LAWRENCE KOHLBERG

-Born: October 25, 1927
-Died: January 19,1987
-An American psychologist best known for his theory of stages of moral development.
-He used storytelling technique to tell people stories involving moral dilemmas.

KOHLBERG'S STAGES OF MORAL DEVELOPMENT
Level 1 - Pre-conventional morality

•  Occurs between 3 to 7 years.

•  Focus: SELF 

STAGE 1 : Obedience and Punishment
               The child/individual is good in order to avoid being punished. If a person  punished, they must have done wrong.

STAGE 2: Individualism and Exchange
               This stage expresses the "what's in it for me?" position in which right behavior is defined by whatever the individual believes to be in their best interest.

Level 2- Conventional Morality
          Focus: Significant of others
          - most adolescent and adults

STAGE 3: Good boy/ Good girl
              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 judgement concern obeying the rules in order to uphold the law and avoid guilt.

Level 3: Post conventional morality
           -also known as principled level

STAGE 5: Social Contract and Individual Rights
              The child/individual becomes aware that while rules/laws might exist for good of the greatest number, there are times when they will work against the interest of particular individual.

STAGE 6: Universal Principle
               People at this stage have developed their own set of moral guidelines which may not fit the law.The principles apply to everyone.

REFLECTION:
                I regarding with this topic I learn about the life of Lawrence Kohlberg and the story he made.In his story I learn a lot how to handle my self to do a good and bad.We should aware in our environment to select the best people that we socialzed because there's a lot of people that can influence you in a good or bad way

BIOGRAPHY

Hi!! Im Ernesto John A. Esteban I'm 17 yrs.old I was born on                May 23,1999.I lived at Brgy. Tamnag, Lutayan , Sultan Kudarat.A youngest siblings of Mr.Wilfredo Esteban and Mrs. Artemina Esteban I have a twin brother named Dennis Christopher EstebanI finished my elementary level at Marbel 3 Elementary School S.Y.2010-2011 and my secondary level at Lutayan National High School S.Y.2014-2015.
Presently, a college student at Sultan Kudarat State University taking up Bachelor in Elementary Education, I am now a second year college student.I choose this because I believe in my self that I can motivate a child for their better future.I believe, "Whatever the consequences maybe; just trust God and He will carry you through."

VYGOTSKY'S SOCIO CULTURAL THEORY

• Vygotsky theory is that social interaction plays a very important in cognitive development.
• Did not focus on the individual and child as a product of social interaction especially with adults.
• Focus on the dynamic interaction rather than child by himself.
• People thinking differ dramatically between cultures because different cultures stress different  things.

4 BASIC PRINCIPLES UNDERLYING THE VYGOTSKY FRAMEWORK:

1. Children construct their knowledge.
2. Development cannot be separated from its social content.
3. learning is mediated.
4. language plays a central role in mental development.

MAIN PRINCIPLES

1. The more knowledgeable other- refers to anyone who has better understanding or higher ability level than the learner.
2. Zone of proximal Development- difference between what child can accomplish alone and she can accomplish with the guidance of another.

FEATURES OF PROXIMAL OF ZPD

• SCAFFOLDING-appropriate assistance given by the teacher to assist the learners accomplish to a task.
• RECIPROCAL TEACHING- a highly successful teaching method , it provides an environment of open dialogue between student and teacher which goes beyond a simple question and answer session.

 TYPES OF MENTAL FUNCTION

• LOWER MENTAL FUNCTION- arte those with which we are born, are the natural functions and are genetically determined.
• HIGHER MENTAL FUNCTION- are acquired and developed through social interaction.                                                                                                                                                                               REFLECTION:                                                                                                                                                  It refers to the children or adult that can finish work with or without the helps of the people in their surroundings.

INTELLIGENCE

The ability to learn facts and skills and apply them.

• THURSTON                                                                                                                           intellegence is both general ability and a number of specific abilities.  
• STAGNER                                                                                                                                       intelligence is the learning ability and the ability to see new situation.
• FIELDMAN                                                                                                                                       intelligence in the general capacity of person to adjust consciously  his thinking to a new requirement.
• HUMAN INTELLIGENCE
• ARTIFICIAL INTELLIGENCE                                                                                                                                                                                                                                                                                                             THEORIES OF INTELLIGENCE                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
• HOWARD GARDNER                                                                                                                                        MULTIPLE INTELLIGENCE                                                                                                                                

1. VERBAL-LINGUISTIC INTELLIGENCE
2. MATHEMATICAL INTELLIGENCE
3. MUSICAL INTELLIGENCE
4. VISUAL-SPATIAL     INTELLIGENCE
5. BODILY-KIN ESTHETIC INTELLIGENCE
6. INTERPERSONAL INTELLIGENCE
7. INTRAPERSONAL INTELLIGENCE
8. NATURALIST INTELLIGENCE
9. EXISTENTIAL INTELLIGENCE
10. SPIRITUAL INTELLIGENCE
11. MORAL   INTELLIGENCE                                                                                                                                                                                                                                                                                                                                                                                                                            ROBERT STENBERG                                                                                                                                       TRIARCHIC THEORY OF INTELLIGENCE                                                               1. COMPONENTIAL- the ability assessed by intelligence test.                                                          2.EXPERIMENTAL- the ability to adopt to new situations and to produce new ideas.                        3.COTEXTUAL- the ability to function effectively in daily situation.                                                     4.PRACTICAL- related to overall success in living rather than intelligence in academic performance.                                                                                                                                                                EMOTIONAL INTELLIGENCE                                                                                                                                                                                                                                                             1.Perceiving emotions                                                                                                                        2.Facilitating emotions                                                                                                                      3.Understanding emotions                                                                                                                  4.Managing emotions                                                                                                                                                                                                                                                                                   -Charles Spearman                                                                                                                                  Fluid Intelligence                                                                                                                            -is the ability to deal with the new problem and situation.It is also the ability to draw inferences amd understand the various concepts, independent on acquire knowledge.                                                       Crystallized Intelligence                                                                                                                  -this is the store of information, skills and strategies what people have acqired through their experiences and the use of fluid intelligence.                                                                                                                                                                                                                                                   REFLECTION:                                                                                                                                      It refers to the different types of intelligence which I learned the ability to learn facts and skills.                                                                                                                                                                                                                      

ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT

ERIKSON'S THEORY OF PSYCHOSOCIAL DEVELOPMENT

Erikson’s Theory of Psychosocial Development

·         Trust vs. Mistrust(birth to 18 months)-Children develops a sense of trust when caregiver provide reability, care and affection.

·         Autunomy vs. Shame and Doubt(2 to 3 early childhood)-Children need to develop a sense of personal control over physical skills and a sense of independence success leads to feelings of autonomy failure result in feeling of shame and doubt.

·         Initiative vs. guilt (3-5 Pre-school)-Children needs to begin a certain control and a power over the environment.

·         Industry vs. Inferiority(6-11 schoolnage)-Children need to cope with new social and academic demands.

·         Identity vs. Role Confusion(12-18 adolescence)- teens need to develop a sense of self and personal identity.

·         Intimacy vs. Isolation (19-40 young adulthood)-young adults need to form intimate, loving relationships with other people.

·         Generativity vs. Stagnation (40-60 middle adulthood)-Adults need to create or nurture tings that will outlast them, open by having children or creating positive change the benefits of other people.

·         Ego Integrity vs. Despair (65-death maturity)-Old adults need to look back on life and feel the essence fulfillment.

REFLECTION:
          I learned about Erikson's theory of psychosocial development is it refers to the children to adult until death, it focus to the emotional aspects ( the important event hope, will, purpose, competence, fidelity, love, care, and wisdom.)

PIAGET'S THEORY

PIAGET'S THEORY

Piaget’s Theory

-the first cognitive theory developed by Jean Piaget’s beginning.

Piaget’s Assumptions About Children

·         Children construct their own knowledge in response to their experiences.

·         Children Construct learn many things on their own without the intervention of older children adults.

·         Children are intrinsically motivated to learn and do not need rewards from adults to motivate learning.

Nature vs.  Nurture

·         Nature vs. Nurture interact to produce cognitive development.

·         Nature- maturation of brain and body; ability to perceive learn act; motivation.

·         Nurture- adaptation: children respond to the demands of the environment in ways that meet their own goals.

·         Organization- children integrate particular observation into a body of coherent knowledge.

Continuous vs. discontinuous

·         Source of continuity

·         Assimilation-people translate in coming info in a form they can understand.

·         Accomodation-People adopt current knowledge structure in response to new experience.

·         Brief transition-transition to a higher stages of thinking are not necessarily continuous.

·         Invariant sequence-The sequence of stages are stable for all people through all time.

Piaget’s stages

·         Sensorimotor stage (birth to 2yrs.)-knowledge develops through sensory and motor abilities.

·         Preoperational stage (2 to 7yrs.)-Knowledge is represented by language mental imagery and symbolic thought.

·         Concrete operational stage (7 to 12)-Children can reason logically about concrete objects and events.

·         Formal operational stage(12yrs. To up)-Children can think deeply about concrete events and can reason abstractly and hypothically.

Piaget’s Sensorimotor

·         Substage 1(birth to 1month)-Building knowledge through reflexes (grasping, sucking)

·         Substage 2(1 to 4 months)-reflexes are organized into larger, integrated behaviors(grasping or rattle and bringing it to month to suck.

·         Substage 2(4 to 8 months)-repetition of function on the environment that brings out pleasing or interesting results.

·         Substage 4(8 to 12 months) – mentally representing objects when objects can no longer be seen, thus achieving object permarene.

·         Substage5(12 to 18 months- actively and avidly exploring the possible uses to which object can be put.

·         Susbtage 6(18 to months)-able to form enduring mental representations as demonstrated by “deferred limitation” the repetition of others “behaviors, minutes, or day after it has occurred.

Preoperational stage

·         Symbolic representation- the use of one object to stand for another.

·         Ecocentricsm-looking at the world only from one’s own point of view.

·         Centration-Focusing on one dimension of objects or event and on static states rather than transportation.

Concrete Operation stages

·         Conservation Concepts-changing the appearance or arrangements of objects does not change their key properties.

·         Highly abstract thinking and reasoning about hypothetical situation still remains very difficult.

Format Operation stage

·         Ability to think abstractly and reason hypothetical.

·         Ability to reason (systematically about all different outcomes.

·         Ability to engage in Scientific thinking.

Criticism of Piaget’s Theory

·         Children thinking is not as consistent as the stages suggest.

·         Infants and young children are more competent than piaget recognized.

·         Piaget’s undertakes the social competent of cognitive develop.

·         Piaget was better at describing process than of explaining how they operate.

REFLECTION:
             I learned in Piaget's theory that children are motivated learners and they create knowledge from their own experiences.As a future teacher this is very important to me to actually use this in my future profession because of Piaget's assumption about the children.

14 Learner-centered psychological principle

14 Learner-centered psychological principle

·         Cognitive and Meta cognitive Factors

1.Nature of learning process

-The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.

2.Goals of the learning process

-successful learner, overtime and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

3.Construction of knowledge

-the successful learner can link new information with existing knowledge in meaningful ways.

4.Strategic thinking

-The successful learner can create and use repeater of thinking and reasoning strategies to achieve complex learning goals.

5.Thinking about thinking

-higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

6.Context of Learning

                 -Learning is influenced by environmental factors including culture, technology and instructional          practices.

·         Developmental and social Factors

1.Developmental of influences on learning

-Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

                2.Social influences in learning

                                -Learning is influence by social interactions, interpersonal relations and communication with others.

                3.Effect of motivation and effort

                                -Acquisition of complex knowledge and skills requires extended learner effort and guided practice.

·         Individual Difference Factors

1.Individual differences in learning

-Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity.

2.Learning and diversity

-Learning is most effective when differences in learner’s linguistic, cultural and social backgrounds are taken into account.

·         Motivational and Effective

1.Motivational and emotional influences in learning

-Motivation to learn in turn, fun is influenced by the individual’s emotional states, beliefs, interest and goals, habits of thinking.

2.Intrinsic motivation to learn

-The learner’s creativity, higher order thinking and natural curiosity all contribute to motivation to learn.

3.Standards and assessment

-Setting appropriately high and challenging standards and assessing the learner’s as well as learning progress including diagnostic, process, and integral parts of the learning process.

REFLECTION:
            In my own understanding in this 14 learner-centered psychological principle  it recognize the needs and strengths of the whole learner the social,emotional, physical.Therefore we need to be more knowledgeable so that we can discover our hidden skills and molds our thinking skills.