The Psychosocial Development of Students Flashcards
Who proposed the staged of psychosocial development?
Erik Erikson
How many stages of psychosocial development are their?
8
Psycho social development theory
Crisis happens in each stage
the crisis either has the potential for a positive or negative impact.
The first stage is
Trust v. Mistrust and occurs from ages 0-18 months.
Trust: If nurtured and basic needs are met, children learn that others are dependable and reliable.
Mistrust: If there is lack of nurturing, children learn the world is unpredictable, undependable, and dangeroud
Stage 1: Trust v. Mistrust
What does stage one look like in the classroom?
Meet the students physical needs and provide physical affection at regular intervals.
Erikson’s second stage
Autonomy v. Shame and occurs from 18 months to 3 years
Autonomy: If encouraged to be self-sufficient, the child develops as an individual.
Shame: If there is too much demanded of the child and autonomy is not encouraged, shame and doubt is developed concerning their ability to handle their own problems.
Stage 2: Autonomy v. Shame
What does stage two look like in the classroom?
Provide consistent but reasonable discipline. Be a positive role model and encourage and allow students to do for themselves.
Erikson’s third stage
Initiative v. Guilt and occurs from age 3 to 6
Initiative: Giving them the independence to plan and complete activities, they learn to plan and take responsibility for their needs and activities.
Guilt: If their plans are discouraged, children develop guilt about what they needs and desires.
Stage 3: Initiative v. Guilt
What does stage three look like in the classroom?
Support their effort to plan and see activities through
helm them make realistic choices that consider others needs as well.
Erikson’s fourth stage
Industry v inferiority ages 6-16
Critical for building self esteem
industry: patterns of working hard persistence, and putting work before pleasure are rewarded, they take pride in accomplishments
inferiority: if punished or can’t meet expectations, begin to feel inferior, question abilities
Industry v. Inferiority
Erikson’s fifth stage
Identity v. Role Confusion ages 12-18
Forth stage in the classroom:
Provide opportunities to achieve recognition and praise as they produce things.
Fourth stage in the classroom:
Provide opportunities to achieve recognition and praise as they produce things.
Fifth Stage int the classroom
Treat the students as adults, challenge them with realistic goals, address and assist with identity issues.
When students believe they are the center of everyone’s attention.
Imaginary Audience.
The belief of teenagers that they are unlike anyone else
Personal Fable
Inability to commit to choices
Identity Diffusion
Making a commitment based on someone else’s choices.
Identity Foreclosure
Desire to make a choice but not now
Identity Moratorium
committing to choices and consistently maintaining them.
Identity Achievement
provide opportunities to explore belief systems and career options within a social context
students will begin to develop a sense of self.
Developed the three levels of moral reasoning
Lawrence Kohlberg
punishment avoidance: obedience is based on the individual, will disobey if they can avoid being caught.
exchange of favors: right and wrong defined by consequences for that individual. children recognize others have needs too.
Preconventional morality (level 1) ages 4-10
good boy/ good girl: moral decisions based on what will please others. intentions are important
law and order: perceive rules to be inflexible and they have to obey them.
Conventional morality (level 2) ages 10-13
social contract: rules represent agreement among many people. rules are considered to be flexible and inadequate
universal ethical principle: individual’s universal principles transcend rules. People follow their inner conscious.
Postconventional Morality (level 3)
Establish firm, yet supportive, authoritative environment
Educational implications for moral development
Help students recognize how their actions affect others
Educational implications for moral development
Have students practice recognizing other’s emotions.
Educational implications for moral development
Display and reward models of moral and pro-social behavior
Educational implications for moral development
Discuss moral issues and dilemmas as they arise, daily, and in the curriculum
Educational implications for moral development
provides: love, support, and consistency, with rules
creates: self confident, independent, and respectful child
teacher response: adopt authoritative style
Authoritative Parent
Provides: little warmth, high expectation, and little regard for child’s opinion or needs
Creates: anxious, low self- confidence, and coercive
Teacher response: adopt authoritative style, provide warmth, and solicit, prospective.
Authoritarian Parent
Provides: love, few expectations, no consequence
creates: anxious, low self-confidence, and coercive child
Teacher response: adopt authoritative style, high expectations, and consequences
Permissive Parent
Provides: no emotional support, few expectations, little interest in child.
Creates: Low self control, absence of long- term goals, and disobedient child.
teacher response: adopt authoritative styles, emotional warmth, high expectations, and consequences.
Uninvolved Parent
Day Care Divorce Homelessness Poverty Abuse
Issues affecting social development
Best staffed by teachers who have experience day care services
good day care advances cognitive and language development
children are more assertive, independent, and self-confident
children are less pleasant, polite and compliant
Day Care
More absences and disruption
Deterioration in peer relationships, social behavior, academic competence
Divorce
Higher rate of health problems
Developmental Delays, hunger, and poor nutrition
Depression, anxiety, and behavioral problems
Parent stress= poor parenting and possibility of violence
Educational underachievement
Teachers should assist in finding some type of stability
Homelessness
More apt to drop out
Increased occurrence of pregnancy out of wedlock
Greater exposure to health risk
Poverty
underdeveloped physically Poor hygiene Developmental lags injuries or improper care when injured inappropriate attire fear of adults Desire to remain at school poor school attendance inappropriate sexual behavior for age running away from home
Abuse
Have high expectations, complete with support and encouragement
Academic Tools for Enhancing for Self Esteem
Access student’s prior knowledge to ensure they have an adequate
Academic Tools for Enhancing for Self Esteem
Design assignments with a step by step process so errors can be identified
Academic Tools for Enhancing for Self Esteem
Encourage that errors assist with understanding
Academic Tools for Enhancing for Self Esteem
Give students opportunities to revise and improve their work
Academic Tools for Enhancing for Self Esteem
Establish rules for behavior at the beginning of the year
Social Tools for enhancing self-esteem
Be consistent and fair with all students
Social Tools for enhancing self-esteem
Seek opportunities to praise students
Social Tools for enhancing self-esteem
Admonish students privately
Social Tools for enhancing self-esteem
provide students with alternatives to undesirable behavior
Social Tools for enhancing self-esteem
Design opportunities for positive student interaction
Social Tools for enhancing self-esteem
Highlight talents or individual students to establish their value in the classroom.
Social Tools for enhancing self-esteem
