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Human growth and development-
RELATIVELY CHANGE IN
BEHAVIOR/KNOWLEDGE OR
PRACTICE
Learning
QUANTITATIVE CHANGE THAT
TAKE PLACE WITHIN
ORGANISM IN
CHRONOLOGICAL AGE
Growth
QUALITATIVE CHANGES IN
VARIOUS ASPECT OF
ORGANISM
PSYCHOLOGICAL,
MENTAL,
 EMOTIONAL
Development
DIFFERENCE
BETWEEN TWO
PEOPLE DETERMINE
BY GENES INHERITED
N ature
DIFFERENCE OF
TWO PEOPLE THE
WAY THEY REARED
BY THEIR
ENVIRONMENT
Nurture
UNFOLDING
CHARACTERISTICS
POTENTIALLY PRESENT I
THE INDIVIDUAL COME
FROM GENETIC
ENDOWMENT
Maturation
ERICKSON
EIGHT STAGES
OF
DEVELOPMENT
Critical Periods
TRANSMISSION OF
GENETIC
CHARACTERISTICS
FROM THE PARENT
TO OFFSPRING.
Heredity
ALL CONDITIONS INSIDE
AND OUTSIDE AN
ORGANISM THAT IN ANY
WAY AFFECT BEHAVIOR,
DEVELOPMENT AND
GROWTH
Environment
IT IS BETWEEN INHERITED
POTENTIALS AND
ENVIRONMENT THAT
INFLUENCES LEVEL OF
DEVELOPMENT AT VARIOUS
STAGES OF HIS LIFE
Interaction
CONFLICT FACED BY
AN INDIVIDUAL AT
EACH STAGE OF
PSYCHOLOGICAL
DEVELOPMENT
Developmental Crisis
GENERAL
FACTORS AFFECT
HUMAN
DEVELOPMENT
Heredity and Environment
A B I L I T Y T O A D A P T T O T H E C O N D I T I O N S O F
T H E E N V I R O N M E N T . A C T I V E I N T E R N A L
P R O C E S S O F O R G A N I Z I N G A N D
C O N D I T I O N I N G O N E ’ S I N T E L L E C T U A L
D E V E L O P M E N T
Equilibrium
Features of Teaching Situation
teacher
Subject
matter
learner
Context
• Social
• physical
Social- laws, rues
gov’t regulatio..
Physical -
facilities, resources,
classroom, etc.
1. MATURATION OR
NATURAL GROWTH
RESULTING FROM
HEREDITY
2.ENVIRONMENT
INFLUENCE IN AND
THROUGH THE GROWING
TAKES PLACE
Two factors Affect Human
development
Principles of Development
Phylogenetic follows
orderly sequence which
is predictable true to all
members of certain race
• Cephalocaudal-
head to foot
• Proximodistal-
nearest center develop
earlier
Ontogenetic- rate of
development is unique ,
brought by heredity and
environment
• Two boys of the same
age one might talk
earlier
Stage in Life Span Development
Stage Age Period Features
Prenatal- Conception Physical development
Infancy Birth-1 .5yrs foundation age Locomotion, rud language, social
attachments
Early childhood 1.5- 6 question age Speak, sex typing, group play,
ready for school
Late childhood 6-10school age—gang age Cognitive process become adult, except
in speed in operation, team play
Pre adolescence/puberty 10-12-13 secondary sex
characteristic
Changes occurrence
Adolescence 13-20high school rapid
physical change ident..crisis
Start at puberty, ends maturi ty,
hots, sexual relationship, ind. To
parent
Young adulthood 2035 age of adjustment Career and family development
Middle age 35-65 mental decline Career reaches high level, self
assessment, empty nest crisis
retirement
Old age 65- death increase rapid
mental and physical decline
Enjoys family achievement
dependency, widowhood, poor
health
Influence on Development
• Establish limit of
human
development
through stages of
growth
Maturation
• Manipulating
object in one’s
environment and
reorganizing
thought pattern
Active
experience
• Experience of
person relates to
environment
Social
interaction
• Influence of
cultural milieu
on the
development
Cultural and
situational
context
MaExSoCul
Theories of Human
Development
Cognitive/intellectual
• Piaget
Cognitive/linked to
input from other
• Vygotsky
Psycho-sexual/ self
satisfaction
• Freud
Psychosocial/
personal crisis
socially/+vs.-
• Erickson
Moral
development/moral
dilemma
• Kohlberg
Morality/cognitive
structures basis
• Piaget
Psycho-analytical
theory
• Freud
• Id, super ego, ego.
Hoffman Moral dev’t
• Hoffman
• uses EMPAHTIC
DISTRESS/ suffering
Cognitive
•Paget
•Development of intellectual mind
SPreOCF
Sensorimotor birth-2yrs old—sense perception
Schemas based on perception and behavior Use objects to learn== show apple
Child is unaware of his environment
Child characteristics.
a. primary circular reaction- repeated action
center to his body e.g. Thumb sucking
b. intentional behavior- repeats action to
prolong interesting events. e.g. crying.
c. object permanence- knowledge of existence
of objects.
d. representation- allows the child to se
necessary solution through manipulation of real
objects. E. g manipulation of toys.
W O R D S B E C O M E S Y M B O L S F O R O B J E C T
C H I L D T H I N K I N G
Preoperational 2-6-7
Schemas present object beyond view
Not yet in logical/ create mental mages=picture apple
B E G I N S T O L E A R N S Y M B O L S A N D C O N C E P T S ,
T I M E , S P A C E S H A P E , S I Z E
E L E M E N T A R Y S C H O O L Y E A R S
B E C O M E M O R E L O G I C A L A N D S Y S T E M A T I C
Concrete operational-7-11
DEVELOP LOGICAL
REASONING
DECREASE
EGOCENTRICITY
Formal Operational11-16
C O G N I T I V E D E V E L O P M E N T I S S T R O N G L Y
L I K E D T O I N P U T F R O M A D U L T
L E A R N I N G P R E C E D E S D E V E L O P M E N T
Vygotsky’s cognitive development/
Proximal Development
Self- regulation–
involves
internalization of
sign s acquired by
individual from
others to solve
problem by
himself
Zone of proximal
development-
learning takes
place when a
child is working
within his zone of
proximal
development
Scaffolding- supports
for learning in the
form of clues,
reminders,
encouragement,
breaking problem
into stages example,
any form allow
student to grow
independent
PERSON BEHAVIOR CAN
BE MOTIVATED BY
STRONG UNCONSCIOUS
DRIVE OR URGES
TOWARD SELF-
SATISFACTION
Psychosexual/Analytical theory
Freud
SELF CENTERED
MOUTH IS CENTER OF PLEASURE
Oral Stage birth-2yrs
Failure to satisfy—
a smoking
and other relative action
ANAL IS THE CENTERED REGION OF
PLEASURE
G A I N S P L E A S U R E I N E L I M I N A T I N G B O W E L
Anal Stage 2-4yrs
Failure to satisfy—
frugality
greediness
Stubborn
disorderliness
PHALLUS MALE SEX ORGAN SYMBOL OF
STRENGTH A N P O W E R . D R I V E S P L E A S U R E I
M A N I P U L A T I N G S E X O R G A N .
Phallic Stage 4-6yrs
CRITICAL STAGE CONFLICTING F E E L I N G A R E
C O N F I N E D I N T H E I D .
D I V E R T T O S C H O O L A N D P E E R S . CHILD AVOID
MEMBERS .OF OTHER GENDER
SEX TYPING
Latency stage 6- 12
PUBERTY ONWARD
ATTRACTED TO OPPOSITE SEX
PLEASURE FROM SEXUAL
RELATIONSHIP EXPERIENCE WITH
OTHERS
Genital Stage 12-above
ID- LEGISLATIVE
ASPECT OF PERSONALITY
SERVE THE INSTINCT OF
SEEKING OBJECTS THAT
WILL SATISFY THEM. MOST
UNCONCIOUS
Psycho analytical/component of
personality
JUDICIAL ASPECT OF
PERSONALITY
GOODNESS OR WRONGNESS
MORAL ARBITER
HAFT CONSCIOUS
HAFT SUBCONSCIOUS
Super ego
EXECUTIVE ASPECT
FIND REALISTIC WAY TO
FIND PLEASURE OR TO
GRATIFY INSTINCT,
ID
Ego
INDIVIDUAL HAS TO PASSED
EIGHT STAGES OF
DEVELOPMENTAL CRISIS THAT
AFFECT THE DEVELOPMENT OF
AN INDIVIDUAL.
BATTLE BETWEEN POSITIVE
AND NEGATIVE
Psychosocial/personality theory
erickson
TRUST VS. MISTRUST
CARES VS. STRANGERS
Stage I
0-1.5yrs.
AUTONOMY VS. SHAME AND
DOUBT
ENCOURAGES VS. SELF PITY
SUPPORT VS. SELF WORRY
Stage II
1.5-3yrs
INITIATIVE VS. GUILT
INITIATE ADULT BEHAVIOR WHEN
PUNISHED = SENSE OF GUILT
EXPLORE WHAT S/HE CAN ACCOMPLISH.
Stage III
3-6
IDENTITY VS. INFERIORITY
SEPARATION WITH SEXES, PEER
GROUPING, PLAY AGE,
==WHEN HE CANNOT ACCOMPLISH
DEVELOP INFERIORITY
Stage IV
6-12yrs
IDENTITY VS. ROLE CONFUSION
WHO I AM?
IDENTITY CRISIS
STRUGGLES WITH SOCIETY’S DEMANDS
TEACHER SHOULD PROVIDE
OPPORTUNITIES TO EXPLORE VARIOUS
CAREER
Stage V
12-18
INTIMACY VS. ISOLATION
AGE OF INTIMACY
DEVELOP WARM AND INTIMATE
RELATIONSHIP
FAILURE == ISOLATION
Stage VI
18-24
GENERATIVITY VS. STAGNATION
MOST PRODUCTIVE YEARS OF LIFE WORTH
IS DEPENDENT OH HID CONTRIBUTION
SHOW THAT HE IS VERY RELIABLE PERSON
Stage VII
24-54
INTEGRITY VS. DESPAIR
ACHIEVEMENT= INTEGRITY
FAILURE TO ATTAIN GOALS DESPAIR AND
REGRETS
FEAR OF END OF LIFE
Stage VIII
54-death
DEFINED BY MORAL
DILEMMA
Kohlberg's Moral development
JUDGMENT BASED ON EXTERNAL
CRITERIA
R I G H T A N D W R O N G A R E A C C O R D I N G T O T H E S T A N D A R D O F
A D U L T S
STAGE ONE
O B E D I E N C E A N D P U N I S H M E N T
- R U L E S O B E Y E D T O A V O I D P U N I S H M E N T
STAGE TWO
N A Ï V E E G O T I S M A N D I N S T R U M E N T A L O R I E N T A T I O N
- R U L E S O B E Y E D T O G A I N S R E W A R D S
Level one pre-conventional
morality
RULES CONFORM TO OTHER
STAGE THREE
GOOD BOY-GOOD GIRL ORIENTATION
- T O G A I N A P P R O V A L
STAGE FOUR
AUTHORITY
- M A I N T A I N I N G O R I E N T A T I O N
S O C I A L C O N V E N T I O N A R E B L I N D L Y A C C E P T E D T O A V O I D
C R I T I C I S M
Level Two
Conventional Morality
LAW ABIDING C I T I Z E N R Y M O R A L I T Y I S B A S E D O N
A G R E E M E N T W I T H O T H E R T O SERVE FOR COMMON GOOD
AND PROTECT OTHER RIGHTS
STAGE FIVE—DURA LEX SED LEX
CONTRACTUAL
- L E G A L I S T I C O R I E N T A T I O N R I G H T A N D W R O N G G O V E R N B Y
R E A S O N
STAGE SIX
UNIVERSAL ETHICAL —HIGHEST FORM
M O R A L I T Y B A S E D O N M U T U A L R E S P E C T
C O N F O R M R U L E S T O A V O I D S E L F - C O N D E M N A T I O N . M O R A L I T Y
I S R E F L E C T I O N O F I N T E R N A L I Z E D S T A N D A R D S
Level three
post conventional morality
Piaget morality
Cognitive develop first and use to reason about
social issues
• Morality made by
children under age
of 10. Rules come
from external
authority and define
what is right and
wrong
Constraint
• Thinking made by
older. Rules provide
general guidelines
but should not be
followed blindly
without considering
the context.
Cooperation
EMPHATIC DISTRESS- EXPERIENCING THE
SUFFERING OF OTHERS IS A POWERFUL
MOTIVATION OF MORAL CHOICES AND HELPING
BEHAVIOR
PARENTAL DISCIPLINARY PRACTICES CAN
PLAY A SIGNIFICANT ROLE IN THE DEVELOPMENT
OF MORAL BEHAVIOR
Hoffman's morality
BELIEFS IN ONE SELF
Self-concept
BELIEF THAT YOU ARE
CAPABLE AND
WORTHY
Self-esteem
AUTHORITATIVE- I N C L U D E C H I L D R E N I N F A M I L Y
D E C I S I O N
AUTHORITARIAN- A L L O W L I T T L E G I V E A N D T A K E
P A R E N T - C H I L D R E N D I S C U S S I O N E X P E C T R U L E S T O B E O B E Y E D
PERMISSIVE- A L L O W C H I L D R E N T O M A K E M A N Y O W N
D E C I S I O N
UNINVOLVED- H A V I N G L I T T L E I N T E R E S T I N C H I L D R E N ’ S
L I V E
Parenting style and implication
to education
THANK YOU!

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Human growth and development-

  • 3. QUANTITATIVE CHANGE THAT TAKE PLACE WITHIN ORGANISM IN CHRONOLOGICAL AGE Growth
  • 4. QUALITATIVE CHANGES IN VARIOUS ASPECT OF ORGANISM PSYCHOLOGICAL, MENTAL,  EMOTIONAL Development
  • 6. DIFFERENCE OF TWO PEOPLE THE WAY THEY REARED BY THEIR ENVIRONMENT Nurture
  • 7. UNFOLDING CHARACTERISTICS POTENTIALLY PRESENT I THE INDIVIDUAL COME FROM GENETIC ENDOWMENT Maturation
  • 9. TRANSMISSION OF GENETIC CHARACTERISTICS FROM THE PARENT TO OFFSPRING. Heredity
  • 10. ALL CONDITIONS INSIDE AND OUTSIDE AN ORGANISM THAT IN ANY WAY AFFECT BEHAVIOR, DEVELOPMENT AND GROWTH Environment
  • 11. IT IS BETWEEN INHERITED POTENTIALS AND ENVIRONMENT THAT INFLUENCES LEVEL OF DEVELOPMENT AT VARIOUS STAGES OF HIS LIFE Interaction
  • 12. CONFLICT FACED BY AN INDIVIDUAL AT EACH STAGE OF PSYCHOLOGICAL DEVELOPMENT Developmental Crisis
  • 14. A B I L I T Y T O A D A P T T O T H E C O N D I T I O N S O F T H E E N V I R O N M E N T . A C T I V E I N T E R N A L P R O C E S S O F O R G A N I Z I N G A N D C O N D I T I O N I N G O N E ’ S I N T E L L E C T U A L D E V E L O P M E N T Equilibrium
  • 15. Features of Teaching Situation teacher Subject matter learner Context • Social • physical Social- laws, rues gov’t regulatio.. Physical - facilities, resources, classroom, etc.
  • 16. 1. MATURATION OR NATURAL GROWTH RESULTING FROM HEREDITY 2.ENVIRONMENT INFLUENCE IN AND THROUGH THE GROWING TAKES PLACE Two factors Affect Human development
  • 17. Principles of Development Phylogenetic follows orderly sequence which is predictable true to all members of certain race • Cephalocaudal- head to foot • Proximodistal- nearest center develop earlier Ontogenetic- rate of development is unique , brought by heredity and environment • Two boys of the same age one might talk earlier
  • 18. Stage in Life Span Development Stage Age Period Features Prenatal- Conception Physical development Infancy Birth-1 .5yrs foundation age Locomotion, rud language, social attachments Early childhood 1.5- 6 question age Speak, sex typing, group play, ready for school Late childhood 6-10school age—gang age Cognitive process become adult, except in speed in operation, team play Pre adolescence/puberty 10-12-13 secondary sex characteristic Changes occurrence Adolescence 13-20high school rapid physical change ident..crisis Start at puberty, ends maturi ty, hots, sexual relationship, ind. To parent Young adulthood 2035 age of adjustment Career and family development Middle age 35-65 mental decline Career reaches high level, self assessment, empty nest crisis retirement Old age 65- death increase rapid mental and physical decline Enjoys family achievement dependency, widowhood, poor health
  • 19. Influence on Development • Establish limit of human development through stages of growth Maturation • Manipulating object in one’s environment and reorganizing thought pattern Active experience • Experience of person relates to environment Social interaction • Influence of cultural milieu on the development Cultural and situational context MaExSoCul
  • 20. Theories of Human Development Cognitive/intellectual • Piaget Cognitive/linked to input from other • Vygotsky Psycho-sexual/ self satisfaction • Freud Psychosocial/ personal crisis socially/+vs.- • Erickson Moral development/moral dilemma • Kohlberg Morality/cognitive structures basis • Piaget Psycho-analytical theory • Freud • Id, super ego, ego. Hoffman Moral dev’t • Hoffman • uses EMPAHTIC DISTRESS/ suffering
  • 22. Sensorimotor birth-2yrs old—sense perception Schemas based on perception and behavior Use objects to learn== show apple Child is unaware of his environment Child characteristics. a. primary circular reaction- repeated action center to his body e.g. Thumb sucking b. intentional behavior- repeats action to prolong interesting events. e.g. crying. c. object permanence- knowledge of existence of objects. d. representation- allows the child to se necessary solution through manipulation of real objects. E. g manipulation of toys.
  • 23. W O R D S B E C O M E S Y M B O L S F O R O B J E C T C H I L D T H I N K I N G Preoperational 2-6-7 Schemas present object beyond view Not yet in logical/ create mental mages=picture apple
  • 24. B E G I N S T O L E A R N S Y M B O L S A N D C O N C E P T S , T I M E , S P A C E S H A P E , S I Z E E L E M E N T A R Y S C H O O L Y E A R S B E C O M E M O R E L O G I C A L A N D S Y S T E M A T I C Concrete operational-7-11
  • 26. C O G N I T I V E D E V E L O P M E N T I S S T R O N G L Y L I K E D T O I N P U T F R O M A D U L T L E A R N I N G P R E C E D E S D E V E L O P M E N T Vygotsky’s cognitive development/ Proximal Development Self- regulation– involves internalization of sign s acquired by individual from others to solve problem by himself Zone of proximal development- learning takes place when a child is working within his zone of proximal development Scaffolding- supports for learning in the form of clues, reminders, encouragement, breaking problem into stages example, any form allow student to grow independent
  • 27. PERSON BEHAVIOR CAN BE MOTIVATED BY STRONG UNCONSCIOUS DRIVE OR URGES TOWARD SELF- SATISFACTION Psychosexual/Analytical theory Freud
  • 28. SELF CENTERED MOUTH IS CENTER OF PLEASURE Oral Stage birth-2yrs Failure to satisfy— a smoking and other relative action
  • 29. ANAL IS THE CENTERED REGION OF PLEASURE G A I N S P L E A S U R E I N E L I M I N A T I N G B O W E L Anal Stage 2-4yrs Failure to satisfy— frugality greediness Stubborn disorderliness
  • 30. PHALLUS MALE SEX ORGAN SYMBOL OF STRENGTH A N P O W E R . D R I V E S P L E A S U R E I M A N I P U L A T I N G S E X O R G A N . Phallic Stage 4-6yrs
  • 31. CRITICAL STAGE CONFLICTING F E E L I N G A R E C O N F I N E D I N T H E I D . D I V E R T T O S C H O O L A N D P E E R S . CHILD AVOID MEMBERS .OF OTHER GENDER SEX TYPING Latency stage 6- 12
  • 32. PUBERTY ONWARD ATTRACTED TO OPPOSITE SEX PLEASURE FROM SEXUAL RELATIONSHIP EXPERIENCE WITH OTHERS Genital Stage 12-above
  • 33. ID- LEGISLATIVE ASPECT OF PERSONALITY SERVE THE INSTINCT OF SEEKING OBJECTS THAT WILL SATISFY THEM. MOST UNCONCIOUS Psycho analytical/component of personality
  • 34. JUDICIAL ASPECT OF PERSONALITY GOODNESS OR WRONGNESS MORAL ARBITER HAFT CONSCIOUS HAFT SUBCONSCIOUS Super ego
  • 35. EXECUTIVE ASPECT FIND REALISTIC WAY TO FIND PLEASURE OR TO GRATIFY INSTINCT, ID Ego
  • 36. INDIVIDUAL HAS TO PASSED EIGHT STAGES OF DEVELOPMENTAL CRISIS THAT AFFECT THE DEVELOPMENT OF AN INDIVIDUAL. BATTLE BETWEEN POSITIVE AND NEGATIVE Psychosocial/personality theory erickson
  • 37. TRUST VS. MISTRUST CARES VS. STRANGERS Stage I 0-1.5yrs.
  • 38. AUTONOMY VS. SHAME AND DOUBT ENCOURAGES VS. SELF PITY SUPPORT VS. SELF WORRY Stage II 1.5-3yrs
  • 39. INITIATIVE VS. GUILT INITIATE ADULT BEHAVIOR WHEN PUNISHED = SENSE OF GUILT EXPLORE WHAT S/HE CAN ACCOMPLISH. Stage III 3-6
  • 40. IDENTITY VS. INFERIORITY SEPARATION WITH SEXES, PEER GROUPING, PLAY AGE, ==WHEN HE CANNOT ACCOMPLISH DEVELOP INFERIORITY Stage IV 6-12yrs
  • 41. IDENTITY VS. ROLE CONFUSION WHO I AM? IDENTITY CRISIS STRUGGLES WITH SOCIETY’S DEMANDS TEACHER SHOULD PROVIDE OPPORTUNITIES TO EXPLORE VARIOUS CAREER Stage V 12-18
  • 42. INTIMACY VS. ISOLATION AGE OF INTIMACY DEVELOP WARM AND INTIMATE RELATIONSHIP FAILURE == ISOLATION Stage VI 18-24
  • 43. GENERATIVITY VS. STAGNATION MOST PRODUCTIVE YEARS OF LIFE WORTH IS DEPENDENT OH HID CONTRIBUTION SHOW THAT HE IS VERY RELIABLE PERSON Stage VII 24-54
  • 44. INTEGRITY VS. DESPAIR ACHIEVEMENT= INTEGRITY FAILURE TO ATTAIN GOALS DESPAIR AND REGRETS FEAR OF END OF LIFE Stage VIII 54-death
  • 46. JUDGMENT BASED ON EXTERNAL CRITERIA R I G H T A N D W R O N G A R E A C C O R D I N G T O T H E S T A N D A R D O F A D U L T S STAGE ONE O B E D I E N C E A N D P U N I S H M E N T - R U L E S O B E Y E D T O A V O I D P U N I S H M E N T STAGE TWO N A Ï V E E G O T I S M A N D I N S T R U M E N T A L O R I E N T A T I O N - R U L E S O B E Y E D T O G A I N S R E W A R D S Level one pre-conventional morality
  • 47. RULES CONFORM TO OTHER STAGE THREE GOOD BOY-GOOD GIRL ORIENTATION - T O G A I N A P P R O V A L STAGE FOUR AUTHORITY - M A I N T A I N I N G O R I E N T A T I O N S O C I A L C O N V E N T I O N A R E B L I N D L Y A C C E P T E D T O A V O I D C R I T I C I S M Level Two Conventional Morality
  • 48. LAW ABIDING C I T I Z E N R Y M O R A L I T Y I S B A S E D O N A G R E E M E N T W I T H O T H E R T O SERVE FOR COMMON GOOD AND PROTECT OTHER RIGHTS STAGE FIVE—DURA LEX SED LEX CONTRACTUAL - L E G A L I S T I C O R I E N T A T I O N R I G H T A N D W R O N G G O V E R N B Y R E A S O N STAGE SIX UNIVERSAL ETHICAL —HIGHEST FORM M O R A L I T Y B A S E D O N M U T U A L R E S P E C T C O N F O R M R U L E S T O A V O I D S E L F - C O N D E M N A T I O N . M O R A L I T Y I S R E F L E C T I O N O F I N T E R N A L I Z E D S T A N D A R D S Level three post conventional morality
  • 49. Piaget morality Cognitive develop first and use to reason about social issues • Morality made by children under age of 10. Rules come from external authority and define what is right and wrong Constraint • Thinking made by older. Rules provide general guidelines but should not be followed blindly without considering the context. Cooperation
  • 50. EMPHATIC DISTRESS- EXPERIENCING THE SUFFERING OF OTHERS IS A POWERFUL MOTIVATION OF MORAL CHOICES AND HELPING BEHAVIOR PARENTAL DISCIPLINARY PRACTICES CAN PLAY A SIGNIFICANT ROLE IN THE DEVELOPMENT OF MORAL BEHAVIOR Hoffman's morality
  • 51. BELIEFS IN ONE SELF Self-concept
  • 52. BELIEF THAT YOU ARE CAPABLE AND WORTHY Self-esteem
  • 53. AUTHORITATIVE- I N C L U D E C H I L D R E N I N F A M I L Y D E C I S I O N AUTHORITARIAN- A L L O W L I T T L E G I V E A N D T A K E P A R E N T - C H I L D R E N D I S C U S S I O N E X P E C T R U L E S T O B E O B E Y E D PERMISSIVE- A L L O W C H I L D R E N T O M A K E M A N Y O W N D E C I S I O N UNINVOLVED- H A V I N G L I T T L E I N T E R E S T I N C H I L D R E N ’ S L I V E Parenting style and implication to education