Questions:
1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why? The way that I find would be most effective would be for you to engage the students and bring them together. As a teacher it is necessary for you to point out that jimmy does not have anyone to play with I bet he would love to play with you tom! Children at this age are at the Preoperational stage and don't use logic at this point in time. Logically I can look at a student and understand they would like to play. However a small child cannot. Based upon Piaget's theory and my own understanding and philosophy I believe in order to teach social skills you must be a mentor for those students and provide them with the opportunity and point out those opportunities.
2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development? Stories are a great way to portray helping students to understand problem solving, emotions and creating new friends. Just like the industry v. inferiority a story would be a great way for students to learn how to make things such as friends, bread, pictures, and other things. They will also be going through a stage of guilt v. initiative, story telling is a great way for students to see how "characters" have resolved problems. Problems that as a small student they too are having. As the teacher point out the problems resolutions and then connect them into your classroom....don't use specific students names.
3. How might children's literature help them develop moral reasoning?
If you had a book that talked about a boy who stole some bread for his family and then realized it was wrong you can implement that into your classroom as well. You can help them to understand right from wrong using the books and the examples in the book which they can relate to.
If you had a book that talked about a boy who stole some bread for his family and then realized it was wrong you can implement that into your classroom as well. You can help them to understand right from wrong using the books and the examples in the book which they can relate to.
4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential advantages of this strategy? Incorporate ideas from Chapters 2 and 3 in your response.
Potential advantages to this strategy is it is someone that they look up to or trust. So whatever he says they will see as being "right". It does not single out someone in the classroom either. Based upon Eriksons and Vgotskys theories it is important for the students to trust and go through each stage in life. By using this letter that has been supposedly written by Mr. Stone there friend the students continue building the trust and also achieve a sense of competence.
Potential advantages to this strategy is it is someone that they look up to or trust. So whatever he says they will see as being "right". It does not single out someone in the classroom either. Based upon Eriksons and Vgotskys theories it is important for the students to trust and go through each stage in life. By using this letter that has been supposedly written by Mr. Stone there friend the students continue building the trust and also achieve a sense of competence.
The connection you're trying to make with Initiative v. Guilt in #2 is not clear to me.
ReplyDeleteRemember that, with moral reasoning, we're not trying to teach students what is right or wrong, but how to think about issues of right and wrong.