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2	Influences on Personal, Social, & Moral Development
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4	Self-Concept & Self Esteem
5	What Influences Our Self Concept?
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8	Erikson’s Industry vs. Inferiority In general, child’s self-esteem drops as he enters elementary school (comparisons, self-assessments)
9	Erikson’s Indentity vs. Role Confusion
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11	Social Development Shaping behaviors so that children “fit in” with society – socialization Parents then teachers establish norms and roles (sometimes they clash!)
12	Peer Relationships Emotional support Belonging Caring Information about acceptable behaviors and values “Peer pressure” “Double lives” Arena for developing social skills “Equal” relationships
13	Selman’s Stages of Perspective Taking Undifferentiated (3-6) Recognize difference and self and others’ thoughts but still confuse the two Social-informational (5-9) Different perspectives may be the result of having access to different information Self-reflective (7-12) “Step into another person’s shoes” Third-party (10-15) Imagine a two-person situation from an outside view Societal (14-adult) Understand how perspective can be influenced by systems of larger societal values
14	How can teacher foster social skills?
15	Fairness Equality Every participant receives the same reward Favored by a more cooperative culture Equity Reward is proportionate to input. The person who contributed the most or scored the highest receives the greatest reward Favored by a more competitive culture Need Those who have the greatest need receive the greatest reward
16	Developmental Stages in Understanding Fairness Person who wants something most should get it. Decisions based on external circumstances – it is fair to give something to the tallest person, oldest, etc. Everyone should get the same amount. Person who works harder should receive more. Person who needs should receive more. Children realize the importance of both effort and need and seek a compromise between the two.
17	Variations in Children’s Sense of Fairness Can recognize higher-level solutions but cannot apply them independently Social relationships – “fair” for a friend but not a stranger By age 6 can weigh offense and punishment in deciding whether fair Siblings of children with disabilities viewed differential treatment as justified
18	“Fair” Strategies
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20	Kohlberg’s Stages of Moral Reasoning (1964)
21	Preconventional Ethics SELF STAGE ONE – PUNISHMENT - OBEDIENCE “What can I get away with?” STAGE TWO – MARKET EXCHANGE “I’ll scratch your back if you’ll scratch mine.” Physical consequences Own needs highest priority
22	Conventional Ethics OTHERS STAGE THREE – INTERPERSONAL HARMONY Want to please and receive approval Can put themselves in other people’s place Intentionality “Nice” “Golden Rule” STAGE FOUR – LAW AND ORDER “Duty” to obey societal norms Rules in concrete - not flexible Most people are here
23	Postconventional Ethics PRINCIPLE STAGE FIVE – SOCIAL CONTRACT Mechanisms of society for general order Flexible STAGE SIX – UNIVERSAL PRINCIPLES Inner conscience Abstract Universal < 25% adults (more theoretical)
24	Gilligan’s Research on Moral Development Stage One: Selfish orientation Stage Two: Increasing Recognition of responsibility to others. Stage Three: Desire to treat the self and others equally.
25	Differences in Gilligan’s and Kohlberg’s Findings
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28	Creating an Environment That Promotes Moral Development
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