Erikson's Theory Of Developmental Theories In The Classroom

Estolano, Lawrence Kohlberg’s seminal work is his theory on the six stages of moral development and his philosophy on moral education. Kohlberg (1972) explains that the foundation for his theory on moral development came from Piaget’s (1948) notion that the child was a philosopher as well as Piaget’s structural approach to moral development. Kohlberg expanded on Piaget’s work by constructing four distinct levels of moral thinking. Within three of the levels are two related stages. Kohlberg considers these differing levels and stages as separate moral philosophies and distinct views of the social-moral world Kohlberg’s approach to moral education was through his experimental “just community” high schools, founded in 1974.

FOUR MORAL DEVELOPMENT THEORIES Describe Jean Piaget’s Theory of Moral Development Jean Piaget’s Theory of Moral Development was based around the concept of two stages of moral development. The first stage was that children between the ages of 5-10 years old see the world as heteronomous mortality (Ryan, 2011). Heteronomous mortality is where children base their opinion on results of action (Slavin & Shunk, 2017).

As this method will help the learners and the teachers a lot by improving their skills. And I think in the future students who are grading the teachers unfairly will keen on being fair to them to help the students as a whole to be excellent and be effective in the society because, the performance of the teacher does effect on the understanding of the

However, it is important from the prospect of students that teacher should ask questions regarding the matter they discussed for the reason that this is the only way teacher can assess the level of understanding students get. On the other hand, it is a good opportunity for students as well to ask queries regarding the lesson and complication that they face at the time of reading the matter. Furthermore, with the help of proper QA session, both students and teacher can easily solve their queries and they would get their desire output. However, it is a core duty of a teacher that they must provide additional reading stuff after getting the positive result from their students because it would assist him to enhance their reading skills to the utmost level. It is quite imperative from the prospect of students that they have to be very focus while learning the new lesson for the reason that it would assist them to manage and cope with the complex words in a more effective manner (Moussu & Llurda, 2008; Flohr,

Lawrence Kohlberg mostly agreed with Piaget's theory of moral and cognitive development but wanted to develop his ideas further. Kohlberg proposed that there are six stages of moral development all grouped into three different levels: pre-conventional morality, conventional morality, and post-conventional morality. A child the between the age of 15 months and 5 years is at a pre-conceptual level of moral development and will pass through two stages during this level. For example, a toddler is at the first stage of this level and learns whether an action is right or wrong depending on whether the action is punished or rewarded. A slightly older preschool child, however, may be at the second stage and views a particular action as right if it satisfies his or her needs.

Like, Culture, Values, Laws, Customs, etc. All these are the parts of Macrosystem. The type of macrosystem surrounding a child affects him directly. A child growing in his own kind of cultures and values follows the same things. In my point, this is the main context which makes people different as they grow older.

In this stage children’s abilities are limited to the here and now and experiences of the world are largely based around touching things that they can see. According to Piaget children at this stage do not possess complex enough schemata to realise the permanency of objects that they see, so hence the phrase ‘out of sight, out of mind’. The next stage of development that Piaget identified was the Pre-operational stage which was between the ages of two and seven. Piaget’s theory focuses greatly on this period of child development.

He believed that there were six identifiable stages which could be more generally classified into three levels. Kohlberg believes that every individual will pass these stages but one stage at a time. Kohlberg also believes that moral development occurs through social interaction. Kohlberg's theory can be applied in our classroom in the following ways (a) Kohlberg's theory on moral development can be applied to the classroom where rules, standards, and consequences are concerned. (b) Give students to create a classroom code of conduct rather than ordering them to follow the rules set by the teachers or authorities.

Throughout life, people go through a multitude of experiences that can heavily affect their mindsets, personalities, and lives in general. People are most prone to be influenced by these experiences from infancy up to the age of eighteen, during the developmental phases of life. Developmental phases are segments of time throughout life where humans are extremely susceptible to learning, allowing for the subconscious development of new skill sets, personality traits, and mannerisms that make them who they are. According to Erik Erikson’s theory of psychosocial development, there are eight developmental phases, five of which take place before or during adolescence. Each phase develops on a basis of psychosocial crisis, such as intimacy versus

INTRODUCTION For an educator to be successful at teaching their students, the teacher must be able to asses the individual students knowledge of a subject (Guskey, 2003, p6). The clinical interview is a useful tool for assessing a student’s individual knowledge, along with other aspects of the education process. An instructor who is conducting clinical interviews are will be able to recognize the students thought process and learning behaviors when it comes to solving a problem or explaining a process to complete a report (Ginsburg, 1997, p.147). Furthermore, the interview allows the instructor to recognize gaps in both the student’s knowledge and the instructors teaching methods.