The Psychosocial Development of Students

Question 1

Who proposed the staged of psychosocial development?

Answer 1

Erik Erikson

Question 2

How many stages of psychosocial development are their?

Answer 2

8

Question 3

Psycho social development theory

Answer 3

Crisis happens in each stage

the crisis either has the potential for a positive or negative impact.

Question 4

The first stage is

Answer 4

Trust v. Mistrust and occurs from ages 0-18 months.

Question 5

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

Answer 5

Stage 1: Trust v. Mistrust

Question 6

What does stage one look like in the classroom?

Answer 6

Meet the students physical needs and provide physical affection at regular intervals.

Question 7

Erikson’s second stage

Answer 7

Autonomy v. Shame and occurs from 18 months to 3 years

Question 8

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.

Answer 8

Stage 2: Autonomy v. Shame

Question 9

What does stage two look like in the classroom?

Answer 9

Provide consistent but reasonable discipline. Be a positive role model and encourage and allow students to do for themselves.

Question 10

Erikson’s third stage

Answer 10

Initiative v. Guilt and occurs from age 3 to 6

Question 11

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.

Answer 11

Stage 3: Initiative v. Guilt

Question 12

What does stage three look like in the classroom?

Answer 12

Support their effort to plan and see activities through

helm them make realistic choices that consider others needs as well.

Question 13

Erikson’s fourth stage

Answer 13

Industry v inferiority ages 6-16

Question 14

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

Answer 14

Industry v. Inferiority

Question 15

Erikson’s fifth stage

Answer 15

Identity v. Role Confusion ages 12-18

Question 16

Forth stage in the classroom:

Answer 16

Provide opportunities to achieve recognition and praise as they produce things.

Question 17

Fourth stage in the classroom:

Answer 17

Provide opportunities to achieve recognition and praise as they produce things.

Question 18

Fifth Stage int the classroom

Answer 18

Treat the students as adults, challenge them with realistic goals, address and assist with identity issues.

Question 19

When students believe they are the center of everyone’s attention.

Answer 19

Imaginary Audience.

Question 20

The belief of teenagers that they are unlike anyone else

Answer 20

Personal Fable

Question 21

Inability to commit to choices

Answer 21

Identity Diffusion

Question 22

Making a commitment based on someone else’s choices.

Answer 22

Identity Foreclosure

Question 23

Desire to make a choice but not now

Answer 23

Identity Moratorium

Question 24

committing to choices and consistently maintaining them.

Answer 24

Identity Achievement

Question 25

provide opportunities to explore belief systems and career options within a social context

Answer 25

students will begin to develop a sense of self.

Question 26

Developed the three levels of moral reasoning

Answer 26

Lawrence Kohlberg

Question 27

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.

Answer 27

Preconventional morality (level 1) ages 4-10

Question 28

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.

Answer 28

Conventional morality (level 2) ages 10-13

Question 29

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.

Answer 29

Postconventional Morality (level 3)

Question 30

Establish firm, yet supportive, authoritative environment

Answer 30

Educational implications for moral development

Question 31

Help students recognize how their actions affect others

Answer 31

Educational implications for moral development

Question 32

Have students practice recognizing other's emotions.

Answer 32

Educational implications for moral development

Question 33

Display and reward models of moral and pro-social behavior

Answer 33

Educational implications for moral development

Question 34

Discuss moral issues and dilemmas as they arise, daily, and in the curriculum

Answer 34

Educational implications for moral development

Question 35

provides: love, support, and consistency, with rules creates: self confident, independent, and respectful child teacher response: adopt authoritative style

Answer 35

Authoritative Parent

Question 36

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.

Answer 36

Authoritarian Parent

Question 37

Provides: love, few expectations, no consequence creates: anxious, low self-confidence, and coercive child Teacher response: adopt authoritative style, high expectations, and consequences

Answer 37

Permissive Parent

Question 38

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.

Answer 38

Uninvolved Parent

Question 39

``` Day Care Divorce Homelessness Poverty Abuse ```

Answer 39

Issues affecting social development

Question 40

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

Answer 40

Day Care

Question 41

More absences and disruption | Deterioration in peer relationships, social behavior, academic competence

Answer 41

Divorce

Question 42

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

Answer 42

Homelessness

Question 43

More apt to drop out Increased occurrence of pregnancy out of wedlock Greater exposure to health risk

Answer 43

Poverty

Question 44

``` 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 ```

Answer 44

Abuse

Question 45

Have high expectations, complete with support and encouragement

Answer 45

Academic Tools for Enhancing for Self Esteem

Question 46

Access student's prior knowledge to ensure they have an adequate

Answer 46

Academic Tools for Enhancing for Self Esteem

Question 47

Design assignments with a step by step process so errors can be identified

Answer 47

Academic Tools for Enhancing for Self Esteem

Question 48

Encourage that errors assist with understanding

Answer 48

Academic Tools for Enhancing for Self Esteem

Question 49

Give students opportunities to revise and improve their work

Answer 49

Academic Tools for Enhancing for Self Esteem

Question 50

Establish rules for behavior at the beginning of the year

Answer 50

Social Tools for enhancing self-esteem

Question 51

Be consistent and fair with all students

Answer 51

Social Tools for enhancing self-esteem

Question 52

Seek opportunities to praise students

Answer 52

Social Tools for enhancing self-esteem

Question 53

Admonish students privately

Answer 53

Social Tools for enhancing self-esteem

Question 54

provide students with alternatives to undesirable behavior

Answer 54

Social Tools for enhancing self-esteem

Question 55

Design opportunities for positive student interaction

Answer 55

Social Tools for enhancing self-esteem

Question 56

Highlight talents or individual students to establish their value in the classroom.

Answer 56

Social Tools for enhancing self-esteem