ED 260-Educational
Psychology
Ashley Swanson
Today’s Topics
Work on Case Study Problem
Statements in Groups
Model 4-Emotional Development
Model 5-Moral Development
Formulate Problem
Statements
Model 4-Emotional
Development
Emotions vs. Temperament
 Emotions: combination of physiology, behavior, and feeling
 Temperament: genetically based, individual differences in emotions,
activity, and self-control that determine our patterns of response to
environmental stimuli and events.
 Influence on emotions:
 Parents’ beliefs:
 Acceptability of emotion
 Beliefs about active emotional coaching
 Gender
 Emotional expressions tend to be encouraged in girls and regulated in boys
 Culture
 Display rules govern the degree of emotional expression considered to be
appropriate in certain situations
 Each culture has its own set of coping strategies that are considered
acceptable
Emotional Intelligence (EI)
 Goleman’s definition of EI includes 5 dimensions:
 Emotional understanding
 Responding to other’s emotions
 Emotional regulation
 Self-motivation
 Emotions in relationship
 See Guidelines 4.1 (page 69) for ideas on how to
teach students emotional intelligence
Emotional Understanding
 The ability to differentiate and understand one’s emotions and
to perceive and understand the emotions of others.
 Emotional understanding becomes possible only when certain
cognitive milestones are met.
 See Table 4.1 on page 65 of the Modules text a chart detailing
overall age trends for specific emotional understanding and
emotional regulation milestones
 Children’s ability to understand their own emotions allows
them to feel a greater control over their inner self, which is
linked to greater confidence
Emotional Understanding
Emotional Understanding
Emotional Understanding
Responding to Other’s
Emotions
 Emotions are communicated verbally and nonverbally
 Verbally: paralinguistic cues (speaking rate, pitch level, vocal
quality)
 Nonverbally: facial expressions, posture, hand gestures
 Empathy: the ability to experience and understand feelings,
situations, or motives
 Parenthood Video:
http://www.nbc.com/parenthood/video/lets-be-madtogether/n42240
Emotional Regulation
 The ability to tolerate and manage emotions.
 Enables students to stay on task and to prevent themselves
from being overwhelmed by stress
 Social Referencing: observing the reactions of others to
help interpret situations and decide how to respond
 Teachers can model emotional regulation by being in tune
with their own emotions and modeling appropriate
emotional expressions for various circumstances
 With practice students can move from having hot, reactive
emotional responses to cooler, well-reasoned responses
Emotional Regulation
 Watch Video: http://consciousdiscipline.com/videos/
Self-Motivation
 The ability to generate feelings of confidence, enthusiasm,
and persistence, especially during challenging times
 According to Crick and Dodge, emotions can facilitate goal
achievement. The attainment of goals can modify student
emotional state
 It is important to develop intrinsic motivation within
students rather than extrinsic.
Emotions in Relationships
 Students who struggle to understand the emotional states
of other and have trouble managing their own emotional
state tend to experience greater peer difficulties
 Positive peer relationships = great social adjustment and
academic success
 Bullying is believed to be the result of students learning to
regulate their behavior and emotions in response to peer
conflict
Social Emotional Learning
(SEL)
 Principles:
 Caring relationships are the foundation of all lasting learning
 Emotions affect how and what we learn
 Goal setting and problem solving provide focus, direction, and
energy for learning
 It is impossible to completely eliminate all possible conflict in the
classroom, instead teachers need to take steps toward minimizing
negative emotions and give students the tools they need to
manage their emotions when tough situations arise
 SEL can easily be integrated into the curriculum by taking
advantage of teachable moments and making a conscious effort
during academic instruction
Social Emotional Learning
(SEL)
Conscious
Discipline
Learn more here:
http://consciousdi
scipline.com
Model 5-Moral
Development
Piaget’s Theory
 2 step process of cognitive development:
 Moral Realism:
 Right and wrong are determined by consequences given by
authority figures.
 Rules are absolute
 Morality of Cooperation:
 Understanding that rules can be bent under certain circumstances
 Children realize the complexities of right and wrong
Kohlberg’s Theory
Level
Stage
Age
Preconventional
Punishment/Obedien
ce
Infancy
Focus on consequences of
behavior
Preconventional
Naïve Hedonistic
(Personal Reward)
Pre-School
“What’s in it for me?”,
Manipulative reciprocity
Conventional
Interpersonal
Authority
School-Age
Hold same beliefs as family,
Conform to rules to gain
approval
School-Age
Focuses on social systems
(ex: school policies) in
determining behaviors
Conventional
Social Authority
Postconventional
Morality of Social
Contract
Postconventional
Morality of Individual
Principles
Description
Teens
Personal decisions
determine appropriateness
of bending the rules
Adulthood
Focuses system of morality
that will benefit the greater
good
Eisenberg’s Theory
 Eisenberg’s theory of prosocial moral reasoning focuses on
positive justice.
 Positive justices refers to why we do the right thing
 Level 1: Self-Focused Orientation
 Level 2: Needs Orientation
 Level 3: Approval/Interpersonal Orientation
 Level 4: Self-Reflective Empathetic Orientation
 Level 5: Internalized Orientation
Perspective Taking
Stage
Age
Description
3-6 years
Confuse their emotions with the emotions of
others. Struggle to understand the cause of other
people’s feelings
6-8 years
Understand that others have perspectives that are
different from their own, but do not understand
how different perspectives are related. Likely to
focus on only one perspective
Stage 2-Self-Reflective Role
Taking
8-10 years
Understands relationship between self and others’
perspectives, which enables speculation of how
another will feel
Stage 3- Mutual Role
Taking
10-12 years
Understands perspectives of a third party and how
they influence each other
Stage 0- Egocentric
Viewpoint
Stage 1- SocialInformational Role Taking
Stage 4- Social and
Conventional System Role
Taking
12-15 years Understands social conventions that are relevant to
and beyond
everyone
Aggressive Behavior
 Sociomoral Developmental Delay: self-centered orientation
that is not replaced by more typical advanced moral
development.
 Externalizing Blame: Seeing oneself as the victim
 Mislabeling or Minimizing: Belittling the severity of the
aggressive act
Enhancing Moral Development in
Schools
 Climate of Trust
 Developmental Discipline
 Service Learning
 Curriculum
 Challenging Status Quo
 School-Based Intervention
Main Sources:
Bailey, Becky. (2013). Conscious Discipline for Educators.
Retrieved from: http://consciousdiscipline.com
Bailey, Becky. (2011). Managing Emotional Mayhem: The Five Steps
to Self Regulation. Florida: Loving Guidance
Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych:
Modules. New York: McGraw-Hill
National Broadcast Company (2013). Parenthood: Season 5
Episode 5. Retrieved from:
http://www.nbc.com/parenthood/video/lets-be-madtogether/n42240
Shaul, Joe. (2014). Autism Teaching Strategies. Retrieved from:
http://autismteachingstrategies.com/autismstrategies/emotion-cards-social-skills-games-and-activities-tohelp-teach-emotional-awareness-to-children-with-asd/