Galleto, Fenny L.

BEED-3C
CHAPTER II
Theoretical Framework

This chapter presents the relevant theories, review of related literature and studies,
conceptual framework of the study and the definition of terms.

Relevant Theory
Kohlbergs Theory of Moral Development. Lawrence Kohlberg extended Jean Piagets
theory of moral judgment. He was mainly interested in how children and adults reason about
moral issues in which different perspectives and values come into play. He believed that moral
judgement was a cognitive process in which a person must identify the issues, values, and
perspectives in conflict, then order them in some logical hierarchy.
In building moral intelligence show us why each of the core of virtues is vital, how to
assess its development in a child, and most important to nurture its growth.
Transmitting values is hard work, the work of sustaining a civilization.

Related Literature
The complexity of modern life has made the word increasingly of modern life has made
the world on increasingly confusing place for the child to comprehend. The erosion of family
life, increased mobility, the varied stimuli projected at children by the media of mass
communication, the decline of religion and the tendency of teachers to restrict their efforts to
teaching the facts are contributing factors to this confusion. Teaching the facts definitional
criteria for the valuing process, composed of three sub process: choosing, prizing, and acting.
Values must be chosen freely from alternatives, after thoughtful consideration of the
consequences.
Esguerra 2008, make this point that the education a way to make people know the right
and wrong most especially the teachers. The teacher plays the biggest and heaviest role in
achieving the objectives mentioned by the department. The teacher should be versative and wellequipped in able to produce productive citizens. The education is organized instruction design to
communicate the combination of our knowledge, skills, and understanding valuable for all the
activities of life.

The creative teaching method is an intentional teaching of values in all aspects of the
learners life. One of a schools tasks is to build positive, productive citizens. Teaching basic
values will start with one value at a time. And also this method should remind teachers of varied
strategies to incorporate values in the basic curriculum. Like for example, integrity can be
included with math (honesty in business) and sincerity in language or in speech. Studies of
values concept development and patterns of behaviour have revealed that, at birth, the child has
development. Schools are an important ground for childrens developing conceptions of moral
behavior and ethical values. no conscience and no scale of values. .
Likewise Minton make the case that all teachers in all school were equally committed to
and active in self-esteem enhancement classroom work, such combined efforts might have a
more limited effect in the school management did not support the teachers effort (perhaps
through under-resourcing, or management policy and teacher practice being odds) or if the
parents of the students were either unaware or disapproving of self-esteem enhancement work
being undertaken in the school.
Palma 2007, also make this point to the dictionary of education defines learning as a
change in response or behavior caused partly or wholly by experience.
According to RD. Harold,the relation of childrens ratings of their competence in each
domain to estimates of their competence in each domain to estimates of their competence in
those domain provided by both parents and teachers increased over the early elementary grades.
The importance of teaching is to learn the children and develop their interest in reading and
instrumental music decreased and other subject that include to their study.
Again, it is possible to see the values concept of teaching is include in the classroom:
goals, structures, and student motivation. The classroom learning environment in relation to
achievement goal theory of motivation. Classroom structures are describe in terms of how they
make different types of motivation. The ways in which interventions must be address the
independency among these structures are discussed in terms of how they influence student
motivation
Teachers assessed how childrens self-concept of ability for mathematics, English, social,
and physical. Skills activities, ratings for the importance of these activities, and general selfesteem change across the transition to junior. Self-concept of ability for social activities showed
a cubic trend, but importance ratings for social activities declined a linear fashion. Children selfconcepts of ability for math and English became less stable across the junior high transition,
where is beliefs about other activities and general self-esteem were more stable.
Less attention has been paid in teachers either to their roles in creating learning
experiences consistent with the reform agenda or how to themselves learn new ways of teaching.
In this article focus on latter. The purpose in considering the teacher learning is twofold. First,
there ideas about nature learning and knowing us for understanding recent on teacher learning.

Second, we explore new issues about teacher learning and teacher education that this perspective
brings to light.
Likewise Lucido 2005, make the case that include about the values concept of teaching in
the morality of the young learners while his growing. Teaching has been defined not simply as a
process of importing knowledge nor getting a message across but rather as a process of
communicating aimed at effecting desirable changes in the behaviour of the learner. Using
instructional technology the abilities of the young learner will be developed

Related Studies
This study promote the enhancement of self-esteem include motivating student through
the use of appropriate rules and choices, and realistic goal setting, task analysis and evaluation.
The concept of teaching in this article are the subject teaching and teaching styles. As educators
we have many opportunities to work constructively with student self-esteem within our roles. If
we are to be effective in this, we must think the level of our knowledge and skills. They found
that a combination of creative and discursive activities is best. We must be reasonable about what
can be achieved, considering also literacy, motivation and the social skills of the group members.
According to Rosa DemateraAnunat the child is non-moral because his behaviour is not
guided by moral standard.If we are to relate the effectiveness with other people in our
environment, we must make judgements about what is right and what is wrong. The judgements
change with age. A student may behave in one way at age six and in a very different way at age
sixteen. In both instances, the student may consider himself or herself as behaving the right way.
It is depend on their values concept of teaching while growing-up. There are several models of
moral development in individuals. The theory of the psychologist Lawrence Kohlberg
emphasize the stages of moral development.
Again it is possible to see in values concept of teaching the Kohlbergs ideas in moral
Kohlbeg was mainly interested in how children and adults reason about moral issues in which
different perspectives and values come into play. He believed that moral judgement was a
cognitive process in which a person must identify the issues, values and perspectives in conflict,
then order them in some logical hierarchy.
The children are beginning to develop their mind, an understanding that other people are
people too, with their own minds, thoughts, feelings, beliefs, desires, and perceptions. Children
need a theory of mind to have a sense of humour. Also to understand everything in their
environment. In theory of mind and intention the skill of the children in observation must be
developed.

In school, we are dealing with the young who are immature and who lack the experiences
in life from which learning emanates. That is why the teacher assumes an important role in their
development. The learners who are unexpected to undergo the learning process just explained
cannot do it on their own without adult help and supervision.
Similarly Garcia 2005, points to a model of teaching geared towards helping the learners
learn basic skills and knowledge that can be taught in a step-by-step procedure. This is what
educators call direct instruction in values concept of teaching. Let us consider now this model of
teaching can be used in teaching basic skills. Some skills follow academically established rules
and lead to convergent results ; for instance, grammar rules, addition and subtraction procedures
and identifying absolute location of countries there is only one correct way of applying the skill.
The student have no option or choice. They have to follow the established rules. On the other
hand thinking skills like comparing, classifying, and generalizing allow for a variety of
interpretations. It is emphasize that thinking skills lead to divergent results as the students decide
on how the skill will be applied or demonstrated.It is emphasize that thinking skills lead to
divergent results as the students decide on how the skill will be applied or demonstrated.

Conceptual Framework
Input

Factors of Values Concept

of Teaching

Pre-Conventional
Morality
Conventional
Morality
Post-Conventional
Morality

Process

Survey to the preschool

major students

Output

Activities that can

enhance moral
development among the
participants

The input shows the factors of values concept of teaching. The researcher will find the answer by
surveying the respondents. When the result came, the output will be given some activities that
can help to enhance the moral development among the participants and to other people.

Definition of Terms
Concept. It's a general idea about a thing or group of things, derived from specific
instances or occurrences.
Self-Esteem. Involves an individual overall view of himself/herself. It is also referred to
us as self-worth or self-image.
Teaching. The activities of educating or instructing. Activities that impart knowledge or
skill. It is shared knowledge to the young learners and to sharpen critical thinking skills.
Values. Teaching of values helps children to understand, develop and nurture values that
will enable them determine the right direction for any situation and live morally in the society,
hence need for teaching values in education

Notes in Chapter II

Michelle Borba. Ed. D. 2005. Building Moral Intelligence (7 Essentials Virtues that Teach Kids
To DO the Right Thing)

Jeannie Oakes & Martin Lipton. 2005. Teaching (To Change The World) 2nd Edition. University
of California. Los Angeles

Stephen James Minton. 2012. Using Psychology in the Classroom

Lizette F. Knight. 2006. A2Z Creative Teaching Methods

Rosa DemateraAnunat. 2009.Child Adolescence Development . Books Atbp.Publishing corp.707

Tiaga Cor. Kasipagan Street.

Carmelita B. Sanga, MAIE. Child and Adolescent development (compilation)

Anita Woolfolk. 2012. Educational Psychology

John Wiley, New York. http:// www.record.org/ library/.January 22, 2016

Leah Cao Esguerra. 2008. Teachers work Values, Emotional Quotient and the Pupils Academic
Performace

Jesus C. Palma. 2007. Curriculum Development system ( A handbook for school practitioners in
basic education )

RD. Harold. http://journal/psynet.apa.org January 22, 2016

Ma. Cecilia R. Sabado. 2005. Factors Related to the Moral Values of Children

C. Bellamy. http://google.com.books 01-22-16

Carlito D. Garcia, Ed.D . 2005.Principles and Strategies of Teaching: A Skills Approach

Ralph T. Putnam. http://Educationalresearch.com -January 22,2016

Paz I. Lucido, M.A. 2005. Principles of teaching and Instructional Technology

Ames Carole. http://Idv.doi.org/Educational.psych. January 22,2016

Sonia F. Silbor. 2006. Values Teaching Method

David G. Tovera, PH.D. 2005. Elements of Good Teaching

Renato V. Dancil . 2006. The Relationship of the self Concept and the work Values of the
Learners.

Michelle Borba, Ed.D. 2005. Building Moral Intelligence (7 essential virtues that teach kids to
do right thing)

Jeannie, Oakes, Martin Lipton . 2005. Teaching (To change the world 2nd Edition). University of
California