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8/12/2019 Desarrollo Auto, Social y Moral
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Self, Social,& Moral
Development
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Identity Development Theorists
Erik Erikson
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Stages of Identity Development
Identity diffusion : not much thought given to identity
Identity foreclosure : firm adherence to particular ideas about identity
still little exploration / not open to other perspectives
Identity moratorium : time & thought purposefully given to identity considerations
Identity achievement : informed commitment to a particular identity configuration
Identity Development Theorists
James Marcia
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Individuals living in modernsocieties provide their lives with
unity and purpose by constructing
evolving narratives of the self.
McAdams
Life Story Model
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Dorothy Holland
Practice Theory of Identity Development
Many contemporary theories of identity
development are grounded in the beliefs that
identities are constructed, fluid, and multiple,
(not necessarily unidirectional & reciprocal),
and that they are situated (and therefore shapedbyand shape in response) the contexts in which they are formed. In
a popular contemporary model of identity development Dorothy
Holland and her co-authors highlight the important and reciprocal
interplay between a personally held perspective on ones own identityand ones context (Holland, Lachicotte, Skinner, & Cain, 1998).
According to these theorists, identity is a construction, a consequence
of interaction between people, institutions, and practices.
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Third Space / Hybrid Identities Gutierrez
Making room for student identi ties in class
Children and adolescents bring important cultural resources from their
home & community experiences. It is the job of schools to understand
those resources & their application to the demands of school based
learning. We must consider design learning environments so that
differences between community-based & school-based norms can be
negotiated by students and teachers.Lee, C. (2007). Culture, Literacy, and Learning. New York: Teachers
College Press.
Blending cultural (lived) and academic sources of knowledge can allow
youth to stay connected with their communities & their cultural identities,AND achieve at school.
Hatt, B. (2007). Street smarts vs. book smarts: The figured world of
smartness in the lives of marginalized, urban youth. The Urban Review,
39(2), 145-166.
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Traditional Dimensions of Self
Self Concept: Picture of yourselfSelf-esteem: Opinion of yourself
Multiple concepts of self
Supporting development of self-esteem
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Safe-to-Fail environment that values all students
Know yourself & your biases
Be intellectually honestSet clear goals for teacher & student
Value cultural diversity in your student
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PEER RELATIONSHIPSFriendships
Peer groups (crowds)
Peer networksRomantic Relationships
Peers are the glue that adheres students to the educational
enterprise. Ladd (quoted in Hymel, et al., 1996; p. 318)
Positive peer relationships coincide with student adjustment,
positive affect toward school (liking school) engagement &
involvement (Furrer & Skinner, 2003; Kindermann, 1993; Ryan, 2001; Wentzel, 1997)
Poor peer relationships coincide with : low self esteem,poor achievement
dropping out,
delinquency,
mental health problems 8
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Moral Development
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Carol Gil l igan
Noticed that females often scored a full stage below male counterparts.
Either: females are less morally developed than males orsomething is wrong with Kohlbergs framework.
Responses from females did not fit in Kohlbergs framework
The moral reasoning of women and girls valued preserving connections.
enAutonomy
Independence
Separateness
WomenRelatedness
Interdependence
Connectedness
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Wil l iam Damon
Noted that Kohlberg focuses on thought NOT actual behavior.
Most children & adults express the belief that it is wrong
to let someone else suffer
but only a small subset will get involved.
Focus not just what the person thinks is the right course,
but what they will actually do.
Al f ie KohnSaw a problem with Character Education as a support for Moral Development
(A collection of exhortations & extrinsic inducements designed to
make children work harder, behave well & do what they are told
is not the same thing as moral Development. )
2 problems with this:1. Research does not support the effectiveness of such lessons
2. Good behavior (docility) is mistaken for good character.
If our goal was to help children become active participants in democratic society
we should engage students in deep, cr i t ical ref lect ion, & disc uss ion abou t
justice, caring, equity& opportunities to get involved!! 11
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Encouraging Moral Development
Model moral and pro-social behavior andexpose students to role models
Encourage, acknowledge and reward prosocial behavior
Encourage perspective taking, empathy,
and pro-social behavior
Discuss reasons why some behaviors are inappropriate
Engage students in discussions of moral issues
and dilemmas
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1 creative use of Moral Development for Teachers
Conf l ict Resolution & Behavior Management
Cooperative discipline (Linda Albert)emphasizes analyzing the reason for misconduct
The Six-Ds of Conflict ResolutionStep 1: Def ine the problem objectively.
(focus on the behavior not the individual,
agree on an account of the problem without blaming)
Step 2: Describe the feel ings.
(use I-messages, practice active listening)
Step 3: Declare the need.
(practice active listening, reframe problem)
Step 4: Discuss solutions..
(dont criticize ideas, remain calm and open-minded,consider several solutions to the problem)
Step 5: Decide on a plan.
(eliminate weak solutions together, choose the solution
with the most pros from both points of view)
Step 6: Determine the plans effectiveness.
(meet with student(s) to evaluate)13
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