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CHAPTER 3

Social Contexts and Socioemotional Development

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2.9 Schools and Child DevelopmentDevelopmentally appropriate education is based on :

knowledge of the typical development of children within an age span (age appropriateness)

as well as the uniqueness of the child (individual appropriateness)

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3.2 Self-Concept and Self-Esteem

Self-Esteem: the affective or emotional reaction to one’s self-concept (reflects confidence and satisfaction with who you are )

Self-Concept: a cognitive appraisal of our social, physical, and academic competence

Academic skills

Social skills Physical Cognitive

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3.3 Improving Children’s Self-Esteem

Encourage and facilitate Competence in areas student find important

Improvement of academic skills through professional tutors, parent volunteers, and peers

Emotional support and social approval by parents, friends, and peers

Social skills for positive peer relationships

Coping skills to face day-to-day problems

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3.4 Marcia’s Four Statuses of Identity

Identity Diffusion

Identity Foreclosure

Adolescents have not yet explored meaningful alternatives or made commitments

Adolescents have made a commitment without exploring alternatives

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3.5 Marcia’s Four Statuses of Identity (cont’d)

Identity Moratorium

Identity Achievement

Alternatives have been explored but commitments are absent

Alternatives have been explored and commitments have been made

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3.7 Domains of Moral Development: Kohlberg’s Theory

Preconventional

Conventional

Postconventional

Moral reasoning is controlled by external rewards and punishments

Internal standards are imposed by others

Morality is internal, not based on external standards

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3.6 Kohlberg’s Theory

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3.10 Moral Education

1. Hidden Curriculum

School personnel serve as models of behaviour.

Classroom rules and peer relationships transmit positive (or negative) attitudes to students.

2. Character Education

Schools take a direct approach to teaching moral literacy and design an environment that rewards proper behavior.

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3.11 Moral Education

3.Values Clarification

Schools design programs that allow students to clarify their own values and understand the values of others.

4. Cognitive Moral EducationSchools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops.

5. Service LearningSchools encourage students to be involved in the community by becoming a tutor, helping the elderly, volunteering in hospitals or day care, etc.