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Psychology Applied to Teaching,
Eleventh Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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Site Observations
Chapter 2: Stage Theories Of Development
- Observe children from several different grade levels. How would you characterize the cognitive functioning of the students in each of the grade levels? What similarities and what differences did you observe? Give specific examples. Do your characterizations of the students match Piaget's characterizations? If not, how are they different?
- Interview several children of different ages about their moral development. Read them the following dilemma.
Mark and Phillip are brothers. Their mother's birthday is only a couple of days away and they have no money between the two of them. Their father had made it very clear to them weeks ago that they should set aside some money from their allowances and from their paper routes in order to buy something nice for their mother on her birthday. Rather than buying their mother a birthday present, Mark and Phillip spent their money on baseball cards. On one of their trips to the local sports card shop they saw a basketball autographed by Michael Jordan. They knew that a basketball would be a perfect gift for their mother since she is such a big Michael Jordan fan. As the boys were looking at the ball, they noticed that the owner of the shop was busy with other customers. Also, the store was very crowded. The two boys knew that this was perfect gift for their mother, but they did not have enough money to buy it. The boys looked at each other and then the ball. Finally, Mark said, "Should we just take it?"
After you read the story, ask the children the following questions: Should the two boys take the basketball? Why or why not?
Write down the students' answers. Then compare the students' answers to Kohlberg's and/or Gilligan's stages. At what level or stage would you say the students' answers fell? What does that tell you about their level of moral development?
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