Critical Review of the Moral, Cognitive, Social and Personality Developmental Stages of Michael Oher in the Movie "Blindside". Use the Kohlberg, Piaget and Erikson's Developmental Theories Tosupport Review

The stage of development theorized by Piaget that is most identical to Teddy is the concrete operational stage. An example of this in the movie is when the kids came to the railroad tracks over the river. Gordy, Chris, and Vern did not want to walk across it because they were afraid that the train was approaching. They wanted to go another way. Teddy was fully aware that the route they wanted to take was longer to get to the place where the dead body was. He saw that they would be able to go over it in time and if a train were to come, then they could just jump off into the river below. The stage of development theorized by Kohlberg that is most identical to Teddy is the self-interest driven stage in the pre-conventional level of Kohlberg’s stages of moral development. An example of this in the movie is when Teddy only wanted to find the dead body so that he could become famous and be seen as a hero. The stage of development theorized by Erikson that is most identical to Teddy is the autonomy versus shame and doubt stage. An example of this in the movie is when Teddy takes initiative to cross the

As stages in psychological development have been defined by Freud, stages in moral development have been outlined by early educators Jean Piaget and Kohlberg, who put forth differing views on the moral development of children. Piaget theorized that children process morals in stages, first one then the next, with a transition in between. The first stage (from ages 4 to about 7) is referred to as “heteronymous morality”, where children think of rules as constants, that is to say, rules are part of the world’s makeup with no input or possibility of change by people. As children progress from seven to ten years of age, they move from one stage to the next, maintaining some of the traits of the

The third instance that expresses how Brian can be categorized in this stage is when Allison (the “weird girl”) returns Brian’s fake license to him. I know that obtaining a fake license could categorize Brian in a different stage, but Brian’s reasoning behind the license was not so he could buy alcohol or cigarettes, but so he could vote. The fact that he wanted to use his license to vote shows that he understands and shapes his morals around the “laws and duties of society.” He believed that it was his “duty” to vote in political elections. Overall, Brian was in Kohlberg’s second level and fourth stage of moral development.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of

Lawrence Kohlberg, the author of three stages, was an American psychologist who is well known for his theory on the stages of moral development. According to Kohlberg, there are three levels of moral development:Preconventional (moral reasoning is based on external rewards and punishments), Conventional (laws and rules are upheld simply because they are laws and rules), and Postconventional (reasoning is based on personal moral standards)” (powerpoint).

First, Kohlberg’s theory of moral development started at preconventional stage. Preconventional stage is mostly found in children mindset where people follow the basic norms of obedience and consequence. Basically, this stage children or anyone who’s have this mindset accept and believe on authority, such as; parents, teacher or anyone who’s has jurisdiction over someone. Since this stage is whoever follow the rules will get accolade; therefore, there will be consequences on people who don’t follow the authority rules. The preconventional stage has two sub-stages that clarify the mindset children have. The first substage is: obedience and punishment; indeed it exemplifies that anyone's behavior is motivated to avoid any kind of punishment. For example, there’s a boy who wants a new smartphone; but the only approach is that the boy can’t get in trouble in school or at the house. The possible manner the boys has is to behave and avoid any activity that can hurt his chance of getting that new smartphone. This example, supports the claim where the boy avoids any activity that can prevent

Stage 2 of the Preconventional level is based on mutual benefit. This is where their morals rely on what is and isn’t “fair” or “right.” As previously mentioned, stage 2 is a little more opened minded than stage 1. They see that there is not only one “right” way; they also realize that everything is relative. In other words, if someone were to steal money to feed their hungry children, the child would say that was “right.” Kohlberg tested this theory by presenting children with scenarios such as the one mentioned. In these scenarios, children often mentioned mentioned the consequences associated with the action; they also mentioned why it might be “right” or “fair.”

Child S who was observed showed signs of the Initiative vs. Guilt stage of Erikson's Psychosocial Theory. There was a time when the teacher called S over to work on the lesson they were doing for the day. The lesson involved rolling a die and whatever number they would roll they would take small pieces of paper, which represent garbage, and put them in garbage trucks on their worksheets. When it was S's turn to roll her die she was extremely focused on the task. She took her turn, and the teacher asked her to count the number of dots on the die that she rolled. S would then count for the teacher and would take her pieces of garbage. It was on the next roll where S rolled before the teacher could even ask, already started counting the dots and then told the teacher she needed that number of pieces of paper. It was at this moment where S seemed very confident and showed that

In the beginning of the chapter, Kohn disagrees with the four statements that present the idea of all children being naturally disposed to misbehave rather than behave. I believe Kohn is correct in disagreeing with

Initiative versus guilt is the third stage of Erickson’s theory and applies to children between three and five years of life. In this stage the child begins emulate the actions of adults and take initiative in creating play situations. They like to make up stories with their toys (i.e. Ninja turtles, matchbox cars, Barbie and Ken) they are like to play out roles as what adults do. Basically learning what it means to be an adult. They also begin to ask question like why so they can find a way to explore the world. Erikson has said that at this stage they become involved in oedipal struggles a resolve these struggles through social role identification.

The story of your little sister learning not to steal was reinforced through learning theories. As the book says, “Moral behaviors can be shaped by the consequences that follow them” (250.) We see this displayed when your sister says that Heinz shouldn’t steal because he would go to jail. Jail being the consequence that follows his behavior.

In the book to To Kill a Mockingbird by Harper Lee, a young girl is being put through a variety of challenges that have set her up to learn about aspects of life. Scout, the young girl is being put through situations throughout the book, and is going through different moral developments that have been set up into three levels by Kohlberg, a psychologist. Kohlberg gathered this information by giving people of different ages, different questions that would identify their moral stage (“Kohlberg’s Stages of Moral Development”). For example, some of the questions would be; if you were trapped in a room full of innocent people and someone dying would be the only way to save everyone else in the room would you risk yourself? On that

Kohlberg’s stages of moral development were based on a moral philosopher by the name of Lawrence Kohlberg. His main interest was to observe children during growth to develop and conclude which stages they best fit into. After observing both adults and children, he concluded that, “Human beings progress consecutively from one stage to the next in an invariant sequence” (“Kohlberg’s Stages of Moral Development”). All of the 6 stages he created, represent the morality in which a child or adult can be at; he created an age zone for each stage. There are a total of 6 stages but each main concept consists of 3 levels. Level 1 is the preconventional stage. This stage focuses on punishment/obedience and how the person decides to act due to the

Piaget’s Stage Theory in my eyes was four key stages of development marked by shifts in how they understand the world. To me Piaget’s theories had a major impact on the theory and practice of education.

Stage 1: Punishment obedience orientation: the consequences determine the goodness or badness of an act. Obedience is to avoid punishment but “if it won’t be punished then it’s not wrong”; the severity of the punishment or the greatness of the harm done determines the level of