ECS 200, Weekly Reading Responses

Week 3- Self, Social, and Moral Development

In the reading this week, we read about self, social, and moral development. The reading started off by talking about physical development. Throughout early childhood, middle years and high school, students are constantly developing. During early childhood, they are beginning to become coordinated with their young body’s. In middle years, most students experience puberty. Finally, in high-school, the student may experience puberty or are now catching up to their newly grown body’s and adapting to the changes. This part of the reading was huge for me because I am 6 foot 4, and was that height by grade 10. I was not at all coordinated and I hope the teachers understood.

The reading Also talked about the differences between, self-concept and self- esteem. It really has not been a topic that has been talked about before, so to learn the two are different really interested me.

I also found a section about aggression. This talked about aggressive behavior and cheating. They started off talking about how video games can make kids violent and how common cheating is. This was interesting to me because I have seen violence in the classroom and cheating. I have seen students physically fight in the middle of class on several occasions and wonder how this could have been prevented. I also have seen cheating more times then I can count; and also wonder how it could be stopped.

One question I have after reading is how long do we as teachers wait before talking about such things as child abuse or eating disorders with our students?


1 thought on “Week 3- Self, Social, and Moral Development”

  1. Good morning Kyle, interesting perspective on aggression and cheating that you shared and an important question that you ask about why the prevalence and what could be done to create different conditions in the classroom. Also appreciate your question, as it points to your understanding that relationships and trust need to be in place before we engage in that kind of classroom work, pointing to how critical these are to our classrooms.


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