‘PROFESSIONAL EDUCATION Ud OVERVIEW OF HUMAN DEVELOPMENT mmprised of stages.)Each stage of ‘Human development is a a " ks development has markers which indeate students’ abilities to perform varouS task 5 about Human Development to environr Nature- Is development due to Nurture- Is ‘development — : —_ Stage- Is development change Continous s deepen ange ada) Culture- Does development proceed diferenty niversal the [sameway roy wee" proceed In he) ferent cultures? ana i ' i tions- Are children’s behaviours determi Taiteente sb nati | Sanh Bn coea a? i " i ir significant’ roles in - Their | Passive- Do children play insi oun devSopmet? Bly mp in he [Pe Geapmen? it Tong- | Transient Effects-Do.early experiences, have [kang ets Do ge xaos ave lon) phat lrmeets upon deveapment? A. Basic Concepts * In biological sense, is tn deta tors cra human beings) that leads inevitably to their death. Development does involve growth in early life, stability in early adulthood, and the declines associated with aging in later life. « Refers to the emotional bond children normally form with those who"eare for them a ar oe xs ia haan sual leves these specific goals: 1. Helps the infant 2 ts be in wit a 5 ST ate vn 3. Helps the child regulate his/her emotions * John Bowlby focused on how attachment difficulties were transmitted from one 2» Seraton tothe next ‘Summary of Great Debate: : unless other applicable law, maturity is attained earlier * Concems the process of growth and maturation f the human individual fom conception * Development is best understood within a lifespan perspective) with growth and change beginning at conception and throughout childhood and adolescence and, in some ‘respects, during adulthood and old age, Child and Adolescent Development * Referto the process of growth and maturation of the human individual from conception to adulthood. WU oa Les Exmiatn fr Pestana Tethers (LEFT) Revewer Scanned with CamScanner. PROFESSIONAL EDUCATION tho patem of Boogie, cognte, an ee 1 Socloematona Changes that begins at conception ad ost velopment involves grvth,athouny . » although it. Ok series of ordery, cohere ventually invoh cay (yng). a erie cortttonalandeaegays k 7 es, sonality (Maier, 1969) Which, : weclie iltaonof on change make up an Individual’ ever developing ad «fst he surounding condition tat itis + Althe external physical and social congj evelopment ae ‘tions and el rs to stimulating sock i vents that can atte uaters| Ing Social interactions ns that can affect us, rom crowded living Growth, cal 1 - REPORTER Rb bend ding Muatdhenahlngeey ebdigas ‘occur from concept tody an be Measure atthe tape, om, stu seo te Pentel Me Sef dan ition “heght wit, cof heredity im Parents to offspring through genes, the basic units F 88 through which experience brings about relatively Tl te a ‘raion » Consists of + Usualy considered to be genetically programmed: the result of heredity + The biological unfolding ofan individual accord ic ing to plan conta rater passed from parens to chid at conception, Se ‘Sociohistoric- Cognitive/ Linguistic Theory « (ev SemanovichVygotsky’s belief that the chi sc dened a he ei ts evelopment is concemed as depen : ’ t + Wdeas based on observations and other kinds of evidences which ae organized ina systematic ‘inamer— * Used to explain and predict the behaviors and development of children and adults + Boost pil tvoconertyach the child acquires new kil and information withthe bp” et jult peer ; 4 fluenced |. Growth and devolopment are the result of both nature and nurture, They ae by a combination of ganetic, biological, environmental, and experiential fac in individual child's progression through the ‘developmental stages is the result of @ unique mx af physical and mental predispositions and atbuts, 25 well 2s environmental conitons, ptessona Teaches rn Review EERE PRU Board Licensure Examination fr Scanned with CamScanneree PROFESSIONAL EDUCATION vt Such as poverty, prenatal drug exposure, or empath parenting, Wea conn cs trot wit evoment in te te hg Pn roceed evenly across domains in a paral! fasion (e.g, language evelopment ‘imes outstrip physical development or vice versa) ‘ maya nent is progressive over time. It unfolds in a series of stageg in a cy ‘sequence, Though each individual develops in a unique way, the SeRUENE ode tt consistent for all individuals, For example, in general, children gain cont oot bodies from head to toe and from the center out Falberg, 1991, “tei Some degree of variation around what is considered the normal te for an inci Compete a developmental task should still be considered within the noma range, The "oral variations wuld be smaller inthe case of an infant in a period of rap ‘development, but might be as much as six months for an adolescent. For example, fe brain and body growth before age two makes infants highly susceptible tp malate Which if not corected, can lead to brain damage, intellectual disability, andor south telardation, 5. For most individuals, growth and development occur within a family or family context. Thus, the parent figures are the ones who are Primarily responsibi the child has needed supports impede di is le for sein et for development and is protected from conditions that: Would imental proces ad cognitive The effects of maltreatment on development are the r Complex interaction of factors, including nature, duration, developmental stage ofthe child; need; physical and psyc! and environmental and interpersonal conditions that act individuals who are victims of maltreatment, or who Normal development, it is Important to understand of Within each domain at each stage and what can suppo ©. BASIC ISSUES IN HUMAN DEVELOPMENT sult oa and severity of matteatnene chological constitution ofthe ci 3 to increase oF mitigate risk For have conditions that may handicap, ptimum developmental possibies oF impede optimum development. believing that it Hint. to teach them to behave inp ae ean Tyas)». nko C668 agus mater wat ot Tohn (wcke’ that they were Sag an intuitive understanding of right and wrong, and that they would develop in pos rections as long as society dd not interfere with their natural tendencies # maintained that an infantis a tabula ras, ora blank slat, waling tobe witten on by his o her own experienc sas G a fers to heredity and biologically based dispositions includes learning, experiences, child-rearing methods, societal changes ard culture Sac e 3. Activity and Passivity” a ~ ofchestrate their own development by exploring the world | b ~ belngs who are largely products or forces beyond their contohus” AU Board censure Examinaon or Professonal Teachers @LEPT) Reviewer Scanned with CamScanner_inomerat ine ‘PROFESSIONAL EDUCATION 4 inuity and Discontinuity leorists view out sudden changes, "= evelopment as pores tat ocusinsma st * Discontinuity eo py : the course og T 8, each of indivi c/¢#¥onmentas more tke sees of stair. 5 : Divo ane ethic 4 Wins Chien mst acu sts nessa ‘forthe development of cher skis 7 ven Bou peda am ene ‘banter mane att ol bet ater | tor Tm nbaSSpoNTSe ‘smal ons can put ogee {he same rate of evelopment, Growth and size and development of motor The directions of human, it contol take place ina. cephalocaudal ‘mse cnsdre pag Sg itil decttn, notr conti | te bectiden bees ako taking a pinot or ri fo xtites dein The orp gos a5 tao sang a [Te dion Su ena tat ete by ipay a |or gpd te nae en resources, enthusiasms and interest. ‘At certain limited time in this development, | The tatty development is more critical | th crparism is ast ab oma use | an ee evepret er sta xunenect ropes | so nerie inert cetan abe ener and expres Growth buds upon te agar ta | Deep mer he pons a xp ‘efter ‘tem andcte tiling erty some cont Diferent measures of grow ‘ils ae needed hte i ‘ opment of mare en = eee sehmibtits |} |, eiRacesoetoe | hes en ‘sues by individual, andy he wo sees. | each indi Pit Board Lensre Examination fr Potessonal teachers LET Reviews: EEL Scanned with CamScannerause it is the product of several processes. al, cognitive and socioemotional EA The Processes Rema nesses the brain, gain i ological processes underlie the Changes in motor skils, and puberty’s hormonal changes. cena Cognitive processes involve the ng ch imagine how » developmental processes enable a growil " to sole 2 math problem, come up with a creative strategy, or speak meaningfully connected sentences. i 4, ERNIE che ality. Parents’ nurturance toward “people; changes in emotion, and changes in persona e a child, a boy's aggressive attack on a peer, a girl's ere aoe and an adolescent’ feelings of joy after getting good grades | processes in development. E.2. The Periods Erte ier unaeeen sy Physical Developement Peale | conception to birt’ ‘ith at fl tem about 18 | Locomotion established: rudimentary lanquage;, months social attachment ‘bat 18 mons to about 6 | Language well estabished, sex typing: group play; years ends with adiness for schooling ses become adult oxcopt In team play. ‘About 6 to about 13 years | Many cognitive speed of operation, a ‘About 13 to aout 20 years | Bogins with puberty ends a of highest level of cognit is; Sewwal elatonships ‘About 20 to about 45 years ily development ‘Aout 45 to about 65 years Ss highest Tevel:” self-assessment, feticement? ‘About 65 years to deat | Enjoys family achievements; dependency, \widowhond; poor healt F._Stagos of Human Development These pertain tothe numberof pried in a mans ie cycle. Although the focus of discussion ' is on individuals of school age, a ‘otic 7 ‘also given, 496, @ brief description of thase in other stages of development 1 (renal Stage conception) ~The prenatal period in many aspects 's considered as one of the most- i nat the most important period of all In he of the most- if no " ,Soncepton and ens at ith and apransfa ot 8 Beton. Tis person begins at approxim: is calendar months.Prenatal period is divided ino ee ee ae ee 4 Germinal Stage Gfertiizaton to 2 weeks) : TiS ao aown ashe erlod of the zygote, | © Zygote refers to the new cel a ft i Col dis epee Meh so oa ae e689 Cl and the ina time nolo r SERENA 4d ttt ese zation, vels down to the Scanned with CamScannerPROFESSIONAL EDUCATION {alloplan tube and then to the uterus where the Implantation begins. ‘weeks to 2 months or 8 weeks) Also known as the period of tho embryo, The cell known as zygote before is now known as embryo, Hd the 14th day after fertilization, the blastocyst is already implanted in the erus. The ‘umbilical cord attaches the placenta functionally to the mother ‘This period is considered as the most critical period for the reason that the embryo Is most vulnerable to damage and defect ¢. Fotal Period (@ weeks to birth} * Also called as the period of the fetus. The embryo before is now known as a in this stage. The fetal stage begins with the formation of the first bone ce Various organs grow functionally and take the appearance of the human body. The fetus can now kick and can manipulate its extremities (upper and lower) and can open its mouth, frown, and tum its head, as well as take a few “breaths” by the end of the third ‘month. incy Stage (birth-two weeks of life) Infancy is the transition period intervening between birth and two weeks of life and identified as the shortest of all developmental period. © The word “infant” suggests extreme helplessness, * Subdivisions of Infancy include the a) Period of the partunate or from the time the fetal body has emerged from the mother's body and lasts until the umbilical cord has been cut and tied; and the b) period of the neonate or from the cutting and tying of the umbilical cord to the end of the second week of the postnatal life ‘© Most often, he is asleep, drowsy, cries, and gets excited easily. ‘* The neonate is sensitive to brightness as indicated by his papillary response to change in illumination, his visual images are likely to be blurred because of failure of the lens to focus on the object . ‘* The roots of language are crying, cooing and babbling. . Babyhood Stage (2nd week to second year of life) ) Compared to infancy, babyhood stage is characterized by decreasing dependency for ‘the reason that this is the time when babies achieve enough body control to become independent. * Developmental tasks include: learning to walk, learning to take solid foods, having organs of elimination under partial control, achieving reasonable psychological stability especially in hunger rhythm and sleep, relating emotionally to parents and siblings, and learning the foundations of speech * Babyhood skills fall under two categories: hand skills and leg skill:Crying, cooing, babbling, gesturing and emotional expressions are examples of prespeach forms of ‘communication. ‘* Common emotional patterns Involve anger, fear, curiosity, joy and affection. Considered non-moral due to their lack ofa scale of values and conscience and they demonstrate obedience to rules without question aoe he ge ae palm oF oblsame ey apres Names given to describe age, pre-gang age, exploratory and the questioning age PNU Board Licensure Examination for Professional Teachers (BLEPT) Reviewer Scanned with CamScannerSIONAL EDUCATION ; ; - PROFESS! ‘* Developmental tasks include: control of elimination, self-feeding, self-dressing and doing some things without much help, development of motor skills that alow him to explore and do things to satisfy his curiosity and acquisition of adequate Vocabulary to communicate his thoughts and feelings wi a national * Early childhood is also characterized by heighte A . The presence of the significant others or the primary group is also given importance because they serve as models for the child who usually identifies with them and atterns his behavior after them. | | | . the preschool child should be given as much as physical experience as possible and play activities to lear by doing and to develop his intellectual capacity. «© This stage is also regarded as the teachable moment for acquiring skills because children enjoy the repetition essential to learning skills; they are adventuresome and like to try new things and have already learned skills to interfere with the acquisition of the new ones. | * Because speech development advances rapidly this time, as seen in the improvement in comprehension as well as in the different speech skills, talking to young children will leave a strong impact. - + The concept of morality emerges as a result of interactions with adults and peers. 5. Early Childhood Stage (two to six years of life)? tatechltaed i weed fearing the basic skills in if. - It coincides'with the child's elementary school years, entering Grade 1 at six years and graduating at age 12. ‘© Names used to describe the stage are: troublesome age, sloppy age, quarrelsome age, elementary school age, critical period in the achievement drive, gang age and age of conformity. * Physical growth is at slow and relatively even rate because of the influence of health, nutrition, immunization, sex and intelligence. * Children in this stage win recognition by being able to do things. * Developmental tasks include: learning physical skills necessary for group and organized games; learning to gt along with age-mates and members of hs family / and community; learning fundamental sks in reading, writing and numeracy; situations; make decisions and solve problems, * There is a rapid increase in understanding and inthe accuracy of concepts during is Stage as a result of increased i! leaning opt Inteligence and partly as a result of increased Derived from the Latin wore 2 — © The word growth spurt ie ote rapid fe mse Pid acceleration of * Manifested in both tiem ee and secondary sex charactegg at CMNGES nthe boy with both the primary ioe a Scanned with CamScanner* Primary sex characteristics ing rete tate flow and the nocturnal omissions cto fete ort fat menstrual + Secondary sex characteristics on the ne : which distinguish males ‘from fer : members of the opposite sex. * Puberty is the divided into other hand include the physi Physical features | males and may be the source of appeal among the ty develope (b) pubescent — characterized by menarche for in boys, (c) post pubescent — secor indary sex characters developed and the sex organs begin to function ina rain nerate Pevame wel 7, ‘Adolescence Stage (thirteen or fourteen to eightoen years fie) egowone is the age when the individual becomes integrated into society of! the age when the chil Batibo anew ne no longer feels that he is below the level of his elders ramen ear amet ‘oughly from thirteen to sixteen or seventeen years, and late adolescence covers the period then until eighteen, the age of legal maturity * The developmental tasks of adolescence are focused onthe developing independence in preparation for adulthood and in establishing a sense of identity. * Adolescence is a period of heightened emotional a time of “storm and stress”. * The important social changes in adolescence include increased peer-groupnfluence, ‘more mature patterns of social behavior, new socal groupings and new values inthe selection of friends and leaders and social acceptance. + Relationships between adolescents and members of ther families tend to deteriorate in early adolescence though these relationships often improve a adolescence grows to close, especially among adolescent girls and their family members © Have increased ability to engage in mental manipulations and test Hypotheses; thinking becomes more abstract, beral and knowledge 8. Adulthood Stage (twenty to sixty-five years of life) The need for love and intimacy are met in adult life, becomes more fufling in marriage, with the involvement of commitment © The need for generativity is through achievement Burn out and alienation become a problem with work. > Moral development possesses responsiblity forthe welfare of others. ine upon growing olde. © Changes in the primary senses an¢ the organ reserve deci © Menopause for women and climacteric for men signiy reproduction. 9 9, Old Age (sixty-five years of life) = — . ne eae in these late years ‘begin to show slow, physical, intellect ane? jal activites. = . Ge there is a a declit tao eer Ht jer people see art and ature ina deeper, more apprecaNe WAY. vs amet, . lity, which Include Severe memory 10S ra ee ond sonality change occurs because of dementia, @ sang Cae ntelctal functioning afte adulond,aiation needs are ma than achievement needs. the decline of sex and ¥ Leensure Examination for Profesional Teachers queen reviewer EX lll Scanned with CamScanner NU Board1 ii PROFESSIONAL EDUCATION Canad Fy (Theorie) ila ' He wry oF 1 porens . 1, Freud's Psych ; nancy eB bis diy . Freue iychosexual 7 . In Freud's view, human behavior and psychological functioning were motivateg by two basic drives: sexuality and aggression. ‘Centr of pleasure: mouth (major source of gratficatons and exploratony ane & Primary need: socunty — aycut, Liph | toa gea Major conflict: weaning 2 Aad TT to3 ylo | Source of pleasure: anus and bladder (sensual satisfaction and sey conto) Major conflict: tole raining id's genital (masturbation ‘to 8y/0 | Canter of pleasure: chi’ gen Sebel " Major confit: Oedipus and Electra Complex 4. Latency | 6 y/o to puberty | Energy directed to physical and intellectual activities Sexual impulses repressed Relationship between peers of same sex 5. Genital | Puberty onwards | Eneray directed towards full sexual matty ‘and function and _| development ot skls to cope withthe environment Freud also conceptualized the personality as having three parts: * The id, which exists from birth and Is most prominent in the newborn baby, is the ‘Subconscious part. It is related to the individual's most basic needs and wants, such as the desire for food. * The egois the rational, conscious part. t begins to emerge later in infancy and helps the child relate to the realities of the environment and the constraints imposed by others, without losing a healthy concept of self. For example, a young child cannot always be fed exactly when hunger strikes, but older toddlers who are well cared for will learn to wait a reasonable time for food, without losing trust that their hunger will be satisfied, Birth to 1% y/o Superego, which can be overly harsh and estraining. 2. Erikson’s Stages of Psychosocial Development Theory what led psychosocial theory, Erikson not only put Sexual and aggressive impulses into a larger context, but also added adult stage8 [? the course of development, thus becars i iomon aca cceament th ing one of the first to view character In each developmental stage, Crisis, must be faced and new skills {sto reséive the crisis Successfully development in the future. His Which a biologically ordered pla develop fully. “3 stags », Erikson Said, a cer s ntral conflict, or psychosoci: acquired in the proc ee : t 88. The more able an individual ed the more likely he or she is to experience healthy : eiethetl the epigenetic Principle, according to ¢ followed Systematically for an individual to Scanned with CamScannerPROFESSIONAL EDUCATION = Bith fo 18 ‘Mistrust, withdrawal, Tusts. Mistust Learn to! Sstrangement 1.bfncy jo loss of self- coy [1 8 8] Astron. Sane = Samal, st eat or Gatowt yo and Ay coperte ard ines ar ence Tap Lack of set-confgence © | teams to Pessimism, ear ot gate 3to 5y/o | initiative vs. Guilt Ability: one’ wrongdoing ri-tood ‘own beh Over-contol and over- a | restriction SES TREEB Ysa manipulate being mediccre Develons conse ag Withdrawal from schoo! and peers sawolige | 61012y/ | Industry. nterony | Perseverance “Pars, | “Those who ignore, rebut, ‘ {eaoneTs WHO suppor, deride thelr effort are ‘reward and praise ciéron strengthening feelings of ‘reencarragng and helping] Senoh children develop their sense Coherent sense ofset___| Feelings of confusion, Plans to actualze one’s | indecisiveness and possible apis S| anti-social behavior king to find an When the adolescents sadiesonce |12-20y/o | ents Role | germ aabescens ty | fll to develop a sense of op | enmanynewroes. they | identity, helshe experiences asst )p. [egeence contin in |roecotsian oa g ae their perception of self, | “negative identity”. eX _ [identity develos | Impersonal relationships Intimate rlatlonsnn wi aysidance of reatonsti, angect- Caimitment 6 work and | roe" ot style hood 18-25 y/o | Intimacy vs.lslaion | relationships Gy! *Center to intimacy is the is 0 exiebieticoee ability to share with and RTT ae a feeling care for others. te Sel-indulgence,saf- Tatitood — | 25-65 /0 | Geneeinty Creatiity productviy | cance lack of interests * [eonsin dancer for others concer okt th Aeceptance fwortand |” | sense of ss contemet for 8. Maturty 65- y/0 1 | integnty vs. Despair Tuniqueness of one's own life oe Acceptance ofdeath | ES L 3. Havighurst's Developmental Stage and Tasks © G Shogo wodsl fae eee feip5. ae DEVELOPMENTAL 1 Eat solid foods Walk Talk ‘ Control elimination of wastes fete emotionally to others istingulsh right from wrong through develo team ex aieences and sewal modesty rent of ence ‘Achieve personal independence LL Form simple concepts of social and physical realty PNU Board Licensure Examination for Professional Teachers (BLEPT) Reviewer aaa Scanned with CamScanner bhe (saaned of wh seg3. Adolescence 7. Early Adulthood fete some ne jotional + Esaish emai or economic independence yation ind building offamiy for marrage 2M fulfil civic responsibilities ides behavior © Develop. Select a * Learto © Manage Become 5. Middle Adulthood © Relate o + Establish self a + Assume civic responsibiliies oups and institutions with same-age individuals of bop, independence from parents ills set of values that partner live with a partner + Starta family ahome ; in a careerfoccupation part ofa social group > Fulfil civic and social responsibilities © Maintain an economic standard of living 1 ea olesoent children to become responsible, happy adults ne's partner ‘© Adjust to physiological changes «Adjust to aging parents 6. Later Maturity * Develop ‘Meet civic and social responsibilities Establish satisfactory ing arrangements Adjust to physiological changes and alterations in health status Adjust toxeticement afd altered income » Adjust to'death of spouse affiliation with one’s age group ‘ . Sullivan's interpersonal Model of Personality Development HE Pw doar ice naure Examination for Professional Teachers (BLEPN Revinuer Infancy oe om ma im cz ae = rely on caregivers to meet needs & des! | > ae ibesins to eam and to delay immertate ratification ofr i Paces ® ‘oly ~ ni eer relationship. A asbtoain 2t0 14 yre cessfully to same-sex peers. 2 a 141021 yrs an role oats ees 8 fe aon acinar someone atthe ean ae song esng vlna" Scanned with CamScannerPROFESSIONAL EDUCATION 5, Piaget's Phases of Cognitive Development dean Piaget, a Swiss researcher wo was trained 28 a biologist and naturalist, became intrested fist in children’s reasoning processes and later in thelr moral development, judgment about ordinary happenings, and language, For his work with children, he is associated with cognitive developmental theory, which describ 8 @ universal pater of learning to think logically. Cognitive Processes Cognitive development involves &f tv Nn ogni és! In Piaget's view, carly Cogntive development involves processes based upotacg Bt progresses into changes in mental operations, Key Concepts Schema — A schema describes both the mental and physical actions involved in understanding and knowing. Carat re Pores of aking in new information nto ourprevioush exist is known as assimilation, Previously existing schemas Accommodation —Involves altering existing schemasyor ideas, as a result of new information or new experiences, smoothly functioning cognitive Equilibration ~As children progress th to maintain a balance betw behaviour to account for new Eee Surat a Resor noone Coro Stage 1:Use ofrefiexes | BIMOT ) tovements are primarily reflexive rage Primary circular [14 Perceptions center around ones body. Objects are perceived as reaction months extension of the self, Stage 3: Secondary 4-8 Becomes awar Circular reaction He of external environment initiates acts to change months | the movement. Stage 4: Coordination of | 8 -12 i Secondary schon months | Differentates goals and goal-directed activities —| mage &:Tertary circular [72-18 | Experiments with metiods {0 reach goals Develops rituals that reaction months | become significant Stage 6: Invention of new | 18—24 Uses mental imagery to understand the environment means months | Uses fantasy Fetes toa childs understanding that objects continue to exist whether ornate Child can see or touch them. Before Mis austen, children at is objects that Object permanence are out of thet sight na longer over an children acquire object permanence, however, they understand that objects have an existence independent of thelr erception of them. Emerging ability to think Preoperational 2-7 years | *Children use symbolism (images and language) to Tepresent a understand various aspects of environment pl Thinking tends to be egocentric "e-conceptual Exhibits use of symbolism ‘Unable to break down a whole into separate parts years Able to classify objects according to one trait Symbolic ‘low children to represent objects ar events by means of symbols such as Schemes | anquae, mental rages ta PMU Board Licensure Examination for Professional Teachers (BLEPT) Reviewer Scanned with CamScannerPROFESSIONAL EDUCATION Refers to children's ability Unawareness ofthe perspective of others. ‘tm reason about events between, ‘Gan understand the basic properties of and relations among Concrete Operations | 7-11 | *Ca bse opr year [ate tan errant i gnds-on) problem in logical fashion ie ie f which are subsets “Tin these probes, chlren view sts of bias Srp which ae subse of ‘etn ty Cass IS | Sach other, and they answer questions 200 an order objects on some dimension, Such 4S ‘Shortest to tallest or lightest to el C Serato ems heaviest. Ghanges in appearance do not equal changes , Reters tothe understanding that Gonservation | in amount. ad ty reason inthe abstract L ‘Able to see relationships and t . n+ |4 ‘more scientific in thinking Formal Operations — | jar, | “Becomes more tic, deductive reasoning rerspectives, however, morality has been defined as (2) to act on this distinction, and (3) to experience ame when one does not. Accordingly, three basic Morality has been seen in different p the ability (1) to distinguish right from wrong, pride when one does the right thing and guilt or sh components of morality have been identified: 1. An affective or emotional component, consisting of the fee! jings (guilt, concern for others’ feelings, and so on) 2. Acognitive component, centering on how we tink about right or wrong and go about deciding how to behave A behavioral component, reflecting how we actually behave Kohiberg's Stages of Moral Development His theory of moral development builds on the work of Jean Piaget. Piaget believed that children are born without a moral consciousness, but from the ages of four to seven;roughly, develop the first stage of ‘morality, in which they see justice and rules of behavior as fixed in the grand scheme of things, beyond any human control. In the second stage, which many children have reached by ten or So, they see rules and laws as made by humans and somewhat flexible, depending on the intent of those who may break them. figures are obeyed. | ‘Birth to 9 years) Misbehavior is viewed in terms of damage done. |) ‘Sige 1-Punishment and Obedience | A deed is perceived as “wrong” fone is pun Suge A dead ered as “wong on punished he acy is ht Stage 2: Instrumental-Relativist “Right” is defined as that’ is Orientation self When actions satisfy eT asin te be Level ll: Conventional Cordial interpersonal relationships are maintained. (9-13 years) Approval of others is sought through one's action - ‘Stage 3: Interpersonal Concordance | Authority is respected: = Stage 4:Law and Order Orientation | Individual feels “duty bound” ual feels “de to mair i Sina en oa THEE] Pau Board Licensure Examination for Professional ‘Teachers (BLEPT) Re leviewer Scanned wi th CamScannerPROFESSIONAL EDUCATION Level li Post Conventional [Individual understands the morality of having democrat (13+years) established laws. " “ “ny Stage 5: Social Contract Orientation Itis “wrong” to violate others’ rights. ‘The person understands the principles of human rights and personal onscience. The person believes that trust isa basis for relationship, Gilligan's Theory of Moral Development ‘Stage 6: Universal Ethics DESCRIPTION | Orientation of individual Survival Transition Concentrates on what is best for sel, Sesh Dependent on others ‘Transition 1: From Selfishness to Responsibly | Recognizes connections to others 4 Makes responsible choices in terms of sel and others 1 Goodness and Self-sacrifice Puts needs of others ahead of own Novality op care, Feels responsible for others, I independent May use quit to manipulate others when attempting tohelp Decision based on intentions and consequences, not on others responses ‘ Considers needs of sef and others Wants to help thers while being responsible tose Transition 2: From Goodness to Truth Il Morality of Nonviolence ‘Sees self and others as morally equal ‘Assumes responsibilities for own decisions . Basic tenet to hurt no one including selt . Contlct between selfishness and seiessness ‘Sel-judgmentis not dependent on others’ perceptions Janos. but rather on consequence and intentions of action. Fowler's Stages of Faith STAGE Gescnaen awat a- ! Pre-Stagectnditramatea Fann | bane Trust, hope and love compete with environmental inconsistencies or threats abandonment Imitates parental behaviors and attitudes about religion and spirituality Has no real understanding of spintual concepts ‘Accepts existence ofa deity School-Aged | Religious and moral beliefs are symbolized by stories Chile Appreciate others’ viewpoints Accepts concepts of reciprocal faimess ‘Questions values and religious belefs in an attempt to Toddler- Stage 1: Intultve-Projective Fath | oe ley Stage 2: Mythical-Literal Faith Stage 3: Synthetio-Conventional Ta sclessent Faith form own identity ea enna ere oa tosescrat | ASSUNES fesponsibily frown attudes and betes ee haut Isa oer pert sai ho own Stage 6; Universazng Fath [Adit Makes concept of “I” 8. Vygotsky's Theory of Cognitive Development lowdadge 6 Su) 1. Learning precedes development. GaFfuchne MU Board Liansure Examination for Professional Teachers BEF Revewsr EER Scanned with CamScannerPROFESSIONAL EDUCATION 2. Solf-regulation — development Involves tho Internalization of _ aims ecatired by ay individual from others so that he can think and solve problems a a a Leo 3. Zone of Proximal Development — level of development ie fa ri es person present level. Learning takes place when a child is working WI Proximal develo it. 4. Seria ~ support for learning and problem solving which can be bi reminders encouragement, breaking the problem down into stages, providing an example, or anything else that allows the student to grow in independence as a learner. 10. UrieBronfenbrenner: Ecological Approach To Development . Bronfenbrenner has formulated his own ecological approach to development; to leave ng doubt about his emphasis on nature and nurture. According to this model, the developing Person is embedded in a series of environmental systems that interact with one another and with the individual to influence development. In Bronfenbrenner’s view, people are not just lumps of clay molded by outside forces, They shape their ee and social environments and are, in turn, shaped by the environment they have helped create. 1. Microsystem - This involves the interactions of the child and other people in the immediatg ing, such as the home, school, or peer group 2. Mesosystem - This involves the interactions of the various Settings within the microsystem. 3. Exosystem - This involves the institutions in which the child does not directly Participate, but which have an indirect influence on the child. 4. Macrosystem - This involves the interaction of children with the beliefs, values, expectations and lifestyles of their cultural settings - > 5. Ghronosystem- ih battering of envi al eventsand transitions over one’s life: Span includes sociohistorical circumstances Scanned with CamScanner