FINALS REVIEWER Flashcards
Proponent of Stages of Moral Development
LAWRENCE KOHLBERG
Lawrence Kohlberg adopted and built on Piaget’s work, and set the groundwork for the present debate within psychology on _____________. Like Piaget, he believed that children form ways of thinking through their experiences which include understandings of moral concepts such as justice, rights, equality and human welfare.
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
Moral reasoning is based on the consequence/ result of the act, not on whether the act itself is good or bad.
PRECONVENTIONAL LEVEL
Moral reasoning is based on the conventions or “norms” of society. This may include approval of others, law and order.
CONVENTIONAL
Moral reasoning is based on enduring or consistent principles. It is not just recognizing the law, but the principles behind the law.
POST-CONVENTIONAL LEVEL
Obedience is motivated by fear of punishment. He will act in order to avoid punishment.
PUNISHMENT / OBEDIENCE
One is motivated to act by the belief that one may obtain later. You scratch my back, i’ll scratch yours.
MUTUAL BENEFIT
One is motivated by what others expect in behavior – good boy, good girl. The reason acts because he/she values how he/she will appear to others. He/she gives importance on what people will think or say.
SOCIAL APPROVAL
One is motivated to act in order to uphold law and order. The person will follow the law because it is the law.
LAW AND ORDER
Laws that are wrong can be changed. One will act based on social justice and the common good.
SOCIAL CONTRACT
This is associated with the development of one’s conscience. Having a set of standards that drives one to possess moral responsibility to make societal changes regardless of consequences to oneself. Examples of personas are Mother Teresa, Martin Luther King, Jr.
UNIVERSAL PRINCIPLES
If Piaget designed specific tasks (Piagetian Tasks) to learn about the cognitive development of children, Kohlberg utilized ____________.
MORAL DILEMMAS (KOHLBERG DILEMMAS)
TRUE OR FALSE
Kohlberg identified six stages of moral, grouped into three major levels. Each level represents a significant change in the social-moral reasoning or perspective of the person.
TRUE
A deep emotional connection that an infant forms with his primary caregiver.
INFANT ATTACHMENT
If the person is absent, the baby feels __________.
DISTRESS
Attachment Theory was developed by _____________ and _____________ in the early 1950s studied the realms of attachment and bonding between an infant and his/her primary caregivers.
JOHN BOWLBY AND MARY AINSWORTH
It gives emphasis on the crucial and influential effect of attachment in an infant’s development as the basis for his or her coping mechanism, establishing relationships, and the formation of personality. In this theory, attachment refers to a relationship that surfaced over time.
ATTACHMENT THEORY
A phenomenon which involves physiological, emotional, cognitive and social processes.
ATTACHMENT
TRUE OR FALSE
The presence of the caregiver gives the feelings of safety and security for the infant. Upon building this relationship, the preference tends to remain stable and turn to attachment behaviour to a new strange person becomes more difficult.
TRUE
TRUE OR FALSE
Children will manifest different attachment styles which can determine their feelings of security or insecurities.
TRUE
Develops when the primary caregiver does not consistently respond in a warm and affectionate way to meet the needs of the infant.
INSECURE ATTACHMENT
This is characterized by emotional doubts in the child and physical resistance to the primary caregiver. Unfamiliar settings cause the infants to be hesitant to be separated with the primary caregiver and for them to display anxiety and distress.
RESISTANT ATTACHMENT
This type of insecure attachment is an active avoidance of the primary caregiver when the infant is upset. The babies readily want to explore and may be more affectionate with strangers rather than their own mother. The child manifests the desire to be distant from the primary caregivers.
AVOIDANT ATTACHMENT
This type of insecure attachment develops when the primary caregiver consistently fails to respond appropriately to their child’s distress, needs and feelings of fear. This leaves the child to be unsure of how the caregiver will respond to their needs which result in making the child’s instinct conflicted. They would like to seek support and security from the caregiver but they are also scared of them.
DISORGANIZED ATTACHMENT
• Attachment issues are problems that can be from mild that can easily be addressed to the most serious form.
• This disorder is a condition wherein the child is unable to establish healthy attachments with the primary caregiver.
REACTIVE ATTACHMENT DISORDER (RAD)
The key theme of this theory is that social interaction plays a very important role in cognitive development. He believed that individual development could not be understood without looking into the social and cultural context within which development happens.
VYGOTSKY’S SOCIO-CULTURAL THEORY
Vygotsky’s term for the appropriate assistance given by the teacher to assist the learner accomplish a task.
SCAFFOLDING
TRUE OR FALSE
Vygotsky worked on his theory around the same time as Piaget in between the 1920s and 30’ but they had clear differences in their views about cognitive development.
TRUE
PIAGET:
• Theory more individual
• Tasks focused heavily on how an individual’s cognitive development became evident through the individual’s own processing of the tasks.
VYGOTSKY:
• Theory more on social
• He gave more weight on the social interactions that contributed to the cognitive development of individuals.
SOCIAL INTERACTION
PIAGET:
• Believed that as the child develops and matures, he goes through universal stages of cognitive development that allows him to move from simple explorations with senses and muscles to complex reasoning.
VYGOTSKY:
• Looked into the wide range of experiences that a culture would give to a child.
• One culture’s view about education, how children are trained early in life all can contribute to the cognitive development of the child.
CULTURAL FACTORS
PIAGET:
• Opens the door for learners to acquire knowledge that others already have.
VYGOTSKY:
• “talking- to -oneself” is an indication of the thinking that goes on in the mind of the child. This will eventually lead to private speech.
LANGUAGE
A form of self-talk that guides the child’s thinking and action.
PRIVATE SPEECH
• When a child attempts to perform a skill alone, she may not be immediately proficient at it. So, alone she may perform at a certain level of competency.
• Zone of actual development.
ZONE OF PROXIMAL DEVELOPMENT