1. CHAPTER 3 Social Contexts and Socioemotional Development

2. 2.9 Schools and Child Development
Developmentally 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)

3. 3.2 Self-Concept and Self-Esteem
Self-Concept: a cognitive appraisal of our social, physical, and academic competence
Academic
skills
Social skills
Physical
Cognitive
Self-Esteem: the affective or emotional reaction to one’s self-concept
(reflects confidence and satisfaction with who you are )

4. 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

5. 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

6. 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

7. 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

8. 3.6 Kohlberg’s Theory

9. 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.

10. 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 Education
Schools base programs on the belief that students should learn to value things like democracy and justice as moral reasoning develops.
5. Service Learning
Schools encourage students to be involved in the community by becoming a tutor, helping the elderly, volunteering in hospitals or day care, etc.