McDevitt and Ormrod (2016) suggests that children increase the amount of time that they spend
outside of the family, especially with the increasing usage of technology. In the videos that we displayed
this week, we saw how neighborhoods could have an impact on a child.
Neighborhood: Early Childhood
In the neighborhood early childhood video, the child professes to feel safe in her neighborhood,
because “the neighbors are nice.” When asked what improvements could be made, she stated silly
responses like “by adding a zoo or horses.” The girl was asked about the reasoning for laws, she was
unable to provide a response due to being negligent of what a law was. It was apparent that this was an
unfamiliar term. She responded that her neighborhood was “safe” because of having nice people. This
is aligns with Kohlberg’s theory of “trust vs. mistrust.” In our textbook. (McDevitt & Ormrod 2016)
because this child is basing her theory on safety based off of how secure individuals make her feel.
Neighborhood: Middle Childhood
The Middle Childhood candidate was also asked to draw a picture depicting her neighborhood.
Her picture was much more detailed than the Early Childhood candidate. She talks about a specific
neighborhood friend, “Ricky.” She, too, was asked about the reasoning of laws in a community. Her
response was that laws are here to “keep everyone safe.”
Both of these students aligned with Piaget’s theory of Moral Reasoning. Piaget supported the
idea “that children developed their own ideas of moral behavior from their experiences.” (McDevitt &
OrmRond. 2016, Ch. 7) The early childhood candidate was apparently exhibiting the signs of the “Pre-
Conventional
“stage. According to McDevitt & Ormrond, the Pre-Conventional stage, preconceived ideas about what is
right or wrong prior to society have an influence on these ideas for children or people. Conventional
Morality “is an acceptance of society’s convention of right or wrong.” (p. 529)
Neighborhood: Early Adolescent
This candidate was a male, who again, drew a detailed drawing of his neighborhood. He was
able to particularize the different places and things in his drawings. He seems to enjoy the
neighborhood that his home is in, and claims that it “is a fun place to live.” He was able to pinpoint
needed improvements of his neighborhood, and the importance of safety protocols and laws.
Neighborhood: Late Adolescent
The late adolescent student is very familiar with her neighborhood, and what goes on in her
surroundings. Like the children prior to her, she drew a very detailed picture of her neighborhood. She
claims that her neighborhood is a “safe and peaceful place to live.” Her knowledge and understandings
of laws is a lot more apparent. Proverbs 22:6 states “Train up a child in the way, he should go; and when
he is old, he will not depart from it.”
Early Childhood: After School
The early childhood boy is asked to explain his after school routine. He verbalizes that he likes
to play video games, play with his brother, and do his homework last. He also is fond of
television and is required to do his chores.
Middle Childhood: After School
This boy, whom was older than the previous candidate, claims that he does his
homework first, then will choose between playing with his friends or his video games. Tennis is
his “favorite,” and he prefers to play with his friends.
Early Adolescent: After School
This young man states that he does his homework first, then “hangs out” with his
friends. This age usually reduces the fantasy play, and plays more sports or video games
together. He is required to feed the horses on his property, as well. He says that he plays after-
school sports during specific seasons and will participate in after-school activities.
Late Adolescent: After School
The final video was of a girl. Her routine usually consists of her doing her homework first, then
she enjoys playing golf. After her long day of school, homework, and after school activities, she
likes to relax and watch television. She, too, must feed horses and complete the chores around
the house, as well.
It was obvious that as the children grew older, they treated their homework as a priority and
chose to do that task first. Also, the older the children got, the more chores seemed to be
required from them, as well. It is good to teach children responsibility and accountability.
Reference
McDevitt, T. M., & Ormrod, J. E. (2013). Child development and education (5th ed.). Upper
Saddle River, New Jersey: Merrill/Pearson
Holy Bible, New International Version
