Psychosocial Development EDU 330: Educational Psychology Daniel Moos.

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Psychosocial Development EDU 330: Educational Psychology Daniel Moos

Transcript of Psychosocial Development EDU 330: Educational Psychology Daniel Moos.

Page 1: Psychosocial Development EDU 330: Educational Psychology Daniel Moos.

Psychosocial Development

EDU 330: Educational Psychology

Daniel Moos

Page 2: Psychosocial Development EDU 330: Educational Psychology Daniel Moos.

Social and Personal Development: Introduction

(1) What factors influence people’s personal and social development?

(2) How do personal and social development relate to academic achievement and satisfaction with school?

Tony SopranoLife is unpredictable

Good command of will power

Self-absorbed

Life full of missed opportunities

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Social and Personality Development: Introduction, cont.

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Development of identify and self-concept (I)

Assumptions of Erikson’s Theory of Psychosocial DevelopmentStagesPsychosocial challenge (crisis) opportunities for developmentNegative resolutions = Personality imperfectionsMove through stages, regardless of resolutions

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Development of identify and self-concept (III)

Stage Action + Resolution - Resolution

Trust v. Mistrust (0-1)

Initiative v. Guilt (3-6)

Autonomy v. Shame/

Doubt (1-3)

Trusts develops

Independence fostered by

mastery

Exploratory attitude

Trust, relaxed, optimistic

See life as unpredictable

Good sense and command of their will power

Fear being exposed as inadequate

Clear sense of what they want in life

Self-restrictive and fear of making mistakes

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Development of identify and self-concept (IV)

Stage Action + Resolution - Resolution

Industry v. Inferiority (6-

12)

Intimacy v. Isolation (Young

adulthood)

Identity v. Confusion

(12-18)

Enjoyment of mastery comes through success and recognition

Identity through experimentation

Openness to others

Relish achievement and like to tackle challenge

Feel inadequate, incapable, lack ambition

Know who they are, what their goals are, and where they are going

See conflict in who they are and what they would like to be

Commitment to partnerships and ethics to abide by the commitments

Self-absorbed; identity too fragile to maintain uncertainties in relationships

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Development of identify and self-concept (V)

Stage Action + Resolution - Resolution

Generativity v. Stagnation

(Middle adulthood)

Integrity v. Despair (Old

age)

Concern for next

generation

Acceptance of one’s life

Concern for creation of better world. Focus on service to others

Lack long term-goals; live for short-term gratification

Feel their lives have meaning and significance

View life as filled with missed opportunities

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Erikson: Application (II)-TONY SOPRANO-

(1) Life is unpredictable(1) - resolution of trust v mistrust

(2) Self-absorbed(1) - resolution of intimacy v. isolation

(3) Life is full of missed opportunities(1) - resolution of integrity v. despair

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Preview: Cognitive Development(1) In your opinion, what are some challenges in teaching your

developmental group?(2) To what extent does your content area/concentration require

students to think abstractly, hypothetically, and/or of others?(3) At what age do you think it is appropriate to ask students to

think think abstractly, hypothetically, and/or of others?

Abstractly? Symbolically? 3x = 9 Read Interpreting art, poems?

Hypothetically?If you were living during the Civil War, what would you do… Of others?Empathizing (role play, peer mediation)