Bronfenbrenners Bioecological Model Of Development Essay
-------------------------------------------------
Chapter 3
Vocabulary&Questions
Personal development-age-related changes in personality and the ways that individuals react to their environment
Social development-the advances people make in their ability to interact and get along with others
Moral development-advances in people's contraception’s of right and wrong in prosocial behaviors entreats of honesty fairness and respect to others.
1.1Bronfenbrenners Bioecological model of development this model is a comprehensive description of factors influencing development. Individuals are at the center of Bronfenbrenners model.
Bio-in the title (bio ecological) describes genetic influences such as health and body builds. It also includes temperament,
Temperament-the relatively stable …show more content…
inherited characteristic that influences the way we response to our social and physical environments, social and physical stimuli.
Temperament influences traits, such as confidence, happiness, adventurous, and differences amongst individuals over time.
Environmental influences on development
Ecological-the component of Bronfenbrenners model that suggests a person's development is influenced by a complex system in the environment, including family, peers, social institutions such as; churches and schools, individuals,communities,and cultures. Each of these systems is nested in a larger system; each layer is viewed as having a powerful impact on individual development.
Microsystem-inner most system and the most significant to a child’s development Bronfenbrenner's bioecological theory, the people and activities in a child's immediate surroundings. Family, peers neighborhood, and school.
Mesosystem- – in the model is the interactions and connections between different elements of children's immediate settings. And healthy development depends on how effectively these elements work together such as parents/school
Exosystem-in bioecological theory, societal influences that affect both the micro and meso system. Such as parents,jobs,school systems, and workplace conditions, like health care that influence both the microsystem and mesosystem.Example,parent's job affect the amount of time they have to spend with their children.
Macro-system-Bronfenbrenners fourth level, which includes cultural influences on development.
1.2 Parents influence on development
Parents and other immediate caregivers are the most powerful influences on the child's development they continue to influence development throughout their lives.
Research indicates that certain parenting styles, general patterns of interacting with, and disciplining children, promote more healthy development. Parent’s expectations, warm, and responsiveness characterize these differences.
Using theses(above)factors as a framework, researches identified for parenting styles-
Parenting style-general patterns of interacting with & disciplining children;
Authoritative parents-(most effective style)set high expectations and are warm, responsive, firm, caring, consistent, explain reasons for rules, and frequently interact with their children. These children tend to be more mature considerate confident securer successful in school.
Authoritarian parent-have high expectations but tend to be cold and unresponsive, conformity, don't explain, don't encourage, children are withdrawn, and defiant; they tend to also lack social skills.
Permissive parents-warm, holds few expectations for their children who tend to be immature, compulsive, and unmotivated, they are used to getting their own way and have trouble sometimes relating to their peers.
Uninvolved parents-few expectations, cold and unresponsive, little interest in their children who tend to lack self-control and long-term goals, disobedient and easily frustrated.
Attachment-the strong emotional bond that forms between children and caregivers.
School connectedness-the belief by students that adults and peers in the school care about their learning as well as about them as an individual.
Instrumental aggression-an aggressive act aimed at gaining an object or privilege.
Physical aggression-an aggressive act that can cause bodily injury.
Relational aggression-an aggressive act that can adversely affect interpersonal relationships.
Proactive aggression-a deliberate aggressive back initiated toward another.
Reactive aggression-an aggressive act committed in response to frustration or another aggressive act.
Hostile attribution bias-the tendency to view others' behaviors as hostile or aggressive
Bullying- a form of peer aggression that involves a systematic or repetitious abuse of power between students.
All incidents are of a serious nature, they are a crime and violent. One of a survey showed 43,000 high school students have been bullied at some point in the past year. Bullying can exist either physically or relational aggression, and its victims are often, have disabilities or few friends, immature, and lack self-confidence. Bullying can have long-term negative effects on students. Extreme situations, causes victims of repeated bullying incidents to develop destructive emotions, such as depression and even suicide.
Historically bullying has been viewed as a reaction from adolescents who are socially marginalized, or psychologically troubled, recent research suggests this is not true. In fact students bully to achieve a higher social status, and your tends to escalate until high status is reached, at which time bullying is no longer interesting or necessary.
44 states have passed anti-bullying laws, in many districts they have implemented zero-tolerance policies. Peer juries, and counselors are infrequently used, and their effectiveness is uncertain. Whereas school wide efforts including adult supervision, talking with the Bullies, immediately, appropriately, and consistently, also giving consistent consequences for bullying have been found to be more effective. These findings are important implications for people in the field of Education
Cyber bullying-students live on the Internet and because of this rapidly expanding presence of being on the Internet a form of bullying now occurs when students use electronic media to harass or intimidate another student-this has also become a major problem.
Cyber bullying is receiving an enormous attention after suicides of Megan Meier, the eighth grader who was bullied on MySpace. Since then school officials and parents have become aware of this growing problem.
Experts estimate that 1/3 or every 1 of 10 students, are victims of online harassment. Given the popularity of the Internet use amongst teenagers cyber bullying is likely to remain a persistent problem, and because of its anonymity, cyber bullying is also difficult to combat, consequences for the perpetrators really exist. The best you can do is promoting a sense of empathy, fair-play, and appropriate treatment of others with in your students.
Puberty-ages of 10 and 15-the series of physiological changes that occur during adolescence, and lead to reproductive maturation. It varies widely among adolescents; girls mature faster than boys typically reaching puberty two years before their male
counterparts.
Recess has been identified as being extremely important-recess provides opportunities for students to practice social skills and burn off their excess energy.
Identity-individuals self-constructed definition of who they are, what their existence means, and what they want in life.
Self-concept-a cognitive assessment of the physical, social, and academic competence.
Crisis-a psychosocial challenge that presents opportunities for development.
Psychosocial--derives from the integration of identity, the psycho component of the term, (Erickson’s believe that a primary motivation for human behavior was social and cultural) the social part, for selecting a desire to connect with other people. His theory is in the sense that he viewed developmental changes as occurring throughout our lives. Example "Crisis of identity".
Eric Erikson, a developmental theorist, believed that all people have the same basic needs. He also believed that personal development occurs in response to our needs, and healthy development depends on the quality of support provided by the social environment, especially parents and other caregivers.
Like Jean Piaget, Erikson believed that development proceeds in stages, each characterized by a crises, and that the positive resolution of a crises at one stage increases the likelihood of a positive resolution at the next stage.*Problems with this theory he did not consider the impact of culture.
Erikson’s (8) life-span Stages
1) Trust vs. mistrust-birth-1year old-trust develops in infants receiving consistent loving care, mistrust results from unpredictable or harsh care.
2) Autonomy vs. Shame-1-3 years old-autonomy develops when children use their newly formed mental in psychomotor skills to explore their world, parents support autonomy by encouraging exploration in accepting the inevitable mistakes.
3) Initiative vs. guilt-3-6 yrs. old- initiative, a sense of ambition and responsibility, develops from encouragement of children's efforts to explore and take on new challenges. Over control of criticism can resulting guilt.
4) Industry vs. inferiority-6-12 years old-school and home provide opportunities for students to develop a sense of competence through success on challenging tasks. A pattern of failure can lead to feelings of inferiority.
5) Identity vs. confusion-12-18 year’s old-adolescents experiment with various roles in an atmosphere of freedom. Confusion results if the home environment feels to provide structure, or if it is overly controlling, failing to provide opportunities for individual exploration with different identity rolls.
6) Intimacy VS isolation-young adulthood-intimacy occurs when individuals establish close ties with others. Emotional isolation may result from earlier disappointments or a lack of developing identity.
7)Generativity VS stagnation-adulthood-generativity occurs when adults give to the next generation through child rearing, productive work, and contributions to society or other people. Apathy or self-absorption can result from an inability to think about or contribute to the welfare of others.
8)Integrity vs. despair-old-age-integrity occurs when people believe they've lived as well as possible and except the inevitability of death. Remorse of the things done or left undone leads to despair.
Sexual identity-student self-constructed definition of who they are with respect to gender orientation.
Sexual orientation-the gender to which an individual is romantically and sexually attracted to.
2.1 Stages in identity development
Identity moratorium-the state of identity development that occurs when individuals cause in remain in a holding pattern long-range commitment is delayed
Identity achievement-estate of identity development that occurs after individuals make decisions about goals and commitments
Identity diffusion-the state of identity development that occurs when individuals feel to make clear choices. Individuals may not be ready developmentally to make decisions.
Identity foreclosure-the state of identity development that occurs when individuals prematurely adopt the positions of others such as Alan.
Self-esteem (self-worth)- an emotional reaction to, or an evaluation of, the self.
Ethnic identity-unawareness of ethnic group membership and a commitment to the attitudes, values, and behaviors of that group.
Collective self-esteem-individuals perceptions of the relative worth of the groups to which they belong.
Perspective taking-the ability to understand thoughts and feelings of others.
2.2
Social problem-solving-the ability to resolve conflicts in ways that are beneficial to all involved perspective taking in social problem-solving are important aspects of learner social development
Social conventions-societal norms and ways of behaving in a specific situation.
External morality-a stage of moral development in which individuals view rules as fixed and permanent, also being enforced by an authority figure.
Autononymous morality-a stage of moral development characterized by the belief that fairness and justice is the reciprocal process of treating others as they would want to be treated.
Moral dilemma-An ambiguous conflict situation that requires a person to make a moral decision. Discussing moral dilemmas provide students with opportunity to examine their thinking about moral issues.
Preconventional morality-An egocentric orientation lacking any internalize standards for right and wrong.
Punishment-obedience-a stage of moral reasoning in which conclusions are based on the chances of getting caught and being punished.
Market exchange-a stage of moral reasoning in which conclusions are based on an act of reciprocity on someone else's part.
Conventional morality-a moral orientation linked to uncritical acceptance of societies conventions about right and wrong.
Interpersonal harmony-a stage of moral reasoning in which conclusions are based on loyalty, living up to the expectations of others, and social conventions.
Law and order- a stage of moral reasoning in which conclusions are based on following laws and rules for their own sake.
Post conventional morality-A moral orientation that views moral issues in terms of abstract, and self-developed principles of right and wrong.
Social contract-a stage of moral reasoning in which conclusions are based on socially agreed-upon principles.
Universal principles stage-a stage of moral reasoning in which conclusions are based on abstract and general principles that transcend ,or exceed society's laws.
Kohlberg's stages of moral reasoning
Level I- preconventional ethics. Typical of preschool and elementary students.
Stage 1:punishment-obedience
Stage 2: market exchange
Level II- conventional ethics. Seen in older elementary and middle school students, in many high school students.
Stage 3: interpersonal harmony
Stage 4: Law & Order
Level III- post conventional ethics. Rarely seen before college and the universal principles stage is seldom seen even in adults.
Stage 5: social contract stage 6: universal principle
Emotional factors in moral development
Shame-the painful emotion aroused when people recognize that they have failed to act or think in ways they believe are good.
Guilt-the uncomfortable feeling people get when they know they've caused distress for someone else.
Empathy-the ability to experience the same emotions someone else is feeling.
Theory Of mind-an understanding that other people have distinctive perceptions, feelings, desires, and beliefs.
Emotional intelligence-the ability to understand emotions in ourselves and others.
Emotional self-regulation-the ability to manage on motions so we can cope with the environment and accomplish goals.
Although unpleasant feelings of shame and guilt indicate that moral development is advancing.
You can help students develop emotional, self-regulation by openly talking about emotions in discussing strategies for dealing with them.
Remaining Chapter 3 questions and answers
1.3
. Influence development through their attitudes and values, opportunities to practice social skills, and emotional support. Here groups are academically oriented for example they can promote achievement. Especially friends, help adolescents understand that they aren't the only ones going through sometimes confusing changes such as puberty which occurred during this.
2.2 physical developments is important to classroom teachers because it also affects other aspects of development such as social and emotional growth. Help the physical development is related to healthy social and emotional development and can set the stage for healthy physical development later in life.
3.1
Ericsson's theory would explain the student’s behavior by saying that he hasn't positively resolved the initiative-guilt crisis. This does not imply that his industry-inferiority or identity-confusion crisis cannot be resolved somewhat satisfactorily however as indicated by the fact that he did a good job on his work and he is happy, Erickson’s work would suggest that the students has a personality glitch with respect to his initiative. It may never have a significant effect on his personal functioning unless he finds himself in a job that requires him to do so
You might respond by encouraging the student to take initiative and then reinforcing any other initiatives that he takes in addition, creating a classroom environment that deemphasizes competition will encourage student initiatives
3.2
Based on their comments in the conversation Taylor is in the state of identity achievement. He appears to have a few doubts about his decision.
Sandy's comments suggest that she is in a state of identity diffusion. She has considered veterinarian medicine, and has also thought about teaching but her thinking is somewhat haphazard.
Ramon, is that the state of identity foreclosure. His parents wish he becomes a lawyer that he does not agree with their wishes.
Nancy's comments indicate that she is in the state of identity moratorium.
3.3
The student’s comments reflect his self-concept which is the cognitive appraisal of one's physical, social, and academic competence. Self-esteem is our emotional of valuation of ourselves and we see no evidence of either high or low self-esteem in these comments. Self-concept is more closely related to academics.
4.1
Perspective taking a social problem solving our two major components of the dancing social development. Perspective taking is the ability to understand thoughts and feelings of others in teachers promote this by encouraging students to consider others. Social problem-solving is the ability to resolve conflicts in ways that are beneficial to everyone involved. Perspective taking, developing the social skill takes time and opportunity to practice this.
4.2
The teacher in this case is trying to develop social problem-solving.
5.1
The driver is reasoning at the stage III and would be likely to say everyone else is going too.
5.2
Gilligan, would suggest that a woman would be more likely than a man to interpret the incident from an interpersonal perspective according to Gilligan the major difference between women and men involves the relative emphasis placed on caring and social problems VS abstract justice from
5.3
Empathy, pro-social behaviors, and emotional regulation are most closely related to Kohlberg stage III. Reasoning at this stage makes peoples moral decisions based on their concern for others which is similar to these factors
Chapter 3
Vocabulary&Questions
Personal development-age-related changes in personality and the ways that individuals react to their environment
Social development-the advances people make in their ability to interact and get along with others
Moral development-advances in people's contraception’s of right and wrong in prosocial behaviors entreats of honesty fairness and respect to others.
1.1Bronfenbrenners Bioecological model of development this model is a comprehensive description of factors influencing development. Individuals are at the center of Bronfenbrenners model.
Bio-in the title (bio ecological) describes genetic influences such as health and body builds. It also includes temperament,
Temperament-the relatively stable …show more content…
inherited characteristic that influences the way we response to our social and physical environments, social and physical stimuli.
Temperament influences traits, such as confidence, happiness, adventurous, and differences amongst individuals over time.
Environmental influences on development
Ecological-the component of Bronfenbrenners model that suggests a person's development is influenced by a complex system in the environment, including family, peers, social institutions such as; churches and schools, individuals,communities,and cultures. Each of these systems is nested in a larger system; each layer is viewed as having a powerful impact on individual development.
Microsystem-inner most system and the most significant to a child’s development Bronfenbrenner's bioecological theory, the people and activities in a child's immediate surroundings. Family, peers neighborhood, and school.
Mesosystem- – in the model is the interactions and connections between different elements of children's immediate settings. And healthy development depends on how effectively these elements work together such as parents/school
Exosystem-in bioecological theory, societal influences that affect both the micro and meso system. Such as parents,jobs,school systems, and workplace conditions, like health care that influence both the microsystem and mesosystem.Example,parent's job affect the amount of time they have to spend with their children.
Macro-system-Bronfenbrenners fourth level, which includes cultural influences on development.
1.2 Parents influence on development
Parents and other immediate caregivers are the most powerful influences on the child's development they continue to influence development throughout their lives.
Research indicates that certain parenting styles, general patterns of interacting with, and disciplining children, promote more healthy development. Parent’s expectations, warm, and responsiveness characterize these differences.
Using theses(above)factors as a framework, researches identified for parenting styles-
Parenting style-general patterns of interacting with & disciplining children;
Authoritative parents-(most effective style)set high expectations and are warm, responsive, firm, caring, consistent, explain reasons for rules, and frequently interact with their children. These children tend to be more mature considerate confident securer successful in school.
Authoritarian parent-have high expectations but tend to be cold and unresponsive, conformity, don't explain, don't encourage, children are withdrawn, and defiant; they tend to also lack social skills.
Permissive parents-warm, holds few expectations for their children who tend to be immature, compulsive, and unmotivated, they are used to getting their own way and have trouble sometimes relating to their peers.
Uninvolved parents-few expectations, cold and unresponsive, little interest in their children who tend to lack self-control and long-term goals, disobedient and easily frustrated.
Attachment-the strong emotional bond that forms between children and caregivers.
School connectedness-the belief by students that adults and peers in the school care about their learning as well as about them as an individual.
Instrumental aggression-an aggressive act aimed at gaining an object or privilege.
Physical aggression-an aggressive act that can cause bodily injury.
Relational aggression-an aggressive act that can adversely affect interpersonal relationships.
Proactive aggression-a deliberate aggressive back initiated toward another.
Reactive aggression-an aggressive act committed in response to frustration or another aggressive act.
Hostile attribution bias-the tendency to view others' behaviors as hostile or aggressive
Bullying- a form of peer aggression that involves a systematic or repetitious abuse of power between students.
All incidents are of a serious nature, they are a crime and violent. One of a survey showed 43,000 high school students have been bullied at some point in the past year. Bullying can exist either physically or relational aggression, and its victims are often, have disabilities or few friends, immature, and lack self-confidence. Bullying can have long-term negative effects on students. Extreme situations, causes victims of repeated bullying incidents to develop destructive emotions, such as depression and even suicide.
Historically bullying has been viewed as a reaction from adolescents who are socially marginalized, or psychologically troubled, recent research suggests this is not true. In fact students bully to achieve a higher social status, and your tends to escalate until high status is reached, at which time bullying is no longer interesting or necessary.
44 states have passed anti-bullying laws, in many districts they have implemented zero-tolerance policies. Peer juries, and counselors are infrequently used, and their effectiveness is uncertain. Whereas school wide efforts including adult supervision, talking with the Bullies, immediately, appropriately, and consistently, also giving consistent consequences for bullying have been found to be more effective. These findings are important implications for people in the field of Education
Cyber bullying-students live on the Internet and because of this rapidly expanding presence of being on the Internet a form of bullying now occurs when students use electronic media to harass or intimidate another student-this has also become a major problem.
Cyber bullying is receiving an enormous attention after suicides of Megan Meier, the eighth grader who was bullied on MySpace. Since then school officials and parents have become aware of this growing problem.
Experts estimate that 1/3 or every 1 of 10 students, are victims of online harassment. Given the popularity of the Internet use amongst teenagers cyber bullying is likely to remain a persistent problem, and because of its anonymity, cyber bullying is also difficult to combat, consequences for the perpetrators really exist. The best you can do is promoting a sense of empathy, fair-play, and appropriate treatment of others with in your students.
Puberty-ages of 10 and 15-the series of physiological changes that occur during adolescence, and lead to reproductive maturation. It varies widely among adolescents; girls mature faster than boys typically reaching puberty two years before their male
counterparts.
Recess has been identified as being extremely important-recess provides opportunities for students to practice social skills and burn off their excess energy.
Identity-individuals self-constructed definition of who they are, what their existence means, and what they want in life.
Self-concept-a cognitive assessment of the physical, social, and academic competence.
Crisis-a psychosocial challenge that presents opportunities for development.
Psychosocial--derives from the integration of identity, the psycho component of the term, (Erickson’s believe that a primary motivation for human behavior was social and cultural) the social part, for selecting a desire to connect with other people. His theory is in the sense that he viewed developmental changes as occurring throughout our lives. Example "Crisis of identity".
Eric Erikson, a developmental theorist, believed that all people have the same basic needs. He also believed that personal development occurs in response to our needs, and healthy development depends on the quality of support provided by the social environment, especially parents and other caregivers.
Like Jean Piaget, Erikson believed that development proceeds in stages, each characterized by a crises, and that the positive resolution of a crises at one stage increases the likelihood of a positive resolution at the next stage.*Problems with this theory he did not consider the impact of culture.
Erikson’s (8) life-span Stages
1) Trust vs. mistrust-birth-1year old-trust develops in infants receiving consistent loving care, mistrust results from unpredictable or harsh care.
2) Autonomy vs. Shame-1-3 years old-autonomy develops when children use their newly formed mental in psychomotor skills to explore their world, parents support autonomy by encouraging exploration in accepting the inevitable mistakes.
3) Initiative vs. guilt-3-6 yrs. old- initiative, a sense of ambition and responsibility, develops from encouragement of children's efforts to explore and take on new challenges. Over control of criticism can resulting guilt.
4) Industry vs. inferiority-6-12 years old-school and home provide opportunities for students to develop a sense of competence through success on challenging tasks. A pattern of failure can lead to feelings of inferiority.
5) Identity vs. confusion-12-18 year’s old-adolescents experiment with various roles in an atmosphere of freedom. Confusion results if the home environment feels to provide structure, or if it is overly controlling, failing to provide opportunities for individual exploration with different identity rolls.
6) Intimacy VS isolation-young adulthood-intimacy occurs when individuals establish close ties with others. Emotional isolation may result from earlier disappointments or a lack of developing identity.
7)Generativity VS stagnation-adulthood-generativity occurs when adults give to the next generation through child rearing, productive work, and contributions to society or other people. Apathy or self-absorption can result from an inability to think about or contribute to the welfare of others.
8)Integrity vs. despair-old-age-integrity occurs when people believe they've lived as well as possible and except the inevitability of death. Remorse of the things done or left undone leads to despair.
Sexual identity-student self-constructed definition of who they are with respect to gender orientation.
Sexual orientation-the gender to which an individual is romantically and sexually attracted to.
2.1 Stages in identity development
Identity moratorium-the state of identity development that occurs when individuals cause in remain in a holding pattern long-range commitment is delayed
Identity achievement-estate of identity development that occurs after individuals make decisions about goals and commitments
Identity diffusion-the state of identity development that occurs when individuals feel to make clear choices. Individuals may not be ready developmentally to make decisions.
Identity foreclosure-the state of identity development that occurs when individuals prematurely adopt the positions of others such as Alan.
Self-esteem (self-worth)- an emotional reaction to, or an evaluation of, the self.
Ethnic identity-unawareness of ethnic group membership and a commitment to the attitudes, values, and behaviors of that group.
Collective self-esteem-individuals perceptions of the relative worth of the groups to which they belong.
Perspective taking-the ability to understand thoughts and feelings of others.
2.2
Social problem-solving-the ability to resolve conflicts in ways that are beneficial to all involved perspective taking in social problem-solving are important aspects of learner social development
Social conventions-societal norms and ways of behaving in a specific situation.
External morality-a stage of moral development in which individuals view rules as fixed and permanent, also being enforced by an authority figure.
Autononymous morality-a stage of moral development characterized by the belief that fairness and justice is the reciprocal process of treating others as they would want to be treated.
Moral dilemma-An ambiguous conflict situation that requires a person to make a moral decision. Discussing moral dilemmas provide students with opportunity to examine their thinking about moral issues.
Preconventional morality-An egocentric orientation lacking any internalize standards for right and wrong.
Punishment-obedience-a stage of moral reasoning in which conclusions are based on the chances of getting caught and being punished.
Market exchange-a stage of moral reasoning in which conclusions are based on an act of reciprocity on someone else's part.
Conventional morality-a moral orientation linked to uncritical acceptance of societies conventions about right and wrong.
Interpersonal harmony-a stage of moral reasoning in which conclusions are based on loyalty, living up to the expectations of others, and social conventions.
Law and order- a stage of moral reasoning in which conclusions are based on following laws and rules for their own sake.
Post conventional morality-A moral orientation that views moral issues in terms of abstract, and self-developed principles of right and wrong.
Social contract-a stage of moral reasoning in which conclusions are based on socially agreed-upon principles.
Universal principles stage-a stage of moral reasoning in which conclusions are based on abstract and general principles that transcend ,or exceed society's laws.
Kohlberg's stages of moral reasoning
Level I- preconventional ethics. Typical of preschool and elementary students.
Stage 1:punishment-obedience
Stage 2: market exchange
Level II- conventional ethics. Seen in older elementary and middle school students, in many high school students.
Stage 3: interpersonal harmony
Stage 4: Law & Order
Level III- post conventional ethics. Rarely seen before college and the universal principles stage is seldom seen even in adults.
Stage 5: social contract stage 6: universal principle
Emotional factors in moral development
Shame-the painful emotion aroused when people recognize that they have failed to act or think in ways they believe are good.
Guilt-the uncomfortable feeling people get when they know they've caused distress for someone else.
Empathy-the ability to experience the same emotions someone else is feeling.
Theory Of mind-an understanding that other people have distinctive perceptions, feelings, desires, and beliefs.
Emotional intelligence-the ability to understand emotions in ourselves and others.
Emotional self-regulation-the ability to manage on motions so we can cope with the environment and accomplish goals.
Although unpleasant feelings of shame and guilt indicate that moral development is advancing.
You can help students develop emotional, self-regulation by openly talking about emotions in discussing strategies for dealing with them.
Remaining Chapter 3 questions and answers
1.3
. Influence development through their attitudes and values, opportunities to practice social skills, and emotional support. Here groups are academically oriented for example they can promote achievement. Especially friends, help adolescents understand that they aren't the only ones going through sometimes confusing changes such as puberty which occurred during this.
2.2 physical developments is important to classroom teachers because it also affects other aspects of development such as social and emotional growth. Help the physical development is related to healthy social and emotional development and can set the stage for healthy physical development later in life.
3.1
Ericsson's theory would explain the student’s behavior by saying that he hasn't positively resolved the initiative-guilt crisis. This does not imply that his industry-inferiority or identity-confusion crisis cannot be resolved somewhat satisfactorily however as indicated by the fact that he did a good job on his work and he is happy, Erickson’s work would suggest that the students has a personality glitch with respect to his initiative. It may never have a significant effect on his personal functioning unless he finds himself in a job that requires him to do so
You might respond by encouraging the student to take initiative and then reinforcing any other initiatives that he takes in addition, creating a classroom environment that deemphasizes competition will encourage student initiatives
3.2
Based on their comments in the conversation Taylor is in the state of identity achievement. He appears to have a few doubts about his decision.
Sandy's comments suggest that she is in a state of identity diffusion. She has considered veterinarian medicine, and has also thought about teaching but her thinking is somewhat haphazard.
Ramon, is that the state of identity foreclosure. His parents wish he becomes a lawyer that he does not agree with their wishes.
Nancy's comments indicate that she is in the state of identity moratorium.
3.3
The student’s comments reflect his self-concept which is the cognitive appraisal of one's physical, social, and academic competence. Self-esteem is our emotional of valuation of ourselves and we see no evidence of either high or low self-esteem in these comments. Self-concept is more closely related to academics.
4.1
Perspective taking a social problem solving our two major components of the dancing social development. Perspective taking is the ability to understand thoughts and feelings of others in teachers promote this by encouraging students to consider others. Social problem-solving is the ability to resolve conflicts in ways that are beneficial to everyone involved. Perspective taking, developing the social skill takes time and opportunity to practice this.
4.2
The teacher in this case is trying to develop social problem-solving.
5.1
The driver is reasoning at the stage III and would be likely to say everyone else is going too.
5.2
Gilligan, would suggest that a woman would be more likely than a man to interpret the incident from an interpersonal perspective according to Gilligan the major difference between women and men involves the relative emphasis placed on caring and social problems VS abstract justice from
5.3
Empathy, pro-social behaviors, and emotional regulation are most closely related to Kohlberg stage III. Reasoning at this stage makes peoples moral decisions based on their concern for others which is similar to these factors