Chapter 3Chapter 3Social, Personal, and Social, Personal, and Moral DevelopmentMoral Development

Chery TakkunenChery TakkunenThe College of St. ScholasticaThe College of St. Scholastica

Please…Please…

List ten adjectives/phrases that describe List ten adjectives/phrases that describe the kind of person you think you are.the kind of person you think you are.

Self concept: What leads to this?Self concept: What leads to this? Nature vs. nurture: Nature vs. nurture: Quick writeQuick write Which has more influence?Which has more influence?

Development schemeDevelopment scheme

Cognitive, Social, Cognitive, Social, Physical?Physical?

Do you have strengths in any one of Do you have strengths in any one of these areas?these areas?

How did you know this?How did you know this?

Yields….Yields….

Self efficacy! Self efficacy! The “power” or “ability” to performThe “power” or “ability” to perform Can be domain specific or a general Can be domain specific or a general

belief about one’s self. belief about one’s self. What is it?What is it? Why is this important to teachers?Why is this important to teachers?

Self esteem..Self esteem..

What helps?What helps?

Does it help to tell kids they are “good”, Does it help to tell kids they are “good”, “smart”, “popular”, and so on??“smart”, “popular”, and so on??

Prior behaviors and performancePrior behaviors and performance Behaviors of other individualsBehaviors of other individuals

Students compare themselves against othersStudents compare themselves against others Students Students

Erickson’s Views Erickson’s Views

A theory on how we develop our sense of selfA theory on how we develop our sense of self A lifespan view: Eight stagesA lifespan view: Eight stages A general view: sometimes disputedA general view: sometimes disputed Each stage has a unique “developmental task” Each stage has a unique “developmental task” How a person deals with this task has an How a person deals with this task has an

impact on their livesimpact on their lives WebsiteWebsite

STAGE MAJOR ISSUE IMPLICATION

Trust vs.Mistrust(infants)

To learn that otherscan be trusted tosatisfy basic needs

Be aware that somestudents may at first bemistrustful; show themthat you are reliable anddependable.

Autonomyvs. Shameand Doubt(toddlers)

To develop a senseof self-sufficiencyin satisfying one’sneeds

Be aware that somestudents may lackconfidence in theirability to solveproblems and take careof themselves; placereasonable expectationson their behavior andencourage self-sufficiency.

Initiative vs.Guilt(preschoolers)

To developindependence inplanning andundertakingactivities

Support students in theirefforts to plan and carryout activities.

Industry vs.Inferiority(elementarystudents)

To learn thatrecognition can beachieved byproducing things

Encourage students tomake and do things, andpraise them for theiraccomplishments.

Culture Shock!Culture Shock!

What strategies might a school district What strategies might a school district use to minimize the culture shock that use to minimize the culture shock that children encounter when they first begin children encounter when they first begin school?school?

In what ways does the typical college In what ways does the typical college environment create “culture shock” for environment create “culture shock” for entering freshmen?entering freshmen?

Discussion questionsDiscussion questions

Should students ever receive negative Should students ever receive negative feedback? Why or why not?feedback? Why or why not?

What might you do to ease the transition What might you do to ease the transition of a new student into your classroom? of a new student into your classroom? How might you help other students see How might you help other students see things from a new student’s point of things from a new student’s point of view?view?

Discussion continued:Discussion continued:

Journal ideas:Journal ideas:

Find examples of students engaging in Find examples of students engaging in prosocial and antisocial behavior.prosocial and antisocial behavior.

•• Describe what the teacher is doing Describe what the teacher is doing to teach social skills and/or promote to teach social skills and/or promote prosocial development.prosocial development.

Lit: CirclesLit: Circles

Come prepared!!Come prepared!! If you didn’t read, you should listen to If you didn’t read, you should listen to

your other group members. Perhaps be your other group members. Perhaps be the note taker and speak later if you have the note taker and speak later if you have ideas.ideas.

Take notes on the important points from Take notes on the important points from your discussion.your discussion.