UNGRIA, UNALYN D.

                  BEED 1-A                              November 30, 2020

Discuss the following.

1.  Look back and recall your childhood (1-5 years old).

-          I was born in San Luis, Antipolo City on November 27, 2001. I grew up there,
but until when I become 6 years old, we transferred here in Negros. Although I am
still little child, what is Antipolo look like and its picture was still on my mind, alive.
It is not the city we have right now. Way back then, it has still a lot of trees,
especially the tree of Ceiba Pentandra or in our term in is “doldol tree”. My mom
used to collect its fruit to make pillows and I remembered that I used to help her. My
father was the head security of a factory where he is stable. Every Time he arrived at
our home, he used to bring a bucket of fried chicken from Jollibee and spaghetti
which is my favourite. Every afternoon, after we sleep, my Mom used to buy us
“Taho”, it was so delicious and it became my favourite snacks. After we ate our
snacks, me, my older brother and sister used to play outside with our childhood
friends wherein we used to slide in the road way down and how ironic that sometimes
we have some playmates that got accident. I remembered that our City Mayor scolded
our parents because the road got slippery because of the candles we are using on our
board to make it run faster. On the other hand, me and my older sister used to went in
their school to play and get some fruits of Aratilis. I remembered that everytime she
went to school, I cried because I want to be with her. One day she brought me in her
school. I just sit there until their dismissal. Another thing I remembered is that my
Ninang Dory always brought me in their house and used to serve me food. I still
remember that her younger daughter always got jealous to me.  I think these
memories of mine in San Luis was just so short but very unforgettable. I hope
someday, I could comeback there to reminisce the memories we’ve made.

·         As a child, who is/are my childhood playmates?

-          I have a lot of childhood playmates. There are Airine (Bebing), Kyla, Totoy,
Toto, Vincent, Jello, and many others. We used to play “tsakay, tagu-taguan, langit-
lupa, tumbang preso, patintero, sticker, jolens, balay-balay,etc.” We also used to get
“indian mango, tar-apple, santol, aratilis, sampalok, and garangan”. When the rain
comes,we take a bath there. Enjoying every raindrop that touches our body. Climbing
in the trees and sometimes we got into accidents but those scars we got are signs of
our amazing childhood. In a circle of friends, it’s unavoided not to quarrel, especially
in little children, but after a moment, it will be alright again and it seems like nothing
happens and we experience that. Reminiscing those childhood memories made me
craved to be a little child again. No worries, no stress, just an innocent one who wants
 to play all day. Being a little child is just once in a lifetime, that’s why I am so glad
that I really enjoyed my childhood days and I will bring those memories until I grow
old. Until now, we’re still friends although some of them had their own children,
some are living in other places, etc… but, still our friendship continues. They are one
of the best people in my life that I have built with best memories that are worth
unforgetting.

ELEMENTARY DAYS

·         During elementary days, who is/are the teacher/s I cannot forget? Why?

-          I think my elementary teachers that I can’t forget are Mrs. Sun, my grade 5
adviser, became my motivator that time to go to school despite poverty. She always
gives me compliments that boosts my self-confidence. Next, is Mrs. Nelen Bayabado,
our home economics teacher, who is always commanding me to buy something for
H.E. and always giving me food. Next, is Mrs. Elizabeth Lirazan, our Principal
because when I was in Grade 6, I was designated to clean the principal’s office that’s
why we became close. Next, is Mr. Curaza, he is always motivating me and the one
who believes in me. He always encourages me to be confident. I remembered that
when I was in grade 6, I was supposed to be section 1, but then, I don’t want to
because I am shy and that time, I thought I am not belong to be with those rich or
classy students because I am just poor, but Mr. Curaza told me, while he is discussing
to us that I am deserving to be part of section 1 because I can compete to them in
academics and he said that no doubt if one day I will be a honor student. Those words
he said are still in my mind and my heart flattered at that moment, I did it as a
motivation to be a better version of myself. Last but definitely not the least, Mrs.
Melba Cordero. She was my Grade 4 student but we only became closer when I was
in grade 6 because she adapted me and the one who sent me to school from grade 6
until now. She’s so strict in school and most of the students were afraid of her but her
attitude was so different in our house. She is so mother to me and treated me as her
real daughter. I am so blessed that I met her because without her I don’t think I can
pursue college. She became my second mother and she is the one who motivates me
to study Teacher Education. I want to express my sense of gratitude to these amazing
teachers that become a big part of my life. Thank you, Teachers!

HIGH SCHOOL LIFE

·         Big news or good news for you up to this time.

 -          I think the most unforgettable good news I got in my high school days is that
when I became a high honor when I was in grade 12. Month of October 2019, we are
practicing for our mass dance in St, Michael Academy for the Area meet. We took a
break and I was shocked when some of the faculty and staff of our school
congratulated me and told me that I am the only and the first one that became a with
high honor since the first batch of Senior high School graduates. I am so happy that
time because finally my hard work has borne fruit and it tastes so sweet. I had
maintained it until finals and graduated as 1 honor, best in research awardee, best in
st

Physical Science, and best in Community Engagement, Student Catechist Awardee,

and a conduct awardee. I got emotional that time because remembering all the
sleepless nights doing my outputs, requirements and research papers, finally, I
whispered “Mission Accomplished”. Although we don’t have graduation ceremony,
but, seeing my name in a graduation book with those titles was really worth it. I had
prayed so hard that I am thankful to our Almighty God for answering my prayers.

·         Family Experience (the serious one) and the unforgettable lessons that you learned.

-          I had a lot of family problems that I encountered and thank God, I and my family
strive for them because we are together through thick and thin. I think the most
serious one we experienced was when me, my older sister and my younger sister got
scorched because of the gas stove tank that blew up in our neighbourhood. That night,
they opened and were supposed to sell in a junk shop not knowing that it was still
almost full and when it got opened, its gas spread in our backyard and my father is
currently cooking for our dinner so the chemicals reached the fire and the tragedy
began. My younger and older sisters are second-degree burned, while I got first-
degree. My mother was in Bataan at that time working as a house maid so it was hard
for my dad to take care of all of us. I burst in tears seeing my sisters suffering with
their wounds. My father was so devastated that time and all I can do is to cry. When
we called my mother, she cried. Almost a month that we stayed in a Hospital and I
felt pity for my father who’s spent sleepless nights taking care of us, while my
grandmother was the one who took care of my other siblings in our house. We are
poor and my dad was so problematic about where he can get to pay our bills and buy
our medicines but God is good all the time. He never neglected us. Many people help
us and give donations and the people who cause that accident are the responsible for
our hospital bill. That incident was so tragic and remembering those happenings right
now, makes me sad at the same time happy because despite it, we still found
ourselves standing firm and continuing our life according to God’s will. I believe that
everything happens for a reason and behind the dark clouds, there’s a sun shining
brighter, so just TRUST THE PROCESS and keep on FIGHTING.

2.      Differentiate Plaget’s and Vygotsky’s view of cognitive development.

 
 -          Jean Piaget's theory of cognitive development described and explained the
changes in logical thinking of children and adolescents. Piaget proposed that children
proceed through four stages based on maturation and experience.
 
Piaget's theory is guided by assumptions of how learners interact with their
environment and how they integrate new knowledge and information into existing
knowledge. Briefly, he proposed that:

1. children are active learners who construct knowledge from their environments
2. they learn through assimilation and accommodation, and complex cognitive development
occurs through equilibration
3. the interaction with physical and social environments is key for cognitive development
4. Development occurs in stages.

While….
Lev Vygotsky's theory of cognitive development, referred to as his cultural-
historical theory, focused on the role of culture and social interactions. Vygotsky maintained
that speech is a major psychological tool in the child's development of thinking. As children age
and develop, their basic speech becomes more complex.
Vygotksy's theory is guided by six major assumptions:

1. Children develop through informal and formal conversations with adults.

2. The first few years of life are critical for development, as this is where thought and
language become increasingly independent.
3. Complex mental activities begin as basic social activities.
4. Children can perform more difficult tasks with the help of a more advanced individual.
5. Tasks that are challenging promote cognitive development growth.
6. Play is important and allows children to stretch themselves cognitively.

 
3.  What is Scaffolding according to Vygotsky?

-          Instructional scaffolding, also known as "Vygotsky scaffolding" or just

"scaffolding," is a teaching method that helps students learn more by working
with a teacher or a more advanced student to achieve their learning goals.
 
The theory behind instructional scaffolding is that, compared to learning
independently, students learn more when collaborating with others who have a wider
range of skills and knowledge than the student currently does. These instructors or
peers are the "scaffolding" who help the student expand her learning boundaries and
learn more than she would be able to on her own.
 
Vygotsky scaffolding is part of the education concept "zone of proximal
development" or ZPD. The ZPD is the set of skills or knowledge a student can't do
on her own but can do with the help or guidance of someone else. It's the skill level
just above where the student currently is.
 
 ZPD is often depicted as a series of concentric circles. The smallest circle is the set of
skills a student can learn on her own, without any help. Next is the ZPD, or skills a
student wouldn't be able to do on her own, but can do with a teacher or peer
helping her. Beyond that are skills the student can't do yet, even with help.

 
4.      Lawrence Kohlberg (Cite about their theory of moral development)

-          Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean

Piaget to explain the moral development of children. Kohlberg believed that moral
development, like cognitive development, follows a series of stages. He used the
idea of moral dilemmas—stories that present conflicting ideas about two moral values
—to teach 10 to 16 year-old boys about morality and values. The best known moral
dilemma created by Kohlberg is the “Heinz” dilemma, which discusses the idea of
obeying the law versus saving a life. Kohlberg emphasized that it is the way an
individual reasons about a dilemma that determines positive moral development.
After presenting people with various moral dilemmas, Kohlberg reviewed people’s
responses and placed them in different stages of moral reasoning. According to
Kohlberg, an individual progresses from the capacity for pre-conventional morality
(before age 9) to the capacity for conventional morality (early adolescence), and
toward attaining post-conventional morality (once Piaget’s idea of formal operational
thought is attained), which only a few fully achieve. Each level of morality contains
two stages, which provide the basis for moral development in various contexts.
Kohlberg defined three levels of moral development: preconventional, conventional,
and postconventional. Each level has two distinct stages.
 

Level 1: Preconventional
Throughout the preconventional level, a child’s sense of morality is externally controlled.
Children accept and believe the rules of authority figures, such as parents and teachers.  A child
with pre-conventional morality has not yet adopted or internalized society’s conventions
regarding what is right or wrong, but instead focuses largely on external consequences that
certain actions may bring.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an
action is perceived as morally wrong because the perpetrator is punished; the worse the
punishment for the act is, the more “bad” the act is perceived to be.
Stage 2: Instrumental Orientation
Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined by
whatever the individual believes to be in their best interest. Stage two reasoning shows a limited
interest in the needs of others, only to the point where it might further the individual’s own
interests. As a result, concern for others is not based on loyalty or intrinsic respect, but rather a
“you scratch my back, and I’ll scratch yours” mentality. An example would be when a child is
asked by his parents to do a chore. The child asks “what’s in it for me?” and the parents offer the
child an incentive by giving him an allowance.
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal and societal
relationships. Children continue to accept the rules of authority figures, but this is now due to
their belief that this is necessary to ensure positive relationships and societal order. Adherence to
rules and conventions is somewhat rigid during these stages, and a rule’s appropriateness or
fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis
is placed on good behavior and people being “nice” to others.
Stage 4: Law-and-Order Orientation
In stage 4, the child blindly accepts rules and convention because of their importance in
maintaining a functioning society. Rules are seen as being the same for everyone, and obeying
rules by doing what one is “supposed” to do is seen as valuable and important. Moral reasoning
in stage four is beyond the need for individual approval exhibited in stage three. If one person
violates a law, perhaps everyone would—thus there is an obligation and a duty to uphold laws
and rules. Most active members of society remain at stage four, where morality is still
predominantly dictated by an outside force.
Level 3: Postconventional
Throughout the postconventional level, a person’s sense of morality is defined in terms of more
abstract principles and values. People now believe that some laws are unjust and should be
changed or eliminated. This level is marked by a growing realization that individuals are separate
entities from society and that individuals may disobey rules inconsistent with their own
principles. Post-conventional moralists live by their own ethical principles—principles that
typically include such basic human rights as life, liberty, and justice—and view rules as useful
but changeable mechanisms, rather than absolute dictates that must be obeyed without question.
Because post-conventional individuals elevate their own moral evaluation of a situation over
social conventions, their behavior, especially at stage six, can sometimes be confused with that
of those at the pre-conventional level. Some theorists have speculated that many people may
never reach this level of abstract moral reasoning.
Stage 5: Social-Contract Orientation
In stage 5, the world is viewed as holding different opinions, rights, and values. Such
perspectives should be mutually respected as unique to each person or community. Laws are
regarded as social contracts rather than rigid edicts. Those that do not promote the general
welfare should be changed when necessary to meet the greatest good for the greatest number of
people. This is achieved through majority decision and inevitable compromise. Democratic
government is theoretically based on stage five reasoning.
Stage 6: Universal-Ethical-Principal Orientation
In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles.
Generally, the chosen principles are abstract rather than concrete and focus on ideas such as
equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a
commitment to justice carries with it an obligation to disobey unjust laws. People choose the
ethical principles they want to follow, and if they violate those principles, they feel guilty. In this
way, the individual acts because it is morally right to do so (and not because he or she wants to
avoid punishment), it is in their best interest, it is expected, it is legal, or it is previously agreed
upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individuals
who consistently operated at that level.
 
 5.  Erikson’s Theory (How Erickson’s theory can be useful to you as a future
teacher?)

-          As a future teacher, Erikson’s theory is so useful because it helps me to

understand more the psychosocial development of every individual. Studying
psychosocial development was such a great stepping stone to understand the
behaviours of my future students, how the behavior is affecting the students, the
teacher and the aggressive child, and what is causing the behavior. Educators
should communicate with students in their classroom to find out how the behavior is
making them feel so that they can explain the student with the behavior problem and
how he is making others feel. Sometimes explaining the consequences of an action
will make a student realize the seriousness of his behavior. I could give them the
opportunity to make choices and act upon those choices. Because the crisis of
initiative vs. guilt determines whether a child learns to plan activities on her own or
comes to associate self-directed behaviour with punishment, she must have the
opportunity to make decisions. Provide a portion of the day when children can
choose their own activities. Have a classroom library where children can pick their
own books during reading time. This allows children the opportunity to learn how to
make decisions for themselves. Break instruction and activities down into small
steps. This makes it easier for children to succeed and encourages them to take
risks. Without this framework, children may become frustrated by activities and
sense that they are doomed to complete them poorly. Therefore I conclude that
Erikson’s theory is so useful and important for a future educator like me.

·         Discuss or choose 2 stages out of 8 stages of life or psychosocial

development.
Trust vs Mistrust

-          This stage begins at birth and lasts through around one year of age.

The infant develops a sense of trust when interactions provide reliability, care, and affection. A
lack of this will lead to mistrust.
 
 
 
 
Autonomy vs Doubt
-          This stage occurs between the ages of 18 months to approximately age two to
three years. The infant develops a sense of personal control over physical skills and a
sense of independence. Erikson states it is critical that parents allow their children to
explore the limits of their abilities within an encouraging environment which is
tolerant of failure. Success leads to feelings of autonomy, failure results in feelings of
shame and doubt.
 REFERENCES

 https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-
stages-of-moral-development/#:~:text=Lawrence%20Kohlberg%20expanded%20on
%20the,level%20has%20two%20distinct%20stages.
 https://www.simplypsychology.org/Erik-Erikson.html