THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM

PART 2: PSYCHO-SOCIAL AND MORAL DEVELOPMENTAL THEORY

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.
The overall psycho-social developmental level of Grade 2: Class B is Low Concrete Operational.
My students are from the stage 6-8 years old which in Erikson’s Theory is the stage Industry vs.
Inferiority. In this stage the children start to compare themselves to each other in ways such as,
schoolwork, sports, family, etc. Children who are considered Low Concrete Operational are best
to be paired with children that are also Low Concrete Operational or else they will become
frustrated with the students who are at a lower level than them. It can either backfire or work in
the teachers favor to put these students together if were going off Erikson’s Theory. The way it
can backfire is if the students are starting to compete with one another since in Industry vs.
Inferiority they are starting to compare themselves.

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.

The overall psycho-social developmental level of Grade 2: Class B is Low Concrete Operational. These
students would be considered Preconventional Stage 1 of Kohlberg’s Theory. These children are starting
to question who the people who have authoritative roles such as, their parents and teachers on whether
they are people who make good or bad decisions. These students understand that there are rules but
are not sure if they are fair to them or not. Their goal is to seek out rewards because they ask
themselves, “What’s in it for me?”

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 Implications from Erikson’s theory about
(EXPECTED) you about the expected behaviors by classroom practice (instruction, assessment,
Psycho-Social most of this class management, etc.)
Level in the Class

Industry vs. Teachers and peers start to become a - Assign jobs to the students
Inferiority huge role in this stage. These children (stack chairs, hand out/ collect
will want approval from their teachers, papers, take attendance)
so they will start to develop a sense of - Every quarter let them set a goal
pride in their accomplishments. When and see if they can achieve it
they are noticed for their - Break down each assignment so
achievements, they will begin to feel that they can learn time
confident which in result will make management objectives
them a better student and peer in the - Make sure to give feedback
classroom. A student could also feel a (praise and constructive
sense of inferiority if they don’t think criticism)
 THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM
PART 2: PSYCHO-SOCIAL AND MORAL DEVELOPMENTAL THEORY

they are meeting the way society is. - Reward when necessary
With Low Concrete being my average, (Student of the Month, stickers,
candy, extra recess)

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 Implications from Kohlberg’s theory about
(EXPECTED) Moral you about the expected behaviors by classroom practice (instruction,
Developmental most of this class assessment, management, etc.)
Level in the Class
Stage 1 In this stage, children make decisions - Set class room rules at the very
Preconventional not based on knowing whether its beginning of the year and
Obedience & right or wrong. Focused more on the reiterate them throughout the
Punishment how the child obeys and disobeys the year
rules. These children will sometimes - Use incentives for good
test the teacher to see how the behavior (candy, extra recess)
teacher will react to their behavior or - Kids who act up keep them
they will try their best not to get into isolated/ by themselves for
trouble to not find out what the “punishment”
teacher will do. - When you tell your students
that they need to have quiet
time for reading and you have
given them a warning, you now
need to take something away
from them such as recess
Stage 2 In this stage, children understand that - Use a “if you do this for me, I’ll
Preconventional there is a right view and a wrong view. give you this” approach
Fair Market They rely on their authority figures to - Offer incentives appropriately
Exchange help them figure out which “side” they
THEORY INTO PRACTICE – EDUCATIONAL PSYCHOLOGY IN THE CLASSROOM
PART 2: PSYCHO-SOCIAL AND MORAL DEVELOPMENTAL THEORY

are on or how thy view certain aspects - Don’t be too lineate with
of life. They’re trying to figure out making “deals”
what is wrong and right. These - Bring in real world experiences/
children also have a “what’s in it for instructions with the students to
me” mindset. be able to not give them a bias
opinion