n.d.). Theories of Moral Development. Retrieved at https://courses.lumenlearning.com/adolescent/chapter/theories-moral-development/ McLeod, Saul. (2017). Developmental Psychology. Retrieved at https://www.simplypsychology.org/developmental-psychology.html. McLeod, Saul. (2018). Eric Erikson’s Stages of Psychosocial Development. Retrieved at https://www.simplypsychology.org/Erik-Erikson.html McLeod, Saul. (2019). Freud’s 5 Stages of Psychosexual Development. Retrieved at https://www.simplypsychology.org/psychosexual.html Mindtools.com (n.d.) McClelland’s Human Motivation Theory: Discovering What Drives Members of Your Team. Retrieved at https://www.mindtools.com/pages/article/human-motivation- theory.htm Rubric for Assessment of the Narrative Essay. Retrieved at https://ira.virginia.edu/sites/ias.virginia.edu/files/humanities_narrativeessay.pdf SCAN of Northern Virginia. (n.d.) Social Development in Children. Retrieved at https://www.scanva.org/parent-resource-post/social-development-in-children/ ED 111 The Child and Adolescent Learners and the Learning Principles 32 Ufuk Altan. (2017). 3 Ways Subconscious Mind Learns. Retrieved at https://medium.com/@UfukAltan/3-ways-subconscious-mind-learns-e8962ae85cf0 Wilber, Jennifer. (2019). How to Apply Kohlberg's Theory of Moral Development in the Classroom as a Teacher. Retrieved at https://owlcation.com/academia/How-to-Apply-Kohlbergs-Theory-of- Moral-Development-in-the-Classroom-as-a-Teacher World of Work Project. (n.d.). Alderfer’s ERG Theory of Motivation. Retrieved at https://worldofwork.io/2019/02/alderfers-erg-theory-of-motivation/ Video links: Sigmund Freud: https://youtu.be/TtH5Zh-2YM0 Erik Erikson: https://youtu.be/aYCBdZLCDBQ Albert Bandura: https://www.youtube.com/watch?v=UbruJh0MODI Maslow: https://youtu.be/O-4ithG_07Q BF Skinner: https://youtu.be/ne6o-uPJarA Jean Piaget: https://youtu.be/trLFUxqQX3k Lawrence Kohlberg: https://youtu.be/bounwXLkme4 ERG Theory: https://youtu.be/upBHae2J-LI Elliot Turiel: https://youtu.be/6p_tJGfavKA Carol Gilligan: https://youtu.be/HctzZwwueL4 Mr. Holland’s Opus: https://www.youtube.com/watch?v=gF_Zk9h5vug ED 111 The Child and Adolescent Learners and the Learning Principles 33