Unit IV

Theoretical Perspectives on
the Learner’s Socio-
Emotional Development
Bronfenbrenner’s
Ecological Theory
 Bioecological Model: Structure of Environment
 Bioecological Systems theory by Urie Bronfenbrenner
presents child development within the context of relationship
systems that comprise the child’s environment.

 A paradigm showing the different factors that exert influence

on a person’s development
 Activity: Think-Pair-Share

1.
2.
3.
4.
Bioecological Model: Structure of Environment
The Microsystem
The layer nearest to the child. It comprises
structures which the child directly interacts
with e.g. family, school, and neighborhood.
The Mesosystem
The layer serves as the connection between the
structures of the child’s microsystem e.g. the
mesosystem will include the interaction between
the parents and teachers, or parents and health
services or the community and the church
The Exosystem
The layer refers to the bigger social system
in which the child does not function
directly. This includes the city government,
the workplace, and the mass media.
 The Macrosystem
This layer is found in the outermost part in
the child’s environment. The macrosystem
includes the cultural values, customs, and
laws.
The Chronosystem
It covers the element of time as it relates to a
child’s environments. This involves “patterns of
stability and change” in the child’s life.
 The Role of Schools and Teachers
Bronfenbrenner concluded:

“the instability and unpredictability of family life is the most

destructive force to a child’s development.”

According to bioecological theory, “if the relationships in the

immediate microsystem break down, the child will not have the
tools to explore other parts of his environment.”
The important role of the school and the teachers
according to Bronfenbrenner’s theory:
• the theory helps the teachers look into the child’s
environmental systems and understand more about
the characteristics and needs of the child.
• Schools and teachers’ crucial role is not to replace
the lack in the home but to work so that the school
becomes an environment that welcomes and
nurtures families.
Piaget’s Moral
Development
Theory
Moral development
 It involves the development of thoughts,
feelings, and behaviors regarding rules and
conventions about what people should do in
their interactions with other people.
 Two Stages of Morality
 Heteronomous Morality- children think of justice and rules as
unchangeable properties of the world, removed from the
control of people


immanent justice, the concept that if a rule is broken, punishment

will be meted out immediately
 Two Stages of Morality
Heteronomous Morality
 The heteronomous thinker also believes that rules are
unchangeable and are
handed down by all-powerful authorities.
 Example: When Piaget suggested to young children
that they use new rules in a game of marbles, they resisted.
 Two Stages of Morality
7 to 10 years of age- transition
Autonomous morality
 10 years of age and older

 They become aware that rules and laws

are created by people

 In judging an action they consider the

actor’s intentions as well as the
consequences
 How do these changes in moral reasoning occur?

 Changes come about through the mutual give-and-take of

peer relations

 Parent-child relations, in which parents have the power and

children do not, are less likely to advance moral reasoning,
because rules are often handed down in an authoritarian
way
Kohlberg’s Stages of
Moral Development
 • Individuals exercise the ability to use moral
Introduction
reasoning when confronted by situations
where they need to make moral decisions.
• Lawrence Kohlberg was interested in
studying the development of moral
reasoning which is related to our ability to
choose right from wrong.
 Activity



Compare your responses provided below. Which of
these responses is your answer most similar?


Compare your responses provided below. Which of
these responses is your answer most similar?


Compare your responses provided below. Which of
these responses is your answer most similar?


Compare your responses provided below. Which of
these responses is your answer most similar?





Compare your responses provided below. Which of
these responses is your answer most similar?





Compare your responses provided below. Which of
these responses is your answer most similar?


In what level of moral development did your
response to the dilemma fall? Share what
this shows about your moral reasoning in the
moral dilemma.
 Kohlberg’s Theory of Moral Development



 Level Stage Description
Pre-conventional Level (3-7 years) 1 Avoiding Punishment

Moral reasoning is based on the

One is motivated by fear of
consequence/result of the act, not
punishment. He will act in
on whether the act itself is good
or bad order to avoid punishment
2 Self-interest

One is motivated to act by

the benefit that one may
obtain later. “You scratch my
back, I’ll scratch yours.”
 Level
Conventional (8-13 years
onwards)
Moral Reasoning is based on the
conventions or “norms” of
society. This may include
approval of others, law and
order
Stage Description
3 Social approval
One is motivated by what others
expect in behavior-good boy,
good girl. The person acts
because he/she values how
he/she will appear to others.
He/she gives importance on what
people will think or say.
 Level
Conventional (8-13 years
onwards)
Moral Reasoning is based on the
conventions or “norms” of
society. This may include
approval of others, law and
order
Stage Description
4 Law and Order
One is motivated to act in
order to uphold law and
order. The person will
follow the law because it
is the law.
 Level
Post-Conventional (Adulthood)
Moral reasoning is based on
enduring or consistent
principles. It is not just
recognizing the law but the
principles behind the law.
Stage Description
5 Social Contract
Laws that are wrong can
be changed. One will act
based on social justice
and the common good.
Level
Post-Conventional (Adulthood)
Moral reasoning is based on
enduring or consistent
principles. It is not just
recognizing the law but the
principles behind the law.
Stage Description
6 Universal Principles
This is associated with the
development of one’s
conscience. Having a set of
standards that drives one to
possess moral responsibility
to make societal changes
regardless of consequences to
onself. Examples of persons
are Mother Teresa and Martin
Luther King, Jr.
Turiel’s Domain
Theory
 Reflect on this question:



Reflect on this question:



 Elliot Turiel
• Born in Rhodes, Greece,
1938
• American Psychologist and
Chancellor Professor
• Teaches courses on human
development and its relation
to education
 In his book The Development of Social Knowledge: Morality and
Convention (1983), Elliot Turiel outlined three domains of
knowledge:


 Moral Domain theory



 Moral Domain theory

 Moral Domain theory



 Moral Domain theory



 Moral Domain theory



 Moral Domain theory


 Moral Domain theory


References:

 https://mind-cult.com/2016/02/20/elliot-turiel-on-the-
development-of-morality/
 https://prezi.com/tz5f2fckffib/elliot-turiel/

 https://www.encyclopedia.com/social-sciences/applied-
and-social-sciences-magazines/moral-domain-theory
Thank you.