THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM

PART 2: PSYCHO-SOCIAL AND MORAL DEVELOPMENTAL THEORY

Michelle Andrus

EDUC335-D1

1. Name and describe the EXPECTED overall psycho-social developmental level of your class according
to Erikson’s theory. Use the LCAS class data set information.

For this assignment I am continuing to analyze the student data pack for the fourth grade. The
data pack that I am looking at is Student Assignment Diagnostics: Grade 4 Class A. The age range for this
grade level would be ages 8-10 years old. This age range puts the students under Erikson’s fourth stage
of psycho-social development: industry versus inferiority.

2. Name and describe the EXPECTED overall moral developmental level of your class according to
Kohlberg’s theory. Use the LCAS class data set information.

As stated before, I am continuing my analysis on Class A of my data pack. Since the age range is
between 8-10 years old, the students will be under the second stage of Kohlberg’s theory of moral
reasoning: market exchange. Students who are 10 will most likely begin to see a change in their moral
reasoning as they begin to transition into the third stage of Kohlberg’s theory: Interpersonal Harmony. (I
included both stages in the chart because half of the class were 10 year olds and it is an important
transition)

3. Using the Table below, describe what can be expected behaviorally from the students in your class
with the predominant psycho-social developmental level. Then describe how that information about
these students should impact your classroom practice in the areas of instruction, assessment, and
classroom management. (As you begin typing in the spaces below the indicators, they will expand to
accept your content.)

Predominant What insight does Erikson’s theory give
(EXPECTED) you about the expected behaviors by
Psycho-Social most of this class
Level in the Class
Students in this stage of psycho social
#4 Industry vs. development enjoy the feeling of
Inferiority success and the achievement of
mastering a skill. Through their
accomplishments, students will gain a
sense of competence. Students also
want to see their success. On the
other hand, if students at this level
continue to fail they will develop a
sense of inferiority.
Implications from Erikson’s theory about
classroom practice (instruction,
assessment, management, etc.)
Students will benefit from challenging
activities that test their ability. Students
that are able to overcoming and defeat
these challenges will gain a sense of
competence. When the students have
achieved a skill or accomplished
something, they want to see their
success being recognized. Therefore,
hanging student work, giving stickers,
and various other ways to recognize
student achievement. To ensure that
students are successful at this stage of
development and do not develop a
sense of inferiority, it is important to
offer assistance to the students and to
 THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM
PART 2: PSYCHO-SOCIAL AND MORAL DEVELOPMENTAL THEORY

give them challenges that are

developmentally accurate.

4. Using the Table below, describe what can be expected regarding decision-making processes from the
students in your at the expected moral developmental level. Then describe how that information about
these students should impact your classroom practice in the areas of instruction, assessment, and
classroom management. (As you begin typing in the spaces below the indicators, they will expand to
accept your content.)

Predominant What insight does Kohlberg’s theory give
(EXPECTED) Moral you about the expected behaviors by
Developmental most of this class
Level in the Class
#2 Fair Market Students in this stage of moral
Exchange reasoning have a goal to seek rewards.
Their question is “What is in it for
me?” Students at this stage are
mastering the skill of obeying the rules
in order to receive some sort of
gratification that will benefit them as
an individual. In addition, students
may only act morally if there is a
benefit for them involved.
#3 Interpersonal Students in this stage of moral
Harmony (10 reasoning have a goal of gaining
year olds) approval or avoiding disapproval when
it comes to their choices. Their
question is “Will it make others happy
with me?” Students in this stage are
becoming more aware of the societal
norms and are seeking acceptance for
their behaviors. Their actions are
based on the opinions of others.
Implications from Kohlberg’s theory about
classroom practice (instruction,
assessment, management, etc.)
Students’ decisions are internally driven
at this stage of moral reasoning. When
deciding how to behave in class, the
student may make their decision based
on if they will gain any reward from it…if
not then the student may act out
because there is nothing beneficial for
them in acting in correspondence to the
rules. Therefore, teachers should
arrange class discipline around a set of
positive praise and rewards. Rather than
recognizing the bad behavior in class,
teachers should recognize students with
good behavior because it will encourage
other students to be well behaved so
that they may be rewarded as well.
Students at this stage of moral
reasoning are seeking approval and
acceptance by others in consideration to
societal norms. Students in this stage
may be persuaded by peer pressure, and
as a teacher it is important to help the
student develop their independence and
ability to reject peer pressure. Students
at this stage will also more likely obey
school rules because they are wanting to
make others happy by their behaviors.