Module 8 Summary

Kohlherg's Stages of Moral Development

Lesson Objectives:

 Explain the stages of moral development.

 Analyze a person's level of moral reasoning based on his responses to moral dilemmas.
 Cite how the theory of moral development can be applied to your work as teacher later on.

Lawrence Kohlberg - An American psychologist best known for his theory of stages of moral development.

- The author of 3-stage theory on how moral reasoning develops.

STAGES AND LEVELS OF MORAL DEVELOPMENT

1. Pre-conventional Morality - is when people follow rules because they don’t want to get in trouble or
they want to get a reward. This level of morality is mostly based on what authority figures tell you to do
rather than what you think is right or wrong.
- > moral reasoning is based on external rewards and punishments
 Stage 1. Obedience and Punishment Orientation - The child/individual is good to avoid being
punished
 Stage 2. Individualism and Exchange - At this stage, children recognize that there is not just
one right view handed down by the authorities
2. Conventional Morality - characterized by accepting social rules and the expectations of others
concerning right and wrong.
 moral reasoning is based on laws and rules
 Stage 3. Good Interpersonal Relationships. - The child/individual is good to be seen as being a
good person by others.
 Stage 4. Law and Order Morality. - The child/individual becomes aware of the wider rules of
society.
3. Post-conventional Morality - characterized by an individual’s understanding of universal ethical
principles.
 Stage 5. Social Contract and Individual Rights - The child/individual becomes aware that while
rules/laws might exist .
 Stage 6. Universal Principles - People at this stage have developed their own set of moral
guidelines, which may or may not fit the law. The principles apply to everyone.
moral reasoning is based on personal moral standards

Sources:
https://sproutsschools.com/kohlbergs-6-stages-of-moral development/#:~:text=Lawrence%20Kohlberg's
%20theory%20claims%20that,imagine%20a%20conflict%20at%20school.
https://en.wikipedia.org/wiki/Heinz_dilemma

https://www.slideshare.net/RavdeepKaur/kohlbergs-moral-development
Module 9 Summary
Lesson Objectives:

 Explain why Vygosky's theory is called "Socio-cultural" theory.

 Differentiate Piaget and Vygotsky's views on cognitive development.
 Explain how scaffolding is useful in teaching a skill

Lev Vygotsky (1934) – Lev Vygotsky was a seminal Russian psychologist best known for his sociocultural
theory. His works has become the foundation of much research and theory in cognitive development, known as
socio-cultural theory.

The theory comprises of concepts such as;

 Culture-specific tools
 Private speech
 Zone of Proximal Development.

The fundamental role of social interaction in the development of cognition (Vygotsky, 1978)

Vygotsky VS. Piaget

Piaget Vygotsky
 More individual in focus  More, social in focus
 Believed that there are universal stages  Did not propose stages but emphasized
of cognitive development on cultural factors in cognitive
development
 Did not give much emphasis on  Stressed the role of language in
language cognitive development
\

Key Factors

o Social Interactions - Piaget's theory was more individual, while Vygotsky was more social.
o Cultural Factors - The crucial role that played on the cognitive development of children.
o Language - Language opens the door for learners to acquire knowledge that others already have.
 Private Speech - is a form of self-talk that guides the child's thinking and action.

Zone of Proximal Development

- Refers to the difference between what a learner can do without help and what he or she can achieve with
guidance and encouragement from a skilled partner.
- Is the gap between the level of actual development.

More Knowledgeable Other (MKO)

- It refers to someone who has a better understanding or a higher ability level than the learner, concerning
a particular task, process, or concept.
- The key to MKOs is that they must have (or be programmed with) more knowledge about the topic
being learned than the learner does.

Scaffolding

- The support or assistance that lets the child accomplish a task he cannot accomplish independently.
- Should involve the judicious assistance given by the adult or peer so that the child can move from the
zone of actual to the zone of proximal development.
- As learners become more proficient, the guidance can be withdrawn. This is called Scaffold and Fade-
Away Technique.
Module 10 Summary
Objectives:

 Describe each of the layers of Bronfenbrenner's Bioecological Model.

 Identify factors in one's own life that exerted influence on one's development.
 Use the bioecological theory as a framework to describe the factors that affect a child and adolescent
development.
Bronfenbrenner's Bioecological Model: Structure of Environment

- Bronfenbrenner's model also known as the Bioecological Systems theory presents child development
within the context of relationship systems that comprise the child's environment.
The microsystem - is the layer nearest the child. It comprises structures which the child directly interacts with. It
includes structures such as one's family, school and neighborhood.

Bronfenbrenner calls these bi-directional influences, and he shows how they occur among all levels of
environment. This is quite similar to what Erikson termed as "mutuality" in his psychosocial theory.

The mesosystem - This layer serves as the connection between the structures of the child's microsystem.

The exosystem - This layer refers to the bigger social system in which the child does not function directly.

The macrosystem - This layer is found in the outermost part in the child's environment

The chronosystem - The chronosystem covers the element of time as it relates to a child's environments

The Role of Schools and Teachers

- This theory helps teachers look into every child's environmental systems in order to understand more
about the characteristics and needs of each child, each learner.

References:
 Child and Adolescent Development Looking at Leamers at Difierent Life stages (Author/s: Brenda B. Corpuz,
Maria Rita D. Lucas, Heidi Grace L. Borabo)
 Vygotsky’s Sociocultural Theory Of Cognitive Development (Saul Mcleod, PhD)
 https://www.simplypsychology.org/vygotsky.html
 https://www.simplypsychology.org/kohlberg.html
 Kohlberg’s Stages Of Moral Development (Saul Mcleod, PhD)
 Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages (Essays
on Moral Development, Volume 2). Harper & Row
 Kohlberg, Lawrence (1981). Essays on Moral Development, Vol l. I: The Philosophy of Moral Development. San
Francisco, CA: Harper & Row. ISBN 0-06-064760-4.


Heinz dilemma
The Heinz dilemma is a frequently used example in many ethics and morality classes. One well-known version of the
dilemma, used in Lawrence Kohlberg's stages of moral development, is stated as follows:[1]
A woman was on her deathbed. There was one drug that the doctors said would save her. It was a form of
radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was
charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose
of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get
together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it
cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I'm going to make money from it.” So
Heinz got desperate and broke into the man's laboratory to steal the drug for his wife. Should Heinz have broken into
the laboratory to steal the drug for his wife? Why or why not?
From a theoretical point of view, it is not important what the participant thinks that Heinz should do. Kohlberg's theory
holds that the justification the participant offers is what is significant, the form of their response. Below are some of many
examples of possible arguments that belong to the six stages:
 Vygotsky’s Zone of Proximal Development and Scaffolding

Scaffolding
To help learners achieve independence, Vygotsky outlined scaffolding as a tool for growth. Learners
complete small, manageable steps in order to reach the goal. Working in collaboration with a skilled
instructor or more knowledgeable peers help students make connections between concepts.

As learners grow within their zone of proximal development and become more confident, they
practice new tasks with the social support that surrounds them. Vygotsky maintains that learning
occurs through purposeful, meaningful interactions with others.

How Vygotsky Impacts Learning

To summarize, Vygotsky’s views on cognitive development can be grouped into four main points,
outlined as follows:

 the relationship between the student and the teacher is central to learning;
 society and culture influence the attitudes and beliefs of a student towards learning and
education;
 language is the primary tool used in the development of learning in children, including the
transfer of sociocultural influences; and
 students benefit greatly in programs that are student-led, as they can use the social interaction
to grow towards their potential level of development.

Curriculum – Learning goals and curriculum outlines should be designed around social interaction
between students and tasks.

Instruction – The idea of scaffolding is the basis of instruction. Students can achieve their learning
potential with guided instruction from their teacher. The teacher constantly reassesses the levels of
achievement of the student and creates the next task as a building block to the goal. As an added
benefit, the student also learns problem-solving skills from performing leveled tasks on their own.

Assessment – Evaluations are catered to each student based on their zone of proximal
development. As teachers strive to see the potential level of cognitive development in all students,
assessments must cover a range of abilities. Some students may achieve a higher level with support
from their teacher than others.

https://educationaltechnology.net/vygotskys-zone-of-proximal-development-and-scaffolding/
 BRONFENBRENNER’S ECOLOGICAL SYSTEM THEORY

Key

Points
Here is a list of key points from Bronfenbrenner's Ecological Model:

1. Human development is shaped by complex interactions between individuals

and their environments.
2. The model consists of five interrelated systems: microsystem, mesosystem,
exosystem, macrosystem, and chronosystem.
3. The microsystem is the immediate environment and relationships that directly
impact an individual, such as family, school, and peer group.
4. The mesosystem comprises the connections and interactions between
different microsystems, such as the relationship between a child's family and
their school.
5. The exosystem includes external environmental factors that indirectly
influence an individual's development, such as parental workplace policies or
community resources.
6. The macrosystem encompasses the broader cultural and societal forces that
shape an individual's development, including beliefs, values, and customs.
7. The chronosystem considers the role of time in shaping development,
including both personal life events and broader historical events.
8. Bronfenbrenner's model emphasizes the importance of considering multiple
levels of influence on development, acknowledging that no single factor can
fully explain individual differences.
9. The ecological model has been widely adopted in fields such as education,
child and family policy, and cross-cultural research, offering a comprehensive
framework for understanding the complex factors that shape human
development.

https://www.structural-learning.com/post/bronfenbrenners-ecological-
model#:~:text=Human%20development%20is%20shaped%20by,exosystem%2C
%20macrosystem%2C%20and%20chronosystem.