1. 1 Personal and Social Development EDC 312 Dr. Kern Chapter 7

2. 2 Admit activity: Crash! Read-aloud Read-aloud A bad apple? A bad apple? Why does “Crash” behave the way he does? What personal or social factors might influence his behaviors? Why does “Crash” behave the way he does? What personal or social factors might influence his behaviors? Describe 2 misconceptions teachers could have about a “Crash” in the classroom? Describe 2 misconceptions teachers could have about a “Crash” in the classroom? Describe 2 approaches you would use in your classroom to help redirect Crash to appropriate social and personal behavior in the classroom. Describe 2 approaches you would use in your classroom to help redirect Crash to appropriate social and personal behavior in the classroom.

3. 3 What we’ll learn to today Children and adolescents’ personalities are a result of both environment and heredity. Children and adolescents’ personalities are a result of both environment and heredity. Teachers will not only need to learn to accommodate students’ diverse personal and social needs, but also communicate clear standards for appropriate and ethical school behavior and explain which behaviors are unacceptable at school. Teachers will not only need to learn to accommodate students’ diverse personal and social needs, but also communicate clear standards for appropriate and ethical school behavior and explain which behaviors are unacceptable at school.

4. 4 Parenting and Teaching Styles Authoritative Authoritative Authoritarian Authoritarian Permissive or laissez faire Permissive or laissez faire Uninvolved Uninvolved

5. 5 Erikson’s eight stages of psychosocial development StageAge RangeCrisis or ConflictKey Event Stage 1: Infancy0–1Trust vs. mistrustFeeding Stage 2: Toddler1–2Autonomy vs. doubt Toilet training Stage 3: Early childhood2–6Initiative vs. guilt Independence Stage 4: Elem. & Middle6–12Competence vs. inferiority School Stage 5: Adolescence12–18Identity vs. role confusion Sense of identity Stage 6: Young adult19–40Intimacy vs. isolationIntimate relationships Stage 7: Mid. adult40–65Generativity vs. stagnation Supporting the next generation Stage 8: Retirement65+Integrity vs. DespairReflection & acceptance

6. 6 Peer Relationships Peers help to promote social and moral development, define appropriate behavior Peers help to promote social and moral development, define appropriate behavior Boys and girls interact with peers differently Boys and girls interact with peers differently Social groups important in adolescence Social groups important in adolescence Adolescence romance important practice for adult intimacy Adolescence romance important practice for adult intimacy Truly popular children have good social skills Truly popular children have good social skills

7. 7 Video Friendships Friendships In this series of 3 video clips, an 8-year-old, a 13-year-old and a 17-year-old share their ideas about what friends are like, what they do together and how they resolve conflicts. Use the viewing guide either as you watch or right after to note your observations.

8. 8 Moral and Prosocial Development Internal standards evaluate behavior at early age Internal standards evaluate behavior at early age Moral transgressions—conventional trangressions Moral transgressions—conventional trangressions Response to others’ harm and distress Response to others’ harm and distress Sense of fairness Sense of fairness Moral reasoning becomes more abstract with age Moral reasoning becomes more abstract with age

9. 9 Kohlberg’s theory of moral development Level StageSocial Orientation Pre-conventionalIObedience and punishment Pre-conventionalIIndividualism, instrumentalism, and exchange ConventionalII“Good boy/good girl” ConventionalIILaw and order Post-conventionalIIISocial contract Post-conventionalIIIPrincipled conscience

10. 10 Ways to encourage students’ personal and social development Accommodate diverse temperaments/actively intervene with pattern of aggressive behavior Accommodate diverse temperaments/actively intervene with pattern of aggressive behavior Communicate regularly with parents, etc. Communicate regularly with parents, etc. Create safe (emotionally and physically), warm, respectful class environment with clear standards for behavior Create safe (emotionally and physically), warm, respectful class environment with clear standards for behavior Provide opportunities for social interaction and cooperation among all students Provide opportunities for social interaction and cooperation among all students Foster understanding from multiple perspectives and empathy Foster understanding from multiple perspectives and empathy Explicitly teach effective social skills Explicitly teach effective social skills Model socially and morally appropriate behaviors Model socially and morally appropriate behaviors Provide supports for students at risk Provide supports for students at risk