Social Emotional Development Personality & Erikson

OverviewCard Q: When I show you the next slide, see if you can explain the relationship between income and social behaviors…and then tell me why. . .

Topics:Personality3 Erikson stages—introductionQuiz 3—last 30 minutes of class—I need a reminder. . .

Readings:Understanding the Personality Big 5Measuring the Big 5 (video)

Relationship of income and positive social behavior of students

25% 50% 100%

Poor

_ _ _ _ Nonpoor

Pos

itive

Soc

ial B

ehav

ior

Income level, % of national median income

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --------------

-1

-.5

0

.5

1

What is the relationship between income and social behaviors? Why is this relationship likely? What should teachers do as a result?

Announcements• Final assignment on Blackboard

– We will work on analysis of data in class next time.– Due Nov 19th—post on Blackboard– Follow assignment directions for typing, font size,

inclusion of headings, etc.– Example of good work posted on Blackboard

• Bonus activity on adolescent development up through Nov 14th

• One more homework: Understanding Families in Poverty (due Nov 26th)

Ell ACTIVITY• Step out in the hall if you have not completed

the activity yet• Common mistake: # 3—consider culture shock,

family disruption, economic worries.• Partial credit: # 7 & 8—must be specific• Group answer: Stage 4: Intermediate Language

Proficiency—must include specific and appropriate ideas (see your group paper at end of class)

• You HAVE TO KNOW: pp Erik Erikson’s stages from preschool age through adolescence (linked to today’s online schedule as well)

• You HAVE TO KNOW—Lawrence Kohlberg’s stages of moral development (later in the unit)

PERSONALITY: THE BIG 5

Point 1: Personality is 50% inherited

Point 2: We inherit varying amounts of 5 consistent “ingredients”

Point 3: Personality is also shaped by experience

In some ways, the apple does not fall far from

the tree. . .

The 5 genetic components of personality (linked to online schedule for today—get it from there)All people have parts of the following:

1. Neuroticism (The degree to which people are temperamental)

2. Extroversion (The degree to which people are outgoing)

3. Openness to experience (ranging from conservative to imaginative)

4. Agreeableness (ranging from good-natured to being irritable)

5. Conscientiousness (how organized and hardworking people are)

ERIK ERIKSON (1902-1994)

Stages of Psychosocial Development (in text, also linked to online schedule)

Important related concepts:Autonomy (early childhood)Self esteem/competence (middle childhood)Identity (adolescence)

Erikson’s Psychosocial Stages

• 8 stages (we will focus on 3—and you need to know these)

• Roughly linked to age periods• Key developmental task for each stage—you have to

know what these are for the 3 stages we cover• Task success determines social/emotional growth• Success at next stage depends on previous stage

success• Early experiences in life very important • See powerpoints on schedule; Global text, 49-53• THIS WILL BE ON THE PRAXIS II

Erikson implications

• Expect some common needs for students of similar ages

• Help students handle the social/emotional challenges they face at their age.

Early Childhood (Preschoolers): Initiative vs Guilt

I want to do that myself!

Hey! Can I try that?

Important challenge: a sense of independence

Social-emotional development, Preschoolers (3-5 years)

• Erikson’s stage for ~4-5 year-olds: Initiative vs Guilt

• Self-image develops, based on opportunities for independence

• Increased emotional vocabulary• Peer interactions increase in number and

quality• Implication: Provide opportunities to do

things independently

Implication: Provide opportunities to do things independently—

Allow students this age to try things for themselves, even if they don’t do it perfectly.

Middle Childhood (Elementary grades): It’s All About Achievement

Call on me! I’m good at this!!!

Industry vs Inferiority

I hope she doesn’t call on me—I

stink at math.

Important challenge: a sense of competence and self-esteem

(Is self-esteem easier to achieve for males or females at this age?)

Social-emotional Development, Middle Childhood

• Developing “best” friends

• Perspective-taking and empathy

• A good time to learn social skills (Ron Clark)

• Achievement is the data source for self-esteem

Self Esteem

I did it! I must be smart.

I must

be

better

at

math

than I

thoug

ht. Repeat after me: The best way to increase self-esteem is to increase achievement. (Not the other way around.)

Adolescence: Identity vs Role Confusion

How do you like me today? Aren’t I just

TOTALLY cool?

Challenge: Understanding who one is, and how one fits into society. (includes vocation, sexual preference, religion, interests, lifestyle, etc.)

Everyone is watching me.

I am invincible

Identity DevelopmentIdentity DevelopmentMarciaMarcia CrossCross

Diffusion (not thinking Diffusion (not thinking about it yet)about it yet)

Foreclosure (accepting Foreclosure (accepting what told)what told)

Moratorium (exploring)Moratorium (exploring)

Identify achievement Identify achievement (makes independent (makes independent choices)choices)

Pre-encounterPre-encounter—accept majority —accept majority views about race.views about race.

EncounterEncounter—encounter racism in —encounter racism in some way.some way.

ImmersionImmersion—seek positive —seek positive information about own race.information about own race.

InternalizationInternalization—see own race —see own race and self as positive.and self as positive.

InternalizationInternalization—lives connected —lives connected to own race, but sees as part of to own race, but sees as part of majority culturemajority culture

Do not take notes—this is on p. 91-92 of text.

Identity and Underrepresented Identity and Underrepresented Group Status: 2 ideasGroup Status: 2 ideas

People form their identity by life People form their identity by life experiences, feedback they receive from experiences, feedback they receive from others about themselves and members others about themselves and members of their group, etc.)of their group, etc.)

1.1. People from underrepresented groups often get People from underrepresented groups often get different “information” about themselves than do different “information” about themselves than do people from mainstream backgroundspeople from mainstream backgrounds

2.2. People from underrepresented groups are more People from underrepresented groups are more attuned to the ways they are “different” from others attuned to the ways they are “different” from others than are mainstream group members. Example: than are mainstream group members. Example: “color blindness.”“color blindness.”

Important to develop healthy Important to develop healthy identity:identity:

• Parental support (authoritative parents)Parental support (authoritative parents)– Give children increased freedom and responsibilitiesGive children increased freedom and responsibilities– Continue Continue parental monitoringparental monitoring, but looser, but looser

• Sense of industry (feelings of competence and Sense of industry (feelings of competence and self-efficacy)self-efficacy)

• Self-reflective future-oriented outlook on their Self-reflective future-oriented outlook on their liveslives

NOTE: Identity achievement is often not fully NOTE: Identity achievement is often not fully accomplished until later college yearsaccomplished until later college years

Analysis of Learning Data

Example 2: PretestSkill Measured By Before Teaching After Teaching

Recognizing all letters in his name

I printed Simon’s name and asked him to name all the letters (first and last name)

Student’s name is Simon Cook

Recognized only S, and C

Could correctly label all 7 letters,

Forming all letters in his name correctly (printing)

I asked Simon to look at my example and copy each letter below (printed, legibility)

Could make S correctly, all other 6

letters were not legible

Could make S, C, o, i. and m. (n and k still not legible)

Writing entire first and last name, printed, legibly

I removed all examples of his name and asked Simon to print his first and last name on the lined (wide-spaced) paper I provided. (I gave Simon a wide, easy-grip pencil to make sure he could handle it with ease.)

Simon could write only first 3 letters of first name, none in

last name.

Simon could print all letters of both names, but some letters were not very legible –he had a lot of trouble with N and K, but they were formed better than when he tried to copy them earlier.)

Note to Dr. Marchel: I repeated the same measures before and after.

In your families:

• What questions should be asked to better understand how well the teaching worked?

• (Each family come up with 2 questions.)

Analysis: Answering the right questions

• What other questions should be asked if several students were taught instead of just one?

Example 2: PretestStudent Total On Task

BehaviorsTotal Off Task

Behaviors

S1 4 2

S2 0 6

S3 3 4

S4 4 4

S5 3 2

S6 4 5

A 2nd teacher wanted to try to teach her students ways to help them concentrate better when reading independently. She gave her students a reading task and observed them for 6 minutes by recording whether they were reading or doing some other thing (off-task) at each 1-minute period she observed.

After collecting this data, she taught them the attention strategies, and repeated the observation.

What patterns do you see in the pretest?

Example 2: Post-testStudent Total On Task

Behaviors before and after teaching

Total Off Task Behaviors before and

after teaching

S1 4/4 2/2

S2 0/3 6/3

S3 3/4 3/2

S4 4/5 2/1

S5 3/2 3/4

S6 4/5 2/1

After teaching them the strategies, the teacher again gave her students a reading task and observed them for 6 minutes by recording whether they were reading or doing some other thing (off-task) at each 1-minute period she observed.

The chart shows both the pre-teaching score and the post-score (second score presented)

What patterns do you see now? Did students learn? Use the analysis questions and explain.

Analysis guidelines

• Every skill taught measured• Measure both before and after to see any

changes• Compare before and after for every student

taught• Look for both strengths in learning and no

change or decreases in learning• Hypothesize why you got the changes you

did

Discussion Triad

• Person one—the power of the “pick” and facilitates the discussion.

• Person two—summarizes main ideas and reports to the class.

• Person three—develops related question to ask large group—also write on piece of paper. (Hand this in to me once you have formulated the question.)

Discussion Triad

• Do you believe teachers should be responsible for teaching social skills to students? Why or why not?

• What do you think is the best way to improve student positive emotional feelings toward school?

• What do you think is the biggest school-based social-emotional issue in schools today? Why do you think that?