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Sequence 3environment and where the transition from childhood to adulthood is not marked by a long period of preparation. Adolescent… |
Sequence 4During adolescence the young person separates from the older generation, re-evaluates his parental models and their values,… |
Sequence 7Very often young people approach their academic work in a complex manner when, in reality, the tasks are relatively simple.… |
Sequence 9Activities may include, but are not limited to, lectures and discussions on psychological theory and application, debates, and… |
Sequence 15Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 4and discontinuity that renders such interventions incompatible with the more general aims of teachers and students. Even the… |
Sequence 3work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 4punishment or to obtain personal rewards. The moral judgments of a child this age are only related to the society's rules… |
Sequence 4CHAPTER3 LONGITUDINAL STUDIES Introduction Several researchers attempted longitudinal studies of children who had… |
Sequence 26highest percentage of high school graduates, 75 per cent, had fewer children who were retained, and received the highest… |
Sequence 27Kohlberg then studied a group of children who attended an extended follow-through program in the Ancona Montessori School and… |
Sequence 33Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 2Jensen, J. & Kohlberg, L. (1966). Report of a ,-e,earch and denwnatrotion proj«t f01' culturolly duadvantaged… |
Sequence 7for the low SES child's academic development in a half-day program would result from more structured activities in the… |
Sequence 4theories of Erikson, Piaget, and other constructivists, the central theme of this new paradigm is the assumption that the… |
Sequence 20Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 7If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 8Kohlberg further incorporated into his theory Erikson's concept of epigenesis, in which seeds of later modes of life and… |
Sequence 9Discussion At this point, it is possible to speculate about the development of an environmental morality in light of the… |
Sequence 40References Abelson, R., et al. (1968). Theories of cognitive consistency: A sourcebook. Chicago: Rand McNally. Bandura, A… |
Sequence 42Discussion At this point, it is possible to speculate about the development of an environmental morality in light of the… |
Sequence 43Kohlberg further incorporated into his theory Erikson's concept of epigenesis, in which seeds of later modes of life and… |
Sequence 44If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 193. developing affective relationships with peers of the same and opposite sex, 4. preparing for vocation, 5. constructing a… |
Sequence 20The adolescent can now recognize the thoughts of others; this newfound ability to think about other people's thinking,… |
Sequence 1to be more realistic and open with close friends, and this helps them develop a clearer sense of themselves. At the onset of… |
Sequence 4In 1972, Mosher and Sprinthall published a report that calls for a curriculum in psychological education for secondary… |
Sequence 3Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 4ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 11of moral development proposed by Kohlberg, a leader in moral devel- opment theory). Twenty-five percent referred to the &… |
Sequence 19Relations with parents, teachers, and other adults introduce the child to important social standards, rules, and conventions.… |
Sequence 8[ have to confess that one of the aspects that drew me to this topic a couple of years ago is the violence in the world, the… |
Sequence 4For the children in the elementary program (ages six to twelve), Montessori called this phenomenon of peaceful self-… |
Sequence 15REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |
Sequence 4The Development of Values: A Life Cycle Approach page 164 controlled by rules and the rules are made by others. For children… |
Sequence 5The Development of Values: A Life Cycle Approach page 164 controlled by rules and the rules are made by others. For children… |
Sequence 6The Development of Values: A Life Cycle Approach page 164 controlled by rules and the rules are made by others. For children… |
Sequence 923. M. Brearley ed. The Teaching of Young Children. New York: Schocken Books. 1971. 24. D. Anker, et.al. "Teaching… |
Sequence 4546 King, Irving. (1912). The place of certain kindergarten principles in modern educational theories. Proceedin s of… |
Sequence 142144 Bissell, Joan S. (1970). The cognitive effects of preschool programs for disadvantaged children. ( Unpublished… |
Sequence 145Fisher, Maurice D. (1971). Educational assumptions for constructing objectives and evaluating programs for culturally… |
Sequence 25environment and where the transition from childhood to adulthood is not marked by a long period of preparation. Adolescent… |
Sequence 26During adolescence the young person separates from the older generation, re-evaluates his parental models and their values,… |
Sequence 29Very often young people approach their academic work in a complex manner when, in reality, the tasks are relatively simple.… |
Sequence 31Activities may include, but are not limited to, lectures and discussions on psychological theory and application, debates, and… |
Sequence 37Erikson, E. Identity. Youth and Crisis. (New York: Norton Press, 1968). Erikson, E. The Problem of Ego Identity, Journal of… |
Sequence 92and discontinuity that renders such interventions incompatible with the more general aims of teachers and students. Even the… |
Sequence 100work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and… |
Sequence 101punishment or to obtain personal rewards. The moral judgments of a child this age are only related to the society's rules… |
Sequence 22CHAPTER3 LONGITUDINAL STUDIES Introduction Several researchers attempted longitudinal studies of children who had… |
Sequence 44highest percentage of high school graduates, 75 per cent, had fewer children who were retained, and received the highest… |
Sequence 45Kohlberg then studied a group of children who attended an extended follow-through program in the Ancona Montessori School and… |
Sequence 51Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 64Jensen, J. & Kohlberg, L. (1966). Report of a ,-e,earch and denwnatrotion proj«t f01' culturolly duadvantaged… |
Sequence 116for the low SES child's academic development in a half-day program would result from more structured activities in the… |
Sequence 73theories of Erikson, Piaget, and other constructivists, the central theme of this new paradigm is the assumption that the… |
Sequence 89Bruner, Jerome S. ( 1971 ). The relevance of education. New York, NY: W.W. Norton & Company. Chadwick, Bruce A; Bahr… |
Sequence 158If children's experiences are solely with the world of people, it is unlikely that they will develop ecological… |
Sequence 159Kohlberg further incorporated into his theory Erikson's concept of epigenesis, in which seeds of later modes of life and… |
Sequence 160Discussion At this point, it is possible to speculate about the development of an environmental morality in light of the… |
Sequence 162References Abelson, R., et al. (1968). Theories of cognitive consistency: A sourcebook. Chicago: Rand McNally. Bandura, A… |
Sequence 273. developing affective relationships with peers of the same and opposite sex, 4. preparing for vocation, 5. constructing a… |
Sequence 28The adolescent can now recognize the thoughts of others; this newfound ability to think about other people's thinking,… |
Sequence 31to be more realistic and open with close friends, and this helps them develop a clearer sense of themselves. At the onset of… |
Sequence 34In 1972, Mosher and Sprinthall published a report that calls for a curriculum in psychological education for secondary… |
Sequence 42Erikson, E. Identity, Youth and Crisis. New York: Norton, 1968. Erikson, E. "The Problem of Ego Identity."… |
Sequence 43ization: Theory and Research. Ed. D. Goslin. New York: Rand McNally, 1969. Kohlberg, L., & C. Gilligan. "The… |
Sequence 153of moral development proposed by Kohlberg, a leader in moral devel- opment theory). Twenty-five percent referred to the &… |
Sequence 161Relations with parents, teachers, and other adults introduce the child to important social standards, rules, and conventions.… |
Sequence 74[ have to confess that one of the aspects that drew me to this topic a couple of years ago is the violence in the world, the… |
Sequence 218For the children in the elementary program (ages six to twelve), Montessori called this phenomenon of peaceful self-… |
Sequence 229REFERENCES Kohlberg, Lawrence. "Education for Justice: A Modern Statement of The Platonic View." Moral… |
Sequence 165The Development of Values: A Life Cycle Approach page 164 controlled by rules and the rules are made by others. For children… |
Sequence 6923. M. Brearley ed. The Teaching of Young Children. New York: Schocken Books. 1971. 24. D. Anker, et.al. "Teaching… |
Sequence 5346 King, Irving. (1912). The place of certain kindergarten principles in modern educational theories. Proceedin s of… |
Sequence 150144 Bissell, Joan S. (1970). The cognitive effects of preschool programs for disadvantaged children. ( Unpublished… |
Sequence 153Fisher, Maurice D. (1971). Educational assumptions for constructing objectives and evaluating programs for culturally… |