Social and Moral Development Case Study

1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why?

I think the most effective way to teach social skills is demonstrated by the first example where the outgoing child asks the more reserved child to play. I think this is the most important because it is working with two different type of students. One child is very social and does not get intimidated or scared to ask another child to do something. The other child is shy and is nervous about what others think of him or her. With the more outgoing child asking the reserved child to play, it will give them more confidence that someone does like them. This situation is similar to working with children in the classroom. As teachers, we often place the more advanced students with the less advanced due to getting the assignment done and learning from the other person, overcoming fear, having the motivation to succeed, and developing a friend. They work together well because they are there to help each other. They also learn well from each other because each has something different to offer.

2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development?

Children connect well with storybooks because they can visually see what is happening. They see the different situations and they see the ending result. They are also entertained and involved in the storybook because it is enjoyable and fun. Children's literature would help resolve a child's problem with Trust v. Mistrust. In the story they see how a child may be feeling and at first they may mistrust the situation or the person. The children can recall and connect their past experiences as well as their feelings at the moment. As they continue to read the story, they can see the steps the character in the book took to overcome mistrust. They realized in order to trust, the environment must be safe and that their needs will be supported by others. Children learn by observing others. In a way the character in the book is like a real person. The child observes what is normal and what is the best way to go throughout life. They notice by trusting people, they can succeed and they will be able to accomplish tasks. If they do not trust, they will digress and their progression in class, or the in situation, will be limited.

3. How might children's literature help them develop moral reasoning?

Children's literature helps them develop moral reasoning by using question and answers on what moral reasoning is. A good example of this would occur after reading a story to the class. The teacher would then have a discussion with her students and ask them how they felt throughout the story. They would also bring to attention important situations such as cheating in school, lying, stealing and ask them what is the right thing to do. The teacher recognizes what the character in the book did and then asks her students if that was the right thing to do or was there another way this could have been handled. The teacher is helping her students develop moral reasoning by helping them identify what is right and wrong. After seeing the situation and answering the question, the students then take what they have learned into real life and practice what they have learned.

4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential cognitive, social, and moral advantages of this strategy? Incorporate ideas from Chapters 3 and 4 in your response.

This is a great strategy because it brings in an account of a real life experience. Although the story may not be true, it does happen frequently to children in school. The children in the class can relate to Mr. Stone's daughter and can see what they can do to change the way they are feeling. As they discuss this subject they grow a bond that connects them as a class as well as friends. They are able to answer the questions honestly and those that are shy or scared are able to connect and recognize what it is the other students in the class expect or what they believe. Everybody in the class feels included and important and that is one of the most important skills to develop in a classroom. The potential cognitive advantages are the children are able to process the problem and think of the conclusions. They are able to think about what it is other students want or feel and in return are able to fix the situation. The advantages of social is the children see what it is that their other classmates do not accept. For example, Liam is too much of a bully and is does not have many, if any, friends. The teachers connected this to the letter they read to the students. They point everybody is working on something. They mention that Liam is working on how to make friends. This letter was a good stepping stone for the children to recognize that Liam wants to belong and have friends as well as gives Liam an opportunity to socially connect with his fellow classmates. Some moral advantages are the students can see bullying is not right. They are also seeing that belonging is something everybody wants. This strategy allows the students to see that although another student may have problems with socially connecting with others, doesn't mean that they do not have the tendencies to do good. They see that morally being rude is wrong but they also realize that that person may be working on their problem. All of these examples show Erickson's theories. People do go through different stages in life and we all have the same goal in the end.