KOHLBERG'S STAGES OF

MORAL DEVELOPMENT

□ Like Piaget, he believed that

children form ways of thinking
through their experiences.
□ Kohlberg utilized moral
dilemmas ( Kohlberg Dilemmas)
□ Kolhberg identified six stages
of moral reasoning grouped into
three major levels ;
> Preconventional Level 》
based on consequence/result of
the act.
● Stage 1 》 Punishment /
Obedience – one is motivated by
fear of punishment.
● Stage 2 》 Mutual Benefit –
One is motivated to act by the
benefit that one may obtain later.
> Conventional 》 based on the
convetions or norms of society.
● Stage 3 》 Social Approval
– One is motivated by what
others expect in
behavior – good boy or good girl
> Post - Conventional 》 based
on enduring and consistent
principles.
● Stage 4 》 Law and Order –
one is motivated to act in order to
uphold law and order.
● Stage 5 》 Social Contract –
one will act based on social
justice and the common good
● Stage 6 》 Universal
Principles – associated with the
development of one's
conscience.

MODULE 9 : Vygotsky's Socio-

Cultural Theory

□ Social Interaction
 》 Piaget's theory was more
individual, while Vygotsky was
more social.
□ Cultural Factors
》 Piaget believed that as the
child
develops and matures, he goes
through universal stages of
cognitive development that
allows him to move from simple
exploration with senses and
muscles to complex reasoning.
Vygostky looked into the wide
rangeof experiences that a
culture will give to a child.
》 Language – opens the
door for learners to acquire
knowledge that they already
have.
● Private Speech is a
form of self-talk that guides the
child's thinking and action.

ZONE OF PROXIMAL
DEVELOPMENT
> More knowledgeable other
(MKO), competent adult or a
more advanced peer, the child
can perform at a higher level of
competency.
> Scaffolding >》support or
assistance
that lets the child accomplish a
task he cannot accomolish
independently.
> Scaffold and fade-away
technique – able to complete
tasks on their own that they
couldn't initially do without
assistance.

MODULE 10 :
BRONFRENNER's ECOLOGIAL
THEORY

Bioecological System Theory

presents child development
within the context of relationship
systems that comprise the child's
environment.
The term "Bioecological" points
out that a child's own biological
make-up impacts as a key factor
in one's development.

Bronfrenner's Bioecological
Model : Structure of Environment
□ The Microsystem 》layer
nearest the child. It comprises
structures which the child directly
interacts with.
Bi-directional influences 》
child is affected by the behavior
and beliefs of the parents,
however, the child also affects
the behavior and beliefs of the
parents.

□ The Mesosystem 》 the layer

serves as the connection
between the structures of the
child's microsystem

□ The Exosystem 》 bigger

social systemin which the child
does not function directly

□ The Macrosystem 》 This layer

is found
im the outermost part in the
child's environment. It includes
the cultural
values, customs, and laws.

□ The Chronosystem 》 covers

the element of timeas it relates to
a child's environment. This
involves patterns of stability
and change in the child's life.