Mirante, Genevieve Mae A.

BSEDMT 2-1

ASYNCHRONOUS ACTIVITY # 1

1. Research about the following:

A. Erik Erikson's Stages of Psychosocial Development

 Trust vs. Mistrust

Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial
development. This stage begins at birth continues to approximately 18 months of
age. During this stage, the infant is uncertain about the world in which they live,
and looks towards their primary caregiver for stability and consistency of care.
Autonomy vs. Shame and Doubt
Autonomy versus shame and doubt is the second stage of Erik Erikson's
stages of psychosocial development. This stage occurs between the ages of 18
months to approximately 3 years. According to Erikson, children at this stage are
focused on developing a sense of personal control over physical skills and a
sense of independence.

Initiative vs. Guilt

Initiative versus guilt is the third stage of Erik Erikson's theory of
psychosocial development. During the initiative versus guilt stage, children assert
themselves more frequently through directing play and other social interaction.

Industry vs. Inferiority

Erikson's fourth psychosocial crisis, involving industry (competence) vs.
Inferiority occurs during childhood between the ages of five and twelve. Children
are at the stage where they will be learning to read and write, to do sums, to do
things on their own. Teachers begin to take an important role in the child’s life as
they teach the child specific skills.

Identity vs. Role Confusion

The fifth stage of Erik Erikson's theory of psychosocial development is
identity vs. role confusion, and it occurs during adolescence, from about 12-18
years. During this stage, adolescents search for a sense of self and personal
identity, through an intense exploration of personal values, beliefs, and goals.
During adolescence, the transition from childhood to adulthood is most
important. Children are becoming more independent, and begin to look at the
future in terms of career, relationships, families, housing, etc. The individual wants
to belong to a society and fit in.

Intimacy vs. Isolation

Intimacy versus isolation is the sixth stage of Erik Erikson's theory of
psychosocial development. This stage takes place during young adulthood
between the ages of approximately 18 to 40 yrs. During this stage, the major
conflict centers on forming intimate, loving relationships with other people.
Generativity vs. Stagnation
Generativity versus stagnation is the seventh of eight stages of Erik
Erikson's theory of psychosocial development. This stage takes place during
during middle adulthood (ages 40 to 65 yrs).

Ego Integrity vs. Despair

Ego integrity versus despair is the eighth and final stage of Erik Erikson’s
stage theory of psychosocial development. This stage begins at approximately
age 65 and ends at death. It is during this time that we contemplate our
accomplishments and can develop integrity if we see ourselves as leading a
successful life.

Mcleod, S. (2018, May 3). Erik Erikson’s Stages of Psychosocial Development. https://www.simplypsychology.org/Erik-

Erikson.html

According to Erik Erikson's thesis, an individual develops a good or

negative attitude at each stage of life. We either succeed or fail during our
developmental phases. Whether or not we are prepared for each level, it will
come to us. You might consider of the stages as learning stages when crises arise.
We are only successful if we have learnt from prior crises. Because of the
development process, you cannot skip a step and go on to the next. The way we
choose to advance through each stage of life determines the result of our lives.
Erikson had a unique way of defining each stage of life that we must all pass
through.
 B. Kohlberg's Stages of Moral Development

Stage 1: Obedience and Punishment

At stage one, we make moral judgments based on obedience and
punishment. Finn’s sense of good and bad is directly linked to whether he gets
punished or not. Finn sees what is happening to his friend and wants to help. He
doesn’t, however, because he is afraid the teacher may punish him if he gets
caught fighting. He asks himself; how can I avoid punishment?
Stage 2: Self-Interest
At stage two, we are motivated by self-interest. Mary decides to intervene
and help Tom. She knows that she might get punished, but she also knows that
she could become a victim herself, someday. If she helps Tom now, he might help
her in the future. She is asking herself: What’s in it for me?

Stage 3: Interpersonal Accord and Conformity

At stage three, interpersonal accord and conformity guide our moral
judgments. Betty sees the fight and wants to intervene, but when she realizes that
all the others are just watching, she decides not to get involved. She wants others
to see that she is a good girl, who is conforming with the ethics of the
community. She asks herself: What do others think of me?

Stage 4: Authority and Maintaining Social Order

At stage four, we value authority and want to maintain social-order. When
the teacher sees the group fighting, he immediately steps in and shouts: “Stop,
fighting at school is forbidden!”. He feels that, above all, it is important to follow
the rules, otherwise chaos breaks out and that it is his duty to uphold the rules
that sustain a functioning society. The teacher at that moment asks himself: How
can I maintain law and order?

Stage 5: Social Contract

At stage five, we understand rules as a social contract as opposed to a
strict order. Jessy, who watches from afar, is not sure how she feels about this. To
her, rules make sense only if they serve the right purpose. Obviously, the school
rules prohibit fighting, but maybe Tom deserves to finally learn his lesson. Just
yesterday he punched a young girl from grade one. She asks herself: Does a rule
truly serve all members of the community? 
Stage 6: Universal Ethical Principles
At stage six, we are guided by universal ethical principles. All those
involved now have to face the headmaster. He first explains the school rules, and
why they exist. He then clarifies that rules are valid only if they are grounded in
justice. The commitment to justice carries with it an obligation to disobey unjust
rules. The headmaster’s highest moral principle is compassion. He believes that
all people should learn to understand each other’s viewpoints and that they don’t
feel alone with their feelings. He asks: What are the abstract ethical principles that
serve my understandings of justice?

Kohlberg’s 6 Stages of Moral Development – Sprouts — Free Videos for Schools and Learning. (n.d.). G.

https://sproutsschools.com/kohlbergs-6-stages-of-moral-development/

2. Discuss in your own understanding of the following stages of

development.
Erik Erikson's Stages of Psychosocial Development

According to Erik Erikson's thesis, an individual develops a good or

negative attitude at each stage of life. We either succeed or fail during our
developmental phases. Whether or not we are prepared for each level, it will
come to us. You might consider of the stages as learning stages when crises arise.
We are only successful if we have learnt from prior crises. Because of the
development process, you cannot skip a step and go on to the next. The way we
choose to advance through each stage of life determines the result of our lives.
Erikson had a unique way of defining each stage of life that we must all pass
through.

Kohlberg's Stages of Moral Development

The first level of moral reasoning is that which is commonly encountered in

elementary school. People behave according to socially accepted norms because
they are taught to do so by some authority person in the first step of this level
(e.g., parent or teacher). The threat or application of punishment is used to
induce obedience. This level's second stage is marked by the belief that ethical
action entails behaving in one's own best interests.

The second level of moral reasoning is that which is often seen in society,
therefore the term "conventional." The initial step of this level (stage 3) is
characterized by an attitude that wants to please others. The second stage
focuses on following the law and fulfilling one's responsibilities.

Kohlberg believes that the majority of individuals do not reach the third
stage of moral thought. Its initial level (stage 5) is a recognition of social
reciprocity and genuine concern for the well-being of others. The last step (stage
6) is based on individual conscience and respect for universal principles. While
Kohlberg was convinced that Stage 6 existed and had some candidates for it, he
was never able to gather enough people to define it, let alone track their
longitudinal development toward it.

Individuals could only move through these levels one at a time, according
to Kohlberg. That is, they were unable to "jump" between phases. They couldn't
get from a selfish orientation to the law-and-order stage without passing through
the good boy/girl stage, for example. They could only comprehend a moral logic
that was one level higher than their own. As a result, according to Kohlberg, it
was critical to give moral difficulties for debate in order to help them grasp the
logic of a "higher stage" morality and stimulate their growth in that direction.
Kohlberg's moral conversation approach is the subject of the last comment. He
regarded this as one of the ways that formal education might help with moral
growth. Kohlberg, like Piaget, felt that the majority of moral growth happens
through social contact. The discussion method is based on the understanding
that people gain as a consequence of cognitive difficulties they are experiencing
at the time.
 3. How can these theories be applied in the classroom. Give
example. 

Erik Erikson's Stages of Psychosocial Development

 Establish a classroom library so students can choose their own books

to read during reading time. This teaches youngsters how to make
their own decisions. Break down instructions and tasks into little
chunks. This facilitates success for youngsters and encourages them
to take chances.

Kohlberg's Stages of Moral Development

 Plan group projects in which students collaborate to better

comprehend the material rather than sitting back and listening to
the teacher lecture. Group activities promote participation. Students
take full responsibility for their learning, making it easier to stick to
the classroom aim of educational enrichment. Kohlberg's fifth
morality stage, keeping a social contract, is supported by
collaborative learning.
 Make time for role play, whether it's for a specific lesson or as a
problem-solving technique. Students obtain a better knowledge of
what is going on by acting or viewing situations through the
perspective of others. This enables them to make judgments based
on the group's commitment rather than their own. Similarly, they
have progressed to Kohlberg's sixth stage, in which all of society's
requirements must be considered. A short performance or scenario
in the classroom might help students focus on ensuring that
everyone is active and interested in learning.