Moral Development Theory: Y Awrence Ohlberg
Moral Development Theory: Y Awrence Ohlberg
Moral Development Theory: Y Awrence Ohlberg
PRE-CONVENTIONAL
- Moral reasoning is based on the consequences/result
of the act, not on whether the act itself is good or
bad.
Stage 1: Punishment/Obedience
One is motivated by fear of punishment. He will act
in order to avoid punishment
Whatever leads to punishment is wrong
Stage 2: Mutual Benefit
One is motivated to act the benefit the one may
obtain later. You scratch my back, I’ll scratch yours.
CONVENTIONAL
- Moral reasoning is based on the conventions or norms
of society. This may include approval of others, law and
order.
Stage 3: Social Approval
One is motivated by what other expects in behavior –
good boy, good girl. The person acts because he/she
values how he/she appears to others. He/she gives
importance on what people will think or say.
Behavior in ways that conform to good behavior.
Stage 4: Law and Order
One is motivated to act in order to uphold law and
order. The person will follow the law because it is the
law. Importance of doing one’s duty
POST- CONVENTIONAL
Moral reasoning is based on enduring or consistent
principles. It is not just recognizing the law, but the
principles behind the law.
Stage 5: Social Contract
Laws that are wrong can be changed. One will act
according to social justice and the common good.
Differences between moral and legal right.
Recognition that rules should sometimes be broken.
Stage 6: Universal Principles
This is associated with the development of one’s
conscience. Having a set or standards that drives one to
possess moral responsibility to make societal changes
regardless of consequences to oneself.
SOCIO-CULTURAL THEORY
Social Interaction
- The community takes on a major role in one’s
development
- Vygotsky emphasized that the effective learning
happens through participation in social activities
Cultural Factors
- Piaget believed that as the child develops and
matures, he goes through universal stages of
cognitive development that allows him to move from
simple to explorations with senses and muscles to
complex reasoning.
Language
- Opens the door for learners to acquire knowledge
that others already have
- Learners can use language to know and understand
the world and solve problems.
- For Vygotsky, “talking to oneself” will lead to Private
speech – a form of self talk that guides the child’s
thinking and action
Zone of Proximal Development
- When child attempts to perform a skill alone, she may
not be immediately proficient at it. So, alone she may
not perform at a certain level of competency. We
refer to this as the zone of actual development.
However with the guidance of a More
Knowledgeable Other (MKO), competent adult or
a more advanced peer, the child can perform a higher
level of competency.
- The zone represents a learning opportunity where a
knowledgeable adult such as a teacher or a more
advanced peer can assist the child’s development
ECOLOGICAL
THEORY
BY: URIE BRONFENBRENNER
Bronfenbrenner’s model also known as the Bio
ecological Systems theory presents child
development within the context of relationship
systems that compromise the child’s development. It
describes multipart layers of environment.
1. The Microsystem
The microsystem’s setting is the direct
environment we have in our lives. Your family, friends,
classmates, teachers, neighbors and other people who
have a direct contact with you are included in your
micro system. The theory states that we are not mere
recipients of the experiences we have when socializing
with these people in the micro system environment, but
we are contributing to the construction of such
environment.
2. The Mesosystem
The mesosystem involves the relationship
between the microsystem’s in one’s life. This means that
your family experience may be related to your school
experience. For example, if a child is neglected by his
parents, he may have a low chance of developing
positive attitude towards his teachers. Also, the child
may feel awkward in the presence of peers and may
resort to withdrawal form a group of classmates.
3. The Exosystem
The exosystem is the setting in which there is a
link between the context where in the person does not
have any active role, and the context where in is
actively participating. Suppose a child is more attached
to his father than his mother. If the father goes abroad
to work for several months, there may be a conflict
between the mother and the child’s social relationship,
or on the other hand, this event may result to a tighter
bond between the mother and the child.
4. The Macrosystem
The macrosystem setting in the actual culture of
an individual. The cultural contexts involve the
socioeconomic status of the person and/or his family,
his ethnicity or race and living in a still developing or a
third world country. For example, being born to a poor
family makes a person work harder every day.
5. The Chronosystem
The chronosystem includes the transition and
shifts in one’s lifespan. This may also involve in socio-
historical contexts that may influence a person. One
classic example of this is how divorce, as a major life
transition, may affect not only the couple’s relationship
but also their children’s behavior. According to majority
of research, children are negatively affected on the first
year after the divorce. The next years after it would
reveal that the interaction within the family.
COGNITIVE DEVELOPMENT
THEORY
Schema
- Piaget used the term “schema” to refer to the
cognitive structures by which individuals intellectually
adapt to and organize their environment
- It is an individual’s way to understand or create
meaning about a thing or experience.
Assimilation
Equilibration
- Piaget believe that people have the natural need to
understand how the world works and to find order,
structure, and predictability in our life.
- Equilibration is achieving proper balance between
assimilation and accommodation.
- When our experience do not much our schemata or
cognitive structures, we experience cognitive
disequilibrium. This means there is a discrepancy
between what is perceived and what is understood.
Piaget’s Stages of Cognitive Development
1. Id
- the most primitive of the three structures, is
concerned with instant gratification of basic physical
needs and urges. It operates entirely unconsciously
(outside of conscious thought). For example, if your id
walked past a stranger eating ice cream, it would most
likely take the ice cream for itself. It doesn't know, or
care, that it is rude to take something belonging to
someone else; it would care only that you wanted the
ice cream.
2. Superego
- The superego is concerned with social rules and
morals similar to what many people call their
"conscience" or their "moral compass." It develops as
a child learns what their culture considers right and
wrong. If your superego walked past the same
stranger, it would not take their ice cream because it
would know that that would be rude. However, if both
your id and your superego were involved, and your id
was strong enough to override your superego's
concern, you would still take the ice cream, but
afterward you would most likely feel guilt and shame
over your actions.
3. Ego
2. Anal Stage
- 18 months to 3 years old
3. Phallic Stage
- 3 years to 6 years
4. Latency Stage
- 6 years to 11 years, until puberty
5. Genital Stage
- 12 years onward
POWER POINT
PRESENTATION ABOUT
THEORIES