Development Case Study Chapter 4

1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.

A: Laura’s preoccupation with her appearance has a lot to do with the fact that she is trying to find herself. She is trying to define herself. According to Erikson’s theory a High School Crisis: Identity versus Role Confusion, Laura is going through the stage where she asks questions such as Who am I? What will I do with my life? Laura’s preoccupation with her appearance says that she has not found a sense of self confidence. It is very possible that Laura is having an identity crisis. This could mean she is confused about who she wants to become and what she wants to do with her life. Another idea is that Laura struggles with her self-esteem. She is putting so much of her energy into how she looks. In the book it says, “Students with higher self-esteem are more likely to succeed in school, have more positive attitudes toward school.” In the scenario Laura does not put school as a priority. For example, she lingers throughout the halls for fifteen minutes and often times it’s because her beauty bathroom visits. I believe that it is possible for Laura to gain self-confidence and work through this situation. (It interesting because my friend in high school was almost identical to Laura. She was always in the bathroom making sure she looked good. The sad part of this story is my friend didn’t graduate.) I want to help students like the teachers have in the scenario.


2.In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?

A: The first example I thought about is students who are very energetic, who are witty and say things on the stop. (For example, the class clown) This student could be guided to the drama program and performing arts. Or as a teacher when given book project opportunities in my English class, I would recommend she or he put on a play with other students in the class. Students who are more interested in social matters should be given opportunities in learning to be social. If they like to talk to their peers let them read books and discuss them in groups. Give them opportunities to talk but guide their conversation staying close by ensuring they are discussing the task at hand. Overall, I think it is important to encourage students to do things they like. If I noticed a student who was really good at reading and writing I could say, “You should join the writing team.” Or a student who is really good at math I could say, “You should join the math squad.” Let students listen to daily announcements and encourage them to do social academic things.

3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?

A: I want to put Laura into the Preconventional Morality. First a general definition of this stage says, “Morality in Kohlberg’s first level is determined by the consequences of an action rather than by the inherent goodness or badness of the action.” I feel that Laura is looking at the situation and determining or analyzing it based on its consequences. She is seeing the consequences of banning gasoline as positive and she is not seeing the “inherent goodness or badness of the action.” Overall, I feel that Laura shows “no internalization of moral values.” I would say she is on the right track but needs to see the larger picture. I feel I could not put her in conventional morality because Laura does not abide by rules that are essentially the standards of others. I do not believe that her ideas are the standards of others.
In the book it suggests that asking students about moral issues will promote their moral growth. I agree. I feel that in my classroom I could have my students write a one page paper about a moral dilemma. I want my students to think about controversial topics and moral issues. I will have many class discussions on such topics.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?

A: Students in a debating class will benefit cognitively because they are going to experience cognitive conflict. (Conflict about their own thinking) They are going to question what they believe in. Students will benefit linguistically because they are going to have to get up in front of their peers and tell their opinion. This can be the hardest thing for young teenagers and I know because I was one once who was fearful of public speaking. Students in a debating class will have many opportunities to use language and especially persuasive language. I know that there will be a benefit socially for students in a debating class. This same idea has happened to me. I have had opportunities to get up in front of my peers and teach. It has given me confidence. I wish that I would have had opportunities to gain this confidence sooner such as in a debating class in high school. Students in a debating class will gain confidence and feel they can accomplish other goals. One accomplishment leads to another one. Therefore, students with confidence will be more influenced to engage in social activities with their peers. Lastly, I feel students in a debating class will influence student’s moral development because students are at an age of exploring issues. They will be able to talk aloud about issues that they may at some point face in their life. They will be able to gain a perspective about moral issues that they never thought about before.

Cognitive Development (Ch. 3) Analysis Questions:

1.From the perspective of Piaget's theory, in which stage of cognitive development is Laura? Justify your response.

A)At this moment, I’m putting Laura in the Preoperational Stage. My only hesitation is that Laura is 14 years old and this stage is usually for 2-7 year olds. Laura is unable to understand what her teacher is telling her about her argument of banning gasoline. She is showing signs of Egocentrism. This is defined as the inability to consider the world from a perspective other than their own. I would really like to say, “Laura is putting on a show and wanting to be right.” But the end of the story clued me in that she was serious and really couldn’t see the perspective of her teacher. She states, “Mr. Marculescu can be so unreasonable!” Overall, I would say Laura is in the Preoperational Stage transferring into Concrete Operational. I have decided this because she has attempted to solve a concrete problem.

2.How is Laura's reasoning affected by her knowledge base--that is, by what she does and doesn't know about pollution? Use terminology from Ch. 3 in your response.

A)Laura’s knowledge base has a lot to do with her situation. First, she does have a schema which are building blocks of learning. (Mental networks of organized information) What is her schema? She is familiar that pollution can be caused by gasoline. This is familiar to her. I also feel Laura is affected by what she does not know or the schemas she is not familiar with. I feel that Laura is going through disequilibrium. This is defined as the state of the cognitive conflict that arises when one’s thinking is not consistent or when our current schemas are not confirmed by our experiences with the world. Laura must not be familiar with the information that the teacher is trying to get her to see and learn about. It could be because of her world experiences. Maybe she has grown up in a world with a mom that only puts emphasis on the way she looks and has never learned anything about the needs of life. I’m not sure. But in that moment her old schema did not match the schema that the teacher is talking about.

3.By posing a series of questions, Mr. Marculescu continually challenges Laura to reconsider her thinking about the pollution problem. What are potential benefits of this strategy? Use terminology from Piaget's and Vygotsky's theories in your response

A)The first benefit is that Mr. Marculescu is taking advantage of his students natural tendency to resolve disequilibrium. In the book it states, “Find ways to promote cognitive conflict to help children learn in meaningful ways.” The teacher has created a cognitive conflict for Laura by asking her so many questions. Also, according to the definition of Zone of Proximal Development Mr. Marculescu’s questions can be seen as a benefit. Students need to be guided through their Zone of Proximal Development. Laura needs help by her teacher to understand solutions to pollution that are reasonable. Which brings makes me think of the word Scaffolding. This is defined as the instructional method in which support is given to students early on in the learning process, as they navigate their Zone of Proximal Development. Laura really needs her scaffold Mr. Marculescu to “navigate her ZPD.” Overall, Laura benefits to think in a different way by her teacher posing a series of questions.


4.How does this scenario represent Piaget's and Vygotsky's conceptions of play?

A. First, I feel like the Laura was put in a scenario that used pretend play. Mr. Marculescu says, “Come on up here and stand behind the podium on the right. I'll take the podium on the left." The activity literally uses real life props such as the podium. The podium represents a real life debating floor. Though it is a practice scenario if feels and appears to be real. In the book it says, “Pretend play is a mechanism that fosters cognitive development.” After my research and thought I feel that this scenario fostered Laura with cognitive development. My next idea is that this scenario is a social interaction (of play) for Laura that will influence her schema's and thinking processes.

Getting to know Ashley Carter --I'm Cool! :)

I'm twenty-three years old and am from Orem, Utah. I am a runner and love being outside especially in the summer. I love being in the sun especially to get a slight natural tan. Something about the sun just makes me feel great. I enjoy school and get excited after each accomplishment and each class. I'll be so proud when I finish and become a teacher. I have gotten through school with a job cutting hair on the weekends. I often times feel like an artist of hair. Then I also feel like an artist because I am a writer. I want to become a teacher because English is something special to me.
I recently met a nice guy here at UVU, he is my first boyfriend. I'm in love for the first time. It's exciting!