Educational Psychology Chapter 3 – Personal, Social and Emotional Development

Erik Erikson’s Theory on Development  8 stages of development  Each stage represents a developmental “crisis” – conflict between a positive alternative and a potentially unhealthy alternative  Major decisions at the “crisis” has a lasting affect on self image and view of society

Erikson Stages StagesApprox. AgeNotes 1. Basic Trust Birth to months Infant must from trusting relationship or develop mistrust 2. Automony vs. shame/doubt 18 mths to 3 yrs Assume responsibility for self- care; initiative 3. Initiative vs. guilt3 to 6 yrs Maintain zest for activity yet understand all impulses cannot be acted upon 4. Industry vs. inferiority 6 to 12 yrs Eagerness to engage in productive work; child’s ability to move in-between worlds (e.g. academic, friends, etc); leads to confidence and competence

Erikson Stages 5-8 StagesApprox. AgeNotes 5. Identity vs. role confusion Adolescence Search for identity; may try different roles to see what they fit into 6. Intimacy vs. isolation Young adulthood Willingness to relate to another person on a deep level 7. Generativity vs. stagnation Middle Adulthood Extends ability to care to next generation; productivity and creativity are essential features 8. Ego integrity vs. despair Late Adulthood Consolidating one’s self and fully accepting its unique and unalterable history

Self-concept and Self- Esteem  Self-concept – composite of ideas, feelings and attitudes people have about themselves; a belief about who you are; a cognitive structure  Self-esteem – the value each of us places on our own characteristics, abilities and behaviors; an evaluation of who you are; an affective reaction  Collective self-esteem – influenced by group memberships

Understanding ourselves  Our self-concept and self-esteem become increasingly complex and abstract as we mature  Teachers can have a profound effect on both self- concept and –esteem  Adolescents tie this to physical appearance and social acceptance  Gender and ethnic issues are significant factors  Gender – by 9 th grade, girls lower perceptions of their abilities, compared to boys  Ethnic – majority of adolescents are secure in their own heritage and more respective of other’s heritages  Social-perspective-taking – eventually children learn that others have separate thoughts and identities, therefore separate feelings and perspectives

Moral Development  Start out with moral realism – absolute rules  Morality of cooperation – child realizes people make rules and change them  Kohlberg’s Theory – 3 levels  1) preconventional level – judgments based on self interests  2) conventional level – judgments based on traditional family value and social expectations  3) postconventional level – judgments based on more abstract and personal ethical principles  Criticized for favoring males  Gilligan – “Ethic of Care”  Individual moves from focus on self-interests to moral reasoning based on relationships, then to caring for all

Moral Development and Behavior  Friendships play significant role  Many programs have adopted themed curriculums to help students learn how to care  Influenced by internalization of rules (explanations) and by modeling by adult role-models  Cheating and Aggression are common moral behavioral issues to look out for

Socialization  2 biggest influences – family and school  Social pressures make kids grow up too fast; many teachers are shocked at “sophistication” at young age  Divorce – stress, economic hardships, moving & losing friends  Boys – higher rate of behavioral problems than girls  Girls – have trouble with men (trust)  As teachers, drop “your mother” or “your parents” and use “your family”

Challenges Facing Children: Physical Development  Puberty in adolescents  Boys, ages  Girls, ages  Early maturing  Boys – this is considered “good,” leads to higher social status  Girls – considered “bad,” different from other girls

Challenges Facing Children: Youth at Risk  Child Abuse  Required to report suspected incidents  Teenage Sexuality/Pregnancy  Eating Disorders  Drug Abuse  92% of HS seniors experience with alcohol; important to distinguish between experience and regular abuse  AIDS  Suicide  Look for changes in behavior or physical appearance – weight, interests (or lack of), work ethic, activity levels, eating, etc.

Food for Thought – as Teachers  Understand the stresses, challenges and influences all students may face  Understand that with increased maturity and age children can think more on a more abstract level  Beware of significant changes in a student’s behavior or physical appearance that may be a warning sign of stress  Follow suggestions that may be helpful in working with the students – avoid high pressure situations, provide opportunities to build self-esteem and learn to care for others