Childhood and Growing Up Module 2.pptx

COURSE 1:
CHILDHOOD AND GROWING UP
Module 2: Dimensions of Development
(Credit 1, Hours 15, Marks 25)
1

OBJECTIVES
Objectives: After learning this module the student
teacher will be able to-
 explain physical, social, cognitive and moral
development during later childhood and
adolescence.
 explain views of Piaget, Vygotsky on cognitive
development
 compare development during psychosocial stages
given by Erickson
 explain views of Kohlberg on moral development
 organize appropriate programs for development
during later childhood and adolescence
2

CONTENT
1. Physical and motor development during later childhood and
adolescence, Caring for physical growth and development of a
learner: Need of making provision for nutritious food, medical
checkup for identifying health problems, ergonomically suitable
sitting/ working arrangement, provision for physical (musical)
exercise, Yoga, group and individual games and sports; Organizing
activities that give scope for ensuring development of capacities of
sense and work organs; Providing adolescence education (sex
education) (4)
2. Social and emotional development during later childhood and
adolescence: Emotional and social intelligence and role of a school
in organizing appropriate learning programs (4)
3. Erickson's psychosocial stages of development during later
childhood and adolescence - description of stages and role of a
school in organizing appropriate learning programs (2)
4. Cognitive development- Piaget's and Vygotsky's views with respect
to development of language and problem solving skills, educational
implications of their views (3)
5. Characteristics of stages of moral development as interpreted by
Kohlberg (2)
3

OUTLINE OF THE STUDY-
Sr.
No.
Topic Content Slide
Number
1 Physical and Motor
Development
Caring for physical growth and development of a
learner through nutrition, exercise, hobby, etc.
5-27
2 Social and
Emotional
Development
Emotional and social intelligence and role of a
school
28-36
3 Eriksons’ Psycho-
social Development
Theory
•Info of the Psychologist
•Theory
•Chart of Theory
•Educational Implications
37-49
4 Piaget's and
Vygotsky's Cognitive
Development Theory
•Info of the Psychologists
•Theory
•Chart of Theory
50-73
5 Kohlberg’s Moral
Development Theory
•Info of the Psychologist
•Theory
•Chart of Theory
74-82
4

PART 1-
 Physical and motor development during later
childhood and adolescence, Caring for physical
growth and development of a learner: Need of
making provision for nutritious food, medical
checkup for identifying health problems,
ergonomically suitable sitting/ working
arrangement, provision for physical (musical)
exercise, Yoga, group and individual games and
sports; Organizing activities that give scope for
ensuring development of capacities of sense and
work organs; Providing adolescence education
(sex education) (4) 5

Part-1
Middle /
Later
Child-
hood
Physical
Developm
ent and
Motor
Developm
ent
6

STAGES OF GROWTH AND DEVELOPMENT
Sr.
No.
Name of the
stage
Age Group
1 Infancy 1 month to 1 year
2 Early
Childhood
Toddler 1to 3 year
Preschool 3 to 6 year
3 Middle
Childhood
School age 6 to 12 year
4 Adolescent 13 to 18 year
7

MIDDLE / LATER CHILDHOOD-
PHYSICAL AND MOTOR DEVELOPMENT
During a child's middle and late
childhood, they grow taller,
heavier, and stronger.
They have continuous physical
changes with their bodies, fine
tune their motor skills, and learn to
gain greater control over their
bodies. 8

PHYSICAL DEVELOPMENT
 Growth is now slower and steadier.
 They grow 2 to 3 inches a year.
 9 – 10-year-olds: beginning of growth spurt for girls.
 11-year-olds: beginning of growth spurt for boys.
 Girls are slightly shorter and lighter until 9.
 11-year-olds: girls are generally taller and heavier.
 Growth is influenced by activity level, exercise,
nutrition, gender, and genetic factors.
9

BODY GROWTH & CHANGE
 Children grow an average of 2-3 inches a year during
elementary school years
 Children gain an average of 5-7 pounds a year (mainly
because of their skeletal and muscular systems
growing)
 Head and waist circumference decrease as height
increases
 Bones continue to ossify (yielding to pressure & pull
more than mature bones)
 Muscle mass/strength increase gradually as "baby fat"
decrease, usually doubling their strength capabilities.
10

THE BRAIN
 Pathways and circuitry in the prefrontal cortex
continue to increase and as a result, a child has
increased attention, reasoning, and cognitive
control.
 Thickness of the cerebral cortex (cortical
thickness) changes.
 Cortical thickness was observed in the temporal
and frontal lobe areas which caused children
show improvements in language abilities ,such as
reading. 11

 Running, climbing, skipping rope, swimming, bicycle riding, skating
etc. are just some that can be mastered.
 Improvements occur because of the alienation of the central
nervous system.
 Children can use their hands as tools more easily.
 Playing musical instruments and writing in cursive are a reflection in
the improvement of motor skills.
 In gross motor skills (involving muscle activity) boys usually
outperform girls.
 In fine motor skills (involving complex, intricate, and rapid
movements) girls outperform boys.
12

PROPER NUTRITION-
POSITIVE PERSONALITY TRAIT
 More positive emotion
 Less anxiety
 More moderate activity level
 More eager to explore new environment
 Showing more persistence in frustrating situations
 Being more alert
 More energy levels
 Higher levels of self-confidence.
13

MEDICAL CHECKUP FOR IDENTIFYING HEALTH
PROBLEMS -
17
 Middle childhood is a relatively
healthy period; most children are
immunized against major illnesses,
and the death rate is the lowest in
the life span.
 Respiratory infections and other
acute medical conditions are
common. – Acute medical conditions
illnesses that last a short time.
Chronic conditions such as Asthma
are most prevalent among poor and
minority children.
 Asthma a chronic respiratory disease
characterized by sudden attacks of
coughing, wheezing, and difficulty
breathing.
 Medical Check Up Camps, Eye
Check Up Camps, Dental Check Up
Camps can be organized.

PHYSICAL EXERCISE-
 In addition to healthful eating habits, adequate
sleep, and proper hygiene skills, children also
benefit from plenty of physical exercise which helps
to keep their bodies and minds healthy, happy and
strong.
 Daily physical activity is necessary for building
strong bones and muscles as well as for
strengthening growing hearts and lungs.
 Regular activity helps to prevent childhood obesity,
and can greatly decrease children's risk of serious
health complications such as diabetes.
18

 Exercise also helps children to refine their gross motor
skills, including running, kicking, throwing, and swinging,
helps enhance their social skills (provided they are
exercising in a group context such as team sports where
they can learn about functioning as part of a team, and
about good sportsmanship, problem solving and inclusion).
 Provides opportunities for friendships to develop and for
goals to be set and accomplished which can enhance self-
esteem. In addition to these benefits, exercise is fun and
exhilarating which are the most important reasons of all.
19

YOGA-
 Introducing yoga benefits children’s physical co-
ordination, makes them stronger and helps
concentration.
 Yoga engages the heart, mind and body through its
unique blend of physical yoga, social skills games
and counselling techniques.
 It helps children develop emotional intelligence,
communication skills, trust and empathy. It nurtures
teamwork and leadership. It provides for a calmer
and more productive.
20

GROUP AND INDIVIDUAL
GAMES AND SPORTS-
1. Improve health, fitness and energy level.
2. good sportsmanship, teamwork and
perseverance.
3. Improved Academic Performance-Studies
frequently demonstrate the positive impact that
playing sport can have on academic achievement
4. Less Stress and Better Moods
5. Learn Important Values
6. Achieve More from Life-As Act as stress Relievers
21

ORGANIZING ACTIVITIES THAT GIVE SCOPE FOR
ENSURING DEVELOPMENT OF CAPACITIES OF
SENSE AND WORK ORGANS-
Sports
Day
Cultural
Events
Projects
Science
Day
Class
Decoration
Spelling
Bee
Field Visit
Guest
Lecture
Excursion Picnic Camp Assembly
Yoga Research
Computer
Projects
Vocational
Training 22

PROVIDING ADOLESCENCE EDUCATION
23
Key elements of AEP-
I. Process of Growing-up
necessitate
understanding of
II. Adolescent
Reproductive and
Sexual Health entail
III. Mental Health and
Drugs
IV. HIV and AIDS

BENEFITS OF AEP
Benefits
of AEP
Adolescent
Society
Teacher
Parent
24

BENEFITS OF AEP FOR ADOLESCENT-
 enhanced perception about oneself; self-confidence and
self-esteem
 strong skills to think rationally and critically, negotiate,
assert, and make informed decisions at crossroads of
life
 knowledge on physical, mental and emotional changes
 understanding on importance of abstinence till physical
and mental maturity is attained
 knowledge on HIV and other sexually transmitted
infections
 better understanding on the risks involved in substance
abuse
 enhanced level of confidence and communication skills
to voice ones’ concern; to seek protection and freedom
from exploitation of any kind 25

BENEFITS OF AEP FOR PARENTS-
 Parent will have better understanding on needs and
concerns of their adolescent
 child especially with regard to Adolescent
Reproductive and Sexual Health (ARSH)better
comfort level to initiate a dialogue with child on
matters
 pertaining to ARSH a supportive environment to
discuss and workout solutions for
 specific concern related to their child
26

BENEFITS OF AEP FOR TEACHERS-
 Teacher will have a structured content to talk on
ARSH with comfort and confidence
 Provide opportunities to enhance understanding
and professional skills to
 deal with inappropriate behaviour by students (that
is usual upshot of adolescence) at times
opportunities to enhance understanding and skills
to effectively
 address the adolescents in special needs.
27

Part 2- Social
and
emotional
development
during later
childhood
and
adolescence:
Emotional
and social
intelligence
and role of a
school in
organizing
appropriate
learning
programs (4)
28

SOCIAL DEVELOPMENT
 The development such as way he become useful
member of society or the group to which he
belongs.
 He confirm the norms of group or the society . An
individual become a human being only as a
member of society.
 By nature he cannot live alone in society. He is
decided by biological, psychological and social
need to live in a group and society.
 Child includes forming relationships, learning
social skills, caring for other, self reliance, making
decisions, developing self confidence and dealing
with emotions.
29

SOCIAL INTELLIGENCE-
 Enjoyment
 Individual Work
 Rotation of roles
 Cooperative work
 Independent responsibility
 Problem solving
 Leadership opportunities
 Fair-play
 Shared Expectations
 Team Culture. 30

EMOTIONAL DEVELOPMENT DURING MIDDLE/
LATER CHILDHOOD
31

SELF-CONSCIOUS EMOTIONS
Self-conscious emotions of pride
and guilt become clearly integrated
by personal responsibility; these
feelings are now experienced in
the absence of adult monitoring.
School-age children do not report
guilt for any mishap, but only for
intentional wrongdoing.
32

They tend to feel shame when they
violated a standard that was not
under their control.
Pride motivates children to take on
further challenges
Guilt prompts them to make amends
and strive for self-improvement as
well.
33

EMOTIONAL UNDERSTANDING
 Explain emotion by making reference to internal
states rather than physical events.
 These children are also more aware of the
diversity of emotional experiences.
 They appreciate that emotional reactions need
not reflect a person’s true feelings, and they can
use information about a person’s past
experiences to predict how he or she will feel in
a new situation.
 Cognitive and social experience also contribute to a
rise in empathy.
34

EMOTIONAL INTELLIGENCE-
 Developing emotional self awareness.
 Managing emotions.
 Reading emotions.
 Handling emotions.
 Displays self-control.
 Expresses feelings with words.
 Listens and pays attention.
 Pride in accomplishments.
 Has a positive self image.
 Asks for help when needed.
 Shows affection to familiar people.
 Aware of other peoples feelings. 35

ROLE OF A SCHOOL IN ORGANIZING APPROPRIATE
LEARNING PROGRAMS FOR EMOTIONAL AND SOCIAL
INTELLIGENCE-
 Extension Activities
 Assemblies
 Role Play of Great Social Reformers
 Helping
 Caring and Sharing
 Peer Learning
 Buddy Mentoring
36

Part III-
Eriksons’
Psycho-social
Development
Theory
37

STAGES OF PSYCHOSOCIAL DEVELOPMENT
 Erikson’s stages of psychosocial development are based on
(and expand upon) Freud’s psychosexual theory. Erikson
proposed that we are motivated by the need to achieve
competence in certain areas of our lives.
 According to psychosocial theory, we experience eight stages
of development over our lifespan, from infancy through late
adulthood.
 At each stage there is a crisis or task that we need to resolve.
Successful completion of each developmental task results in a
sense of competence and a healthy personality.
 Failure to master these tasks leads to feelings of inadequacy.
 Erikson also added to Freud’s stages by discussing the
cultural implications of development; certain cultures may
need to resolve the stages in different ways based upon their
cultural and survival needs. 38

STAGE -1 TRUST VS. MISTRUST
 From birth to 12 months of age, infants must learn that
adults can be trusted.
 This occurs when adults meet a child’s basic needs for
survival.
 Infants are dependent upon their caregivers, so
caregivers who are responsive and sensitive to their
infant’s needs help their baby to develop a sense of
trust; their baby will see the world as a safe, predictable
place.
 Unresponsive caregivers who do not meet their baby’s
needs can engender feelings of anxiety, fear, and
mistrust; their baby may see the world as unpredictable.
 If infants are treated cruelly or their needs are not met
appropriately, they will likely grow up with a sense of
mistrust for people in the world.
39

STAGE -2 AUTONOMY VS. SHAME/DOUBT
 As toddlers (ages 1–3 years) begin to explore their
world, they learn that they can control their actions and
act on their environment to get results. They begin to
show clear preferences for certain elements of the
environment, such as food, toys, and clothing.
 A toddler’s main task is to resolve the issue of autonomy
vs. shame and doubt by working to establish
independence.
 This is the 'me do it' stage. For example, we might
observe a budding sense of autonomy in a 2-year-old
child who wants to choose her clothes and dress
herself. Although her outfits might not be appropriate for
the situation, her input in such basic decisions has an
effect on her sense of independence. If denied the
opportunity to act on her environment, she may begin to
doubt her abilities, which could lead to low self-
esteem and feelings of shame.
40

STAGE -3 INITIATIVE VS. GUILT
 Once children reach the preschool stage (ages 3–6 years),
they are capable of initiating activities and asserting control
over their world through social interactions and play.
 According to Erikson, preschool children must resolve the task
of initiative vs. guilt.
 By learning to plan and achieve goals while interacting with
others, preschool children can master this task. Initiative, a
sense of ambition and responsibility, occurs when parents
allow a child to explore within limits and then support the
child’s choice.
 These children will develop self-confidence and feel a sense
of purpose. Those who are unsuccessful at this stage—with
their initiative misfiring or stifled by over-controlling parents—
may develop feelings of guilt.
41

STAGE -4 INDUSTRY VS. INFERIORITY
 During the elementary school stage (ages 6–12),
children face the task of industry vs. inferiority.
 Children begin to compare themselves with their
peers to see how they measure up.
 They either develop a sense of pride and
accomplishment in their schoolwork, sports, social
activities, and family life, or they feel inferior and
inadequate because they feel that they don’t
measure up.
 If children do not learn to get along with others or
have negative experiences at home or with peers,
an inferiority complex might develop
into adolescence and adulthood. 42

STAGE -5 IDENTITY VS. ROLE CONFUSION
 In adolescence (ages 12–18), children face the task of identity vs. role
confusion.
 According to Erikson, an adolescent’s main task is developing a sense of self.
 Adolescents struggle with questions such as 'Who am I?' and 'What do I want to
do with my life?' Along the way, most adolescents try on many different selves
to see which ones fit; they explore various roles and ideas, set goals, and
attempt to discover their 'adult' selves.
 Adolescents who are successful at this stage have a strong sense of identity
and are able to remain true to their beliefs and values in the face of problems
and other people’s perspectives.
 When adolescents are apathetic, do not make a conscious search for identity,
or are pressured to conform to their parents’ ideas for the future, they may
develop a weak sense of self and experience role confusion.
 They will be unsure of their identity and confused about the future. Teenagers
who struggle to adopt a positive role will likely struggle to 'find' themselves as
adults.
43

STAGE -6 INTIMACY VS. ISOLATION
 People in early adulthood (20s through early 40s) are
concerned with intimacy vs. isolation.
 After we have developed a sense of self in adolescence,
we are ready to share our life with others.
 However, if other stages have not been successfully
resolved, young adults may have trouble developing and
maintaining successful relationships with others.
 Erikson said that we must have a strong sense of self
before we can develop successful intimate relationships.
 Adults who do not develop a positive self-concept in
adolescence may experience feelings of loneliness and
emotional isolation.
44

STAGE -7 GENERATIVITY VS. STAGNATION
 When people reach their 40s, they enter the time known as
middle adulthood, which extends to the mid-60s. The social
task of middle adulthood is generativity vs. stagnation.
 Generativity involves finding your life’s work and contributing
to the development of others through activities such as
volunteering, mentoring, and raising children.
 During this stage, middle-aged adults begin contributing to the
next generation, often through childbirth and caring for others;
they also engage in meaningful and productive work which
contributes positively to society.
 Those who do not master this task may experience stagnation
and feel as though they are not leaving a mark on the world in
a meaningful way; they may have little connection with others
and little interest in productivity and self-improvement.
45

STAGE -8 INTEGRITY VS. DESPAIR
 From the mid-60s to the end of life, we are in the period
of development known as late adulthood.
 Erikson’s task at this stage is called integrity vs.
despair.
 He said that people in late adulthood reflect on their
lives and feel either a sense of satisfaction or a sense of
failure.
 People who feel proud of their accomplishments feel a
sense of integrity, and they can look back on their lives
with few regrets.
 However, people who are not successful at this stage
may feel as if their life has been wasted.
 They focus on what 'would have,' 'should have,' and
'could have' been. They face the end of their lives with
feelings of bitterness, depression, and despair. 46

EDUCATIONAL IMPLICATIONS & ROLE OF A
SCHOOL IN ORGANIZING APPROPRIATE
LEARNING PROGRAMS
• Encourage initiative in young children. Children in
preschool and early childhood education programs
should be given a great deal of freedom to explore
their world.
• Promote industry in elementary schoolchildren.
Teacher should provide an atmosphere in which
children become passionate about learning.
• Stimulate identity exploration in adolescents.
Recognize that the student's identity is
multidimensional.
49

Part-IV-
Jean Piaget's
Theory of
Cognitive
Development
50

JEAN PIAGET
 Piaget was born in Switzerland in the late 1800s and was a
precocious student, publishing his first scientific paper when he
was just 11 years old.
 His early exposure to the intellectual development of children
came when he worked as an assistant to Alfred Binet and
Theodore Simon as they worked to standardize their famous
IQ test.
 Much of Piaget's interest in the cognitive development of
children was inspired by his observations of his own nephew
and daughter.
 Children were earlier treated simply as smaller versions of
adults. Piaget was one of the first to identify that the way that
children think is different from the way adults think. 51

JEAN PIAGET'S THEORY OF COGNITIVE
DEVELOPMENT
 Jean Piaget's theory of cognitive development
works on understanding how children acquire
knowledge, but also on understanding the nature of
intelligence. Piaget's stages are:
 Sensori-motor stage: birth to 2 years
 Preoperational stage: ages 2 to 7
 Concrete operational stage: ages 7 to 11
 Formal operational stage: ages 12 and up
52

THE SENSORIMOTOR STAGE
AGES: BIRTH TO 2 YEARS
53

THE SENSORIMOTOR STAGE
AGES: BIRTH TO 2 YEARS
Major Characteristics and Developmental Changes:
 The infant knows the world through their
movements and sensations
 Children learn about the world through basic
actions such as sucking, grasping, looking, and
listening
 Infants learn that things continue to exist even
though they cannot be seen (object permanence)
 They are separate beings from the people and
objects around them
 They realize that their actions can cause things to
happen in the world around them
54

THE PREOPERATIONAL STAGE
AGES: 2 TO 7 YEARS
55

THE PREOPERATIONAL STAGE
AGES: 2 TO 7 YEARS
 Children begin to think symbolically and learn to
use words and pictures to represent objects.
 Children at this stage tend to be egocentric and
struggle to see things from the perspective of
others.
 While they are getting better with language and
thinking, they still tend to think about things in very
concrete terms.
56

THE CONCRETE OPERATIONAL STAGE
AGES: 7 TO 11 YEARS
57

THE CONCRETE OPERATIONAL STAGE
AGES: 7 TO 11 YEARS
Major Characteristics and Developmental Changes
 During this stage, children begin to thinking logically
about concrete events
 They begin to understand the concept of
conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for
example
 Their thinking becomes more logical and organized,
but still very concrete
 Children begin using inductive logic, or reasoning
from specific information to a general principle
58

THE FORMAL OPERATIONAL STAGE
AGES: 12 AND UP
59

THE FORMAL OPERATIONAL STAGE
AGES: 12 AND UP
 At this stage, the adolescent or young adult begins
to think abstractly and reason about hypothetical
problems
 Abstract thought emerges
 Teens begin to think more about moral,
philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning
 Begin to use deductive logic, or reasoning from a
general principle to specific information
60

EDUCATIONAL IMPLICATIONS
1. Emphasis on discovery approach in learning.
2. Curriculum should provide specific educational
experience based on children's developmental level.
3. Arrange classroom activities so that they assist and
encourage self-learning.
4. Do not treat children as miniature adults; they think and
learn differently from adults.
5. Practical learning situations.
6. Simple to Complex and Project method of teaching.
7. Co-curricular activities have equal importance as that
of curricular experiences in the cognitive development
of children.
62

 Lev Semenovich Vygotsky, a Russian psychologist.
 The Vygotsky theory of cognitive development is mainly
concerned with the more complex cognitive activities of
children that are governed and influenced by several
principles.
 He believed that children construct knowledge actively.
Vygotsky’s theory is also one of those responsible for laying
the groundwork for constructivism.
65

ZONE OF PROXIMAL DEVELOPMENT
 Vygotsky is most recognized for his concept of Zone of Proximal
Development or ZPD pertaining to the learning of children.
 However, with an appropriate amount of assistance, these
children can accomplish the task successfully.
 The lower limit of a child’s zone of proximal development is the
level of analysis and problem-solving reached by a child without
any help.
 The upper limit, on the other hand, is the level of additional
responsibility that a child can receive with the support of a skilled
instructor.
 As children are verbally given instructions or shown how to
perform certain tasks, they organize the new information received
in their existing mental schemas in order to assist them in the
ultimate goal of performing the task independently.
 his emphasis on the conviction that social influences, particularly
instruction, are of immense importance on the cognitive
development of children.
71

EDUCATIONAL IMPLICATIONS -
 Child is an active participant in the learning
process.
 Individual differences are considered.
 Teachers assist children in discovery.
 Each Child’s proximal zone of development to be
considered.
 Promote fantasy play.
 Interactive Class-Child to Child and Child to
Teacher.
 Give demonstrations, give freedom to certain
extent, give responsibility, cooperative learning etc.
to be done. 72

PIAGET'S AND VYGOTSKY'S VIEWS W.R.T.
DEVELOPMENT OF LANGUAGE AND PROBLEM
SOLVING SKILLS-
Constructivi
sm,
Cognitive
Deve.
Piaget’s Ideas- 4 discrete
stages, schematic development,
Little emphasis on society,
motivation imp., Role of
language is minimal-only
labeling of the experiences.
Vygotsky’s Ideas- No bound
stages of dev., Concept of ZPD,
Kn. Transferred socially,
language plays very imp. role in
shaping thoughts.
73

Part –V
Kohlberg's
Theory of
Moral
Development
74

KOHLBERG'S THEORY OF MORAL
DEVELOPMENT
 Kohlberg's theory proposes that there are three levels of
moral development, with each level split into two stages.
 Kohlberg suggested that people move through these
stages in a fixed order, and that moral understanding is
linked to cognitive development.
 The three levels of moral reasoning include pre-
conventional, conventional, and post-conventional.
 By using children's responses to a series of moral
dilemmas, Kohlberg established that the reasoning
behind the decision was a greater indication of moral
development than the actual answer.
75

LEVEL 1 – PRE-CONVENTIONAL MORALITY
 Pre-conventional morality is the first stage of moral development,
and lasts until approximately age 9.
 At the pre-conventional level children don’t have a personal code
of morality, and instead moral decisions are shaped by the
standards of adults and the consequences of following or
breaking their rules.
 For example, if an action leads to punishment is must be bad,
and if it leads to a reward is must be good.
 Authority is outside the individual and children often make moral
decisions based on the physical consequences of actions.
 Stage 1. Obedience and Punishment Orientation. The
child/individual is good in order to avoid being punished. If a
person is punished, they must have done wrong.
 Stage 2. Instrumental Relativist Orientation. At this stage,
children recognize that there is not just one right view that is
handed down by the authorities. Different individuals have
different viewpoints. 77

LEVEL 2 - CONVENTIONAL MORALITY
 Conventional morality is the second stage of moral development,
and is characterized by an acceptance of social rules concerning
right and wrong.
 At the conventional level (most adolescents and adults), we
begin to internalize the moral standards of valued adult role
models.
 Authority is internalized but not questioned, and reasoning is
based on the norms of the group to which the person belongs.
 A social system that stresses the responsibilities of relationships
as well as social order is seen as desirable and must, therefore,
influence our view of what is right and wrong.
 Stage 3. Good Boy-Nice Girl Syndrome. The child/individual is
good in order to be seen as being a good person by others.
Therefore, answers relate to the approval of others.
 Stage 4. Maintaining the Social Order. The child/individual
becomes aware of the wider rules of society, so judgments
concern obeying the rules in order to uphold the law and to avoid
guilt. 78

LEVEL 3 – POST-CONVENTIONAL MORALITY
 Post-conventional morality is the third stage of moral development, and is
characterized by an individuals’ understanding of universal ethical principles.
These are abstract.
 Individual judgment is based on self-chosen principles, and moral reasoning is
based on individual rights and justice. According to Kohlberg this level of moral
reasoning is as far as most people get.
 Stage 5. Social Contract and Individual Rights. The individual becomes aware
that while rules/laws might exist for the good of the greatest number, there are
times when they will work against the interest of particular individuals.
 Stage 6. Universal Ethical Principles. People at this stage have developed
their own set of moral guidelines which may or may not fit the law. The principles
apply to everyone.
 E.g., human rights, justice, and equality. The person will be prepared to act to
defend these principles even if it means going against the rest of society in the
process and having to pay the consequences of disapproval and or
imprisonment. Kohlberg doubted few people reached this stage.
79

EDUCATIONAL IMPLICATIONS
 Teachers must know their students very well.
 Teachers must work hand in hand with parents in order
to achieve effective character education.
 Teachers must serve as role models to learners.
 Teachers must create classroom environment that will help
learners develop good characters. There should be a democratic
environment where each learner will feel free to share his or her
ideas. Teachers should encourage group discussion in order to
address students‘ need of belonging, competence, autonomy, etc.
 This, students will learn to care for one another and accept
responsibility.
81

Childhood and Growing Up Module 2.pptx

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Childhood and Growing Up Module 2.pptx