1. Bellwork – What are logical consequences? April 18, 2010

2. Can you? DDescribe Piaget’s Theory IIdentify Erikson’s Theory DDescribe human functioning according to Freud DDistinguish the levels of Maslow EExplain Kohlberg’s theory of moral development.

3. Piaget’s Intellectual Development Birth-2 Years 2-7 YearsAbout 6-11 Years 11 and older Sensori- motor Pre- Operational Concrete Operations Formal Operations Learns through senses Learn by using mental images and language Learn to solve more complex problems using logic – concrete terms Can think abstractly, solve complex problems, find several solutions

4. Erikson’s Stages  Trust v. Mistrust  Autonomy v. Shame & Doubt  Initiative v. Guilt  Industry v. Inferiority  Identity v. Role Confusion  Intimacy v. Isolation  Generativity v. Stagnation  Integrity v. Despair

5. Bellwork 4/21/11  What happens to adults that do not accomplish the task of adolescence?

6. Erikson’s Stages of Personality Development  Infants must learn trust  Toddlers must develop their individuality/their voice within  Preschoolers must learn to risk  Grade-schoolers must learn to be productive and work  Adolescents must learn who they are  Adults must accept themselves and be willing to give it up to another  Older adults must care about community not just self & family members.  Elderly must be able to look back at life with no regrets.

7. Freud’s Theory  ID  Wants and desires  Ego  Uses logic to control self  Superego  Moral code

8. Maslow’s Hierarchy

9. Logical Consequences  Imposing a consequence to discourage undesirable behavior  Consequence should be:  related to the undesirable behavior  Important to the child  Proportional to the behavior  Timely

10. What Would You Do? # to 4  A four-year-old hits his mom  An eight-year-old repeatedly forgets to feed the cat  A 12-year-old home alone after school invites friends over  A 14-year-old ignores her homework and gets a bad progress report

11. Kohlberg’s Theory Pre- Conven- tional ConventionalPost- Conven- tional Stage 1: Threat of Punishment guides choices Stage 3: Opinions of others guide choices Stage 5: Personal values guide behavior Stage 2: Rewards guide choices Stage 4: Respect for law and order guide choices Stage 6: Self-chosen ethics guide choices

12. Preconventional Level  Stage 1 – Obedience –  Threat of Punishment  Stage 2 – Self-Interest  Desire for rewards

13. Conventional Level SStage 3 – Seeking approval OOthers’ opinions influences choices SStage 4 – Rules & Fairness RRespect for Law and order

14. Post Conventional Level  Stage 5 – Helping Others  Personal values on human rights govern choices  Stage 6 – Universal Principles  Self-chosen ethical principles guide decisions

15. Match the Theory to Practice (6) 1. Lydia takes a lost child back home even though it leaves her less time to play. 2. Justin shares a treat with his friend so his friend will share a treat with him. 3. Maria does her homework very neatly so the teacher will notice and praise her. 4. Stephen attends the Tea Party rally at the capital. 5. Emily puts on her PJ’s because her mom told her to. 6. Peter waits his turn in line at the store instead of pushing ahead of others.

16. Bronfenbrenner’s Moral Orientations  Self-oriented morality  Wants to satisfy personal needs  Authority-oriented morality  Accepts decisions from authority about good and bad  Peer-oriented morality  Looks to peers for decisions about right and wrong  Collective-oriented morality  Places groups’ goals over personal interest  Objectively-oriented morality  Accepts universal values regardless of what others think

17. Match It Up # to 5 1. John decides to stop eating junk food because his girlfriend eats more healthfully. 2. Andrea volunteers at the fundraiser because it supports her team. 3. Earl buys the last three hats at the booth even though he knows his friends want one too. 4. Ellen invites a new kid to sit at the table with her at lunch even though her friends tell her not to waste her time. 5. Connie runs to get to school on time because her teacher told her not to be late.