Chapter 3

What?
Chapter 3 is all about moral and social development. Developing a positive sense of self is very important for our students' attitude, school work, and lives. Factors of sense-of-self include one's previous performance and self-efficacy, the behavior of others toward them, and their group membership that brings a sense of belonging. Changes in development, occuring in stages begins during childhood where perceptions aof self are concrete and optimistic, they think they can do everything and anything. During early adolesence they have an imaginary audience where they think that everyone is looking at them, all of the time. Also they have a personal fable where they think that no one understands the way they think or feel and also that they are invincible. Erickson's Psychosocial Crises model social development in 8 stages.
Trust vs Mistrust (infancy)- trust is earned when caregivers provide the basic needs
Autonomy vs Doubt (toddler)- autonomy is when children have the power to do it themselves
Initiatve vs Guilt (preschool)- children take the initiative to do things themselves
Industry vs Inferiority (elementary)- industry comes from being encouraged and praised for accomplishments
Identity vs Role Confusion (adolesence)- finding their place in society
Intimacy vs Isolation (young adult)- intimacy "kissy kissy kissy"
Generativity vs Stagnation (middle age)- generativity is contirbuting to society
Integrity vs Depair (retirement)- feeling content and satisfied with life and choices made.
School plays a central role in the student social development, particularly in peer relationships. As teachers we should allow some freedom of choice in the classroom and expound on student strengths.
Kohlberg's steps of Moral Development focus on developing moral reasoning and moral dilemmas (where there isn't a clear answer of right or wrong) causing disequilibrium.
Preconventional- a)punishment avoidance: following rules to not get in trouble
b)individualism: following rules for personal gains
Conventional- a)good boy/good girl: following rules for approval and praise
b)law and order: rules are rules and it's our duty to obey them
PostConventional- a)social contract: following rules for the deeper cause
b)universal ethical principle: following/breaking rules for the better of others (moral responsibility)
Gilligan's Critisms break down the general differences between girls and boys when it comes to moral reasoning. Boys make decisions depending on individual rights and autonomy, noninterference, and the basis that rules are rules. Girls make decisions according to relationships and interdependence, empathy and compassion, and based on the situation.

So What?
This chapter is important for us as teachers in that we need to understand our students' social and moral factors that are playing a part in their lives, and from our point of view -playing a part in their school work and classroom behavior. We need to be able to design classroom activities that encourage them, bring out their strengths, and break down any negative social barriers. Also recognizing the roles that parents play in the student's life and where we can help and where we just sympathize with them.

Now What?
I need to integrate this information into my lesson plans and my teaching style. I'm going to need practice figuring out which stages the students in my class fall in to and what works where.