Alexa DAuria

EDUG 781

Q:

10/13/14
Dr. Wolpert

Pick a behavioral episode from your observations (field hours) and discuss the

actions of a student related to what you now know about cognitive, emotional and moral
development. State the grade / age of the student. In your opinions, was his / her behavior
developmentally appropriate? Why or why not?
A:

The student that I have been observing for my applied behavior analysis is five

years old and in kindergarten. He consistently asks the teacher for help and reassurance
during reading, writing, and math lessons. He seems like he has difficulty listening to
directions because he constantly asks what to do when working independently. He also
wants to make sure that he is following the rules and doing his work correctly. He needs
constant approval. This strongly relates to Kohlbergs moral development stage of
punishment versus obedience. It is unclear whether his parents are strict at home, but the
fact that he wants to please adults makes me question his forms of punishment at home
for being wrong or doing something inappropriate. The teacher told me that his mother
seems very quiet and stiff. It is good that he can trust the teacher, and even myself and the
teaching assistant, to talk to and make him feel more comfortable and secure. I know that
the teacher has done a successful job in establishing a safe learning environment.
Along with this student asking the teacher for help and reassurance during
reading, writing, and math lessons, he also has severe anxiety. Every morning he asks the
teacher questions like What if my babysitter is not there when I get off the bus? and
What if my mom forgets to pick me up? Sometimes he walks in the classroom in the

morning crying and other times the bus monitor comes by to warn the teacher of the
situation. The teacher asked the student for about a week if having a post-it note that
states who is picking him up today and shows a picture of him with his mother,
babysitter, or friends would help ease his anxiety and nervousness, and he said yes. The
teacher stuck this note on his table in front of him. Recently, however, the teacher has
given him the post-it note to draw on himself when he is nervous. According to Piagets
stages of developmental growth, this student, who is in the preoperational stage, uses
signs and symbols to represent specific situations.
Strangely, this student can change his emotions from being completely pessimistic
to being optimistic that he has a play-date. Some days he is worried that his friend may
forget about a scheduled play-date and other days he is just happy to be having a playdate. I think this connects to Eriksons emotional stage of initiative versus guilt. He is
encouraged by his parents to have play-dates with friends and play sports like soccer. But
he may feel guilty when things do not go as planned. He struggles to take initiative when
playing with friends and do his own work.
Although this student accurately represents these stages of cognitive, behavioral,
emotional, and moral development, he seems to be one of the most developmentally
behind students in the class. Compared to his classmates, he does not show much
progression in Eriksons beginning stages of trust versus mistrust or autonomy versus
shame/self-doubt. He does not trust his parents, friends, or babysitter, and he does not
trust himself when it comes to completing an assignment. In order to continue
progressing in these stages, he needs to learn ways to cope with the negatives before it
piles up and affects his schoolwork.