LGA 3103 Week 7 Stories in the ESL Classroom

STORIES IN THE ESL CLASSROOM TECHNIQUES AND STRATEGIES IN EXPLORING:

INTELLECTUAL MORAL / PERSONALITY

LGA 3103 – Week 7

THE MORAL DEVELOPMENT OF THE CHILD

This aspect of development enables the child to move further in the process towards independence.

As he/she grows through environmental stimulations, his motives will be to adapt to the environment.

Hence, he/she will develop intellectually and morally.

Intellectual stimulation is done formally, whereas moral development is informal and very subtle.

The moral sensibility of a person is initiated during infancy, constructed and consolidated through experiences during childhood and adolescence.

This will reflect in the personality of the adult.

DEFINING MORAL DEVELOPMENT

“Morality” (moralis in Latin), which means, “customs, manners, or patterns of behaviour that conform to the standards of the group”.

At every age, the individual is judged by how closely he conforms to the groups’ standards, and he is labelled “moral” or “immoral”, accordingly.


Moral development is related to the rules that people have for their interaction with others.

It is concerned with the acceptance of morality which brings along certain forms of behaviour, attitudes and values in an individual.

In the early stages, the child simply tries to avoid punishment as he cannot distinguish “right” from “wrong”.


Over time children’s values are influenced by parents and educators as role models.

Children’s moral development is linked to their intellectual development.

An older pre-schooler proceeds through a very self-centred stage with decisions based on self-satisfaction.

In the later stages, a child develops a greater concern for being “good” and doing what is socially acceptable.

It includes both the reasoning process by which people decide what is right and what is wrong, as well as behaviour in situations in which morality comes into play.


At this stage, let’s have an overview on some aspects of the theories of two eminent psychologists on moral development.

They are Jean Piaget and Lawrence Kohlberg.

JEAN PIAGET’S THEORY

Jean Piaget (1896–1980) is among the first psychologists whose work remains directly relevant to contemporary theories of moral development.

In his studies, he focused specifically on the moral lives of children, studying the way children play games in order to learn about children’s beliefs about right and wrong.

Interest in how children think about moral issues was stimulated by Piaget.


He watched children play marbles to learn how they used and thought about the game’s rules.

He also asked children questions about moral issues like:

theft;lies;punishment;justice.

Through his studies, Piaget concluded that children, depending on their developmental maturity, think in two distinct ways about morality:

Heteronomous and Autonomous morality


Heteronomous Morality This is the first stage of moral

development in Piaget’s theory. It occurs from 4 to 7 years of age. Here, justice and rules are conceived

of as unchangeable properties of the world and removed from the control of people.


Autonomous Morality This type of morality constitutes the second stage

of moral development according to Piaget. This is displayed by older children (about 10 years

of age and older). The child becomes aware that rules and laws are

created by people and that, in judging an action, one should consider the actor’s intentions as well as the consequences.

His explanations complement our understanding on the process through which the child proceeds to understand the world and how he integrates rules and values and takes moral decisions.

LAWRENCE KOHLBERG’S THEORY

Lawrence Kohlberg started as a developmental psychologist and then moved on to the field of moral education.

Through his studies, Kohlberg showed that people progressed in their moral reasoning (i.e., in their basis for ethical behaviour), through a series of stages.

He believed that there were six identifiable stages of moral reasoning.


These stages can be grouped into three levels of complexity.

They are:Level I - Pre-Conventional ReasoningLevel 2 - Conventional ReasoningLevel 3 - Post-Conventional

Reasoning


Level I - Pre-Conventional Reasoning At this level, the child cannot understand the concept of

moral values. Moral reasoning is controlled by external rewards and

punishments.

Stage 1: Punishment and ObedienceMoral thinking is based on punishment. Children obey

because adults tell them to obey. Whatever is rewarded is good; whatever is

punished is bad.


Stage 2: Individualism and PurposeMoral thinking is based on rewards and self-interest. Children obey when they want to obey and when it is in their best interests to obey. What is right is what feels good and

what is rewarding.

“I’ll do something good for you if you do

something good for me.”


Level 2 - Conventional Reasoning At this level, internalisation is intermediate. The child abides by certain standards (internal). However, these are the standards of others (external) such as

parents or the laws of society

Stage 3: Interpersonal Norms Children value trust, caring and loyalty to others as the

basis of moral judgment. Children often adopt their parents’ moral

standards at this stage; seeking to be considered by parents as a “good

boy” or a “good girl” is rewarding. Good is conformity to a stereotype of “good”

people or to peer approval.


Stage 4: Social System Morality

Moral judgments are based on understanding the social

order, law, justice and duty. For example, a child might say

that it is always wrong to steal because laws that have

been developed are for the good of society. Good is defined by laws of society, by

doing one’s duty. A law should be obeyed even if it is not

fair.


Level 3 - Post-Conventional Reasoning Morality is completely internalised and is not based

on others’ standards. The adolescent recognises alternative moral

courses, explores the options and then decides on personal moral codes.


Stage 5: Community Rights versus Individual Rights

The adolescent understands that values and laws are relative and that standards may vary from one person to another. The person recognises that laws are important for society but knows that laws can be changed. He believes that some values, such as liberty, are more

important than the law. Values and laws are relative and standards may vary from one person to another.

Good is understood in terms of abstract principles that the society has agreed upon. An unfair law ought to be changed.


Stage 6: Universal Ethical Principles

One has developed a moral standard based on universal

human rights. When faced with a conflict between law

and conscience, the person will follow conscience, even

though the decision might involve personal risks. Good is understood in terms of abstract

principles, whether or not societies agree with them –

the emphasis is on human rights.


Which stages are particularly relevant to you as an educator?

Kohlberg’s theory shows us that moral reasoning is a complex process and the child needs to be guided throughout.

In the pre-school age, you will be dealing with children of the first two stages and eventually the third stage, but it is important for you to understand the whole process of moral development according to the perspective of Lawrence Kohlberg.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES Storytelling and story-listening can contribute to

children's intellectual, emotional, and social development.

It is good to keep in mind that telling stories to children can be just the first step in an interactive process.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES

After any story is told,1) The storyteller can lead a discussion about the story. 2) The listeners can draw/paint the story.3) The listeners can make costumes, masks, puppets, and props, relating to the story.4) The listeners can act-out the story as a skit. 5) The listeners can be invited to add to, and in any other way, change the story. 6) The listeners can be invited to tell additional stories that might come to mind -- including real-life experiences, traditional stories, and made-up stories.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES Regardless of whether a story's characters are

humans, animals, aliens, etc -- all stories are about situations.

Story listeners can project themselves into these characters, and imagine themselves in these situations.

The listeners can consider if they might do things the same or differently from how the characters do things.

This gives the listeners practice for living.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIESMaking Sense Out of Experience Storying is the process of constructing and

considering stories. Through storying, children can develop a sense of

story. A story can be defined as a series of events. One way we humans make sense out of experience

is to organise pieces of experience into stories. Adults may take it for granted that in stories -- as

well as in everyday life -- one thing may lead to another, and occurrences may be connected.

But children have to learn this -- and one way they can learn it is through storytelling and story-listening.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES Storying enables children to think in term of

sequences, of progressions, of events. This helps them to recognise patterns of behaviours

and actions, in story and in life. It gets them in the habit of organising data into

sequences that progress from a beginning, to a middle, to an end -- and hold together cohesively as a unit.

This helps children to put things together -- to make sense out of experience.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIESConsidering Behaviour, and Morality and Ethics Usually a story's series of events, taken as a whole,

can be thought of as having a point -- a message, moral, or meaning.

It may be of limited value to children to announce the point of a story to them.

It is usually more valuable to them to lead a discussion in which the children are asked such questions as, "What did you get out of the story? What did you learn from the story? What did you like about the story?"

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES Answering and discussing such questions can help

children in a number of ways. Doing so can help them to think about characters'

motives. This can help children to develop understandings of

characters' personalities and actions -- and can enable children to think about values, ethics, and principles of morality.

The children are then in a position to be able to apply this kind of thinking to their decision-making about how they might behave in their own real lives.

In these ways, children can become more aware of their own -- and others’ -- thoughts and feelings, and they can become more articulate in talking about all of this.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIESVocabulary and Grammar Storytelling and story-listening -- along with discussing and re-

telling stories -- can help children to develop their understanding of grammar, and to increase their vocabulary.

Creativity and Reasoning Storytelling and story-listening gives children practice in

creating mental imagery (visualising images), and brings out the vivid imagination and the creativity of children.

Also, children's reasoning abilities are activated when they describe and discuss these images (and any other aspect of a story).

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIESInvolvement and Engagement By discussing, creating, and telling stories, children can

explore and express their feelings. This personal emotional involvement and engagement with

story -- and with their story-play partners and guides -- tends to make children optimistic, excited, and enthusiastic about their use of language.

Social Skills Storytelling and story-listening utilize the social element of

language. By telling stories, and by participating in group conversations

about stories and storytelling, children can develop their public-speaking abilities, and they can also learn how to take turns speaking, and how to listen to others.


Storytelling and story-listening -- along with discussion -- enhances children's comprehension skills, at the literal, inferential, and critical levels.

Inferential refers to becoming aware of patterns, recognising causal links, understanding that there are consequences to actions, and being able to predict what might come next.

Critical refers to considering characters' behaviors, and other aspects of a story, from all angles.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES It is a universal axiom that everyone knows and

understands - reading is the greatest habit. Reading to younger children is still more effective. A child who inculcates the habit of reading at an

early age will be the wisest and intelligent person in the later stages of his/her life.

Reading habit should start at home and by the children's bed side.

Parents can bring home great books and read their content to their children, especially when they go to sleep.


Teachers can put up ‘Reading Corners’, take children to the school library or ask the children to bring books from home to share with their friends

The DEAR programme is a good way of encouraging children to read.

As you read stories to children or as children read books by themselves, the moral of the story will sink in their minds very quickly.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIESSome examples are: Reading story books that contain morals and

principles. Reading books that ask children many questions

and pose queries. Reading books that enhance imagination and

visualisation. Reading books that promote thinking and deductive

skills

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES To enhance: Children’s intellectual

development

An Extraordinary Egg, By Leo LionniThree frog sisters living on a pebbly island discover an

extraordinary pebble. It turns out to be an egg. One of the frog sisters deems it a chicken’s egg because she ‘just knows’ these things. A baby alligator hatches from the egg yet the sisters continue to call the little gator a chicken. The story follows the little ‘chicken’ through a rescue of the frog sister, Jessica. They become inseparable buddies and one day, they re-unite the baby alligator with her mother. However, the frog sisters never concede in their conviction that the little creature is most definitely a chicken.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES Literature for Young Children identifies this book as

an appropriate literature choice to support the goal of the development of logical thinking (Giorgis & Glazer, 2009).

An obvious error in logical reasoning among the characters in the story gives children an opportunity “to feel superior to the book characters because they know what is going on” (Giogis & Glzer, 2009, pg. 156).

Expanding logical reasoning in this way enhances self-esteem and teaches children to study the evidence instead of taking the word of someone who “just knows” as truth.


To enhance: Children’s personality development

Frederick, By Leo LionniFrederick is a story about an especially

thoughtful mouse. He cogitates quietly in the meadow gathering nothing more than thoughts and memories for winter. This behaviour is not appreciated by his very busy friends. He doesn’t appear to be doing anything at all! As winter falls upon the small pack, the supplies are plentiful and everyone is satisfied. As winter wears on, food and supplies dwindle to nothing and everyone becomes quite low in spirit. The supplies that Frederick offers are as endless as his imagination and he replenishes the little family’s spirits with colours, feelings and more.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES Frederick’s gift to his fellow mice is unexpectedly

needed in a very dark time for them all. The story reminds the audience that everyone has a gift to give and it may not be recognizable while it is being created. This story lends itself to lots of questions: What if Frederick had just been sleeping while his family gathered the supplies for winter? Is thinking working? What are some other things the mice could do after all of the food was gone and they only had the gray room to be in? Would you like to have Frederick in your family when it was time to get ready to going camping? Why or why not? Role playing these scenarios would lend itself to numerous responses, especially for the child playing Frederick.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES To enhance: Children’s social development

No David by David ShannonPerhaps one of the least favourite words for a child to hear

is “no”. However, when the character of David is experiencing reaching for the cookie jar while standing on his tilted chair, splashing all water and more from the bath tub, playing with his food, picking his nose and running out of the house naked, it is hard not to laugh about the boundaries he is breaking. The illustration in this book is absolutely eye-catching for young children, and they will connect to the little fellow who is always being told not to do what he is doing. He eventually gets into trouble and is sent to the corner for a time-out, a little tear rolling down his cheek. The story ends with redemption in the warmth and love of his mom’s arms.

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES This is an important book because children will come to know

that they are not the only ones being told not to do what they are doing – David is in the same boat. This is supportive of the social goal to see things from another person’s perspective (Giorgis & Glazer, 2009).

A fun conversation to initiate while looking at the adorable David and his antics is why he shouldn’t do some of the things he is doing.

These social behaviour conversations take the pressure off of the child or children and let them put David on the spot.

The premise of this story is important for children to understand; David is not a bad boy – he just makes some unacceptable choices. He will continue to be loved and accepted after making poor choices.

For personality development, this supports their development of weighing evidence and to make appropriate choices (Giorgis & Glazer, 2009).

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES To enhance: Children’s social moral development

Leo The Lop by Stephen CosgroveThis story, about a bunny named Leo who looks different

from the rest of the bunnies, takes place in the imaginary land of Serendipity. He is made to feel that looking different is not okay. He attempts to change his gorgeous, loppy, long ears to be like all of the other bunnies whose ears stand straight up on their heads. In a wonderful twist, he comes to the conclusion that the he is the normal one and all of the others must not be since they are different from him! An especially wise possum vicariously informs all of them of the moral of the tale which is: “Normal is whatever I am and whoever you are!”

PROMOTING INTELLECTUAL & MORAL VALUES THROUGH STORIES This book lends itself to role play and is a good example of the

importance of not treating others differently because of the way they look. Differences are normal and natural.

This is especially applicable when working with children with disabilities (if there are physical differences) in the same classroom or anywhere.

Normal physical differences could be emphasized and celebrated such as a large nose, large mouth, big ears, a pot belly, oversized hands, or any other costume that is available that shows an exaggerated physical difference.

A follow up activity: Write or draw a picture of one thing that makes you different from anyone else you can think of and why is it good. What makes you the same as other people you know? Post the stories and pictures in a collective book for classroom sharing.

Documents

LGA 3103 Week 7 Stories in the ESL Classroom