PART 2: FOCUS ON THE LEARNER
MODULE 3
REVIEW OF THEORIES RELATED
TO THE LEARNERS DEVELOPMENT
Group Activity
Divide the participants into three groups. Each group will focus on one
theory: Piaget, Erikson, or Freud.
Task: Each group is responsible for creating a short scenario that depicts a
real-life situation corresponding to one stage from their assigned theory.
Activity Title: "Development Through the Lens of Piaget,
Erikson, and Freud"
Introduction
Piaget’s Theory of Cognitive Development: Explain
the four stages: Sensorimotor, Preoperational, Concrete
Operational, and Formal Operational, focusing on how
children actively construct their understanding of the
world.
Erikson’s Psychosocial Stages: Briefly describe
Erikson’s eight stages, emphasizing the conflict at each
stage (Trust vs. Mistrust, Autonomy vs. Shame and Doubt,
Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role
Confusion, Intimacy vs. Isolation, Generativity vs.
Stagnation, Integrity vs. Despair ).
Freud’s Psychosexual Stages: Outline Freud’s five
Group Activity
Divide the participants into three groups. Each group will focus
on one theory: Piaget, Erikson, or Freud.
Task: Each group is responsible for creating a short scenario that
depicts a real-life situation corresponding to one stage from their
assigned theory.
FREUD 3 COMPONENTS OF PERSONALITY
5 PSYCHOSEXUAL STAGES OF
DEVELOPMENT
ERIKSON 8 PSYCHO-SOCIAL STAGES OF
DEVELOPMENT
PIAGET 4 STAGES OF COGNITIVE
DEVELOPMENT
TOPICS
KOHLBERG 3 LEVELS AND 6 SUBSTAGE OF
MORL DEVELOPMENT
VYGOTSKY
• ON LANGUAGE
• ZONE OF PROXIMAL DEVELOPMENT
BRONFENBRENER BIO- ECOLOGICAL
SYSTEMS
LEARNING
OUTCOMES:
• Explain the salient concepts and principles of the major
development theories
• Apply these theories to teaching learning situations
SIGMUND FRUED
•
(1856-1939)
Austrian neurologist born in 1856
• Has been diagnosed with cancer of the jaw
in 1923 and underwent more than 30
operations and died cancer in September
23,1939
• founder of Psychoanalysis
• Created an entirely new approach to the
understanding of human development
• most Influential and controversial thinker of
the early twentieth century
• He emphasized the three components that
make up one’s personality’ the Id, Ego and
Superego
• He also believed that an individual goes
through five psychosexual stages of
development: oral, anal phallic, latency and
genital stages
3 Components of Personality
Id Superego
“ I want to do “ It is not right to
that now” do that”
Ego
“ Maybe we can
compromise”
• According the Freud, our personality is always facing the conflict of the 3
components. The job of the Ego is to balance the aggressive, pleasure-
seeking drives of the Id with the moral control of the Superego
9
5 PSYCHOSEXUAL STAGES OF DEVELOPMENT
1. The Oral Stage ( from birth to 1)
2. The Anal Stage ( from 1 to 3)
3. The Phallic Stage ( from 3 to 6)
4. The Latent Period ( from 6 to
puberty)
5. The Genital Stage ( puberty to
death
11
PSYCHOSEXUAL
-This term refers to Freud's theory of development, which centers
around how individuals experience and express their sexuality through
various stages of development. the focus of pleasure shifts to
different erogenous zones. this are the areas of the body that are
particularly sensitive to sexual stimulation and can elicit a sexual
response when touched or stimulated.How a person navigates these
stages can affect their personality and behavior in adulthood.
12
ORAL STAGE
• The infants primary source of
interaction occurs through the
mouth
• The mouth is vital for eating and
infant derives pleasure from oral
stimulation through gratifying
activities such as sucking
• The infant is entirely dependent
upon caretakers, the child also
develops a sense of trust and
comfort through this oral stimulation
13
ANAL STAGE
• the libido becomes focused on the anus
• the child derives great pleasure from
defecating.
• Toilet training becomes a central part
of the child’s experience in this phase
• According to freud, if parents are overly
strict or start toilet training too early a
child might develop an “ anal-
retentive” personality characterized by
being stringent, orderly, rigid and
obsessive as the child becomes fixated
on the control of their bowel
movements
PHALLIC STAGE
• It occurs between the ages 3-6
• The word “ phallic” comes from the Latin
word “ phallus” which means “penis”
• During this stage, pleasure focuses on the
genitals as the child discovers that self-
stimulation is enjoyable
• In Freud’s view, the phallic stage has a
special importance in personality
development because this periods triggers
the Oedipus Complex which describes a
child’s feelings of desire for their opposite-
sex parent and jealousy and anger toward
their same-sex parent
15
LATENT PERIOD
• It occurs at approximately between 6
years of age until puberty
• At this stage, the libido interests are
suppressed. The development of ego
and superego contribute to this period of
calms
• It begins around the time that children
enter into school and become more
concerned with peer relationships,
hobbies and other interests.
• This stage is important in the
development of social and
communication skills and self-confidence 16
GENITAL STAGE
• The final stage of psychosexual
development which occurs from
puberty but last throughout the
rest of a person’s life
• It is the time of sexual
reawakening and development of
mature sexual relationships but
the source of sexual pleasure now
becomes outside of the family
• Individual develops a sexual
interest in the opposite sex
(heterosexuality) 17
ERIK ERIKSON (1902-1994)
• Was a Danish-German-Jewish child
psychoanalyst and virtual artist
• Developed one of the most popular
and influential theories of
development
• It’s theory centered on psychosocial
development on human beings
• In the review of General Psychology
survey, published in 2002, he ranked
as the. 12th most eminent
psychologist of the 20th century
18
PSYCHOSOCIAL
which focuses on the interaction between a person’s psychological
state and their social environment. Erikson’s theory outlines eight
stages of development, each associated with a key challenge or conflict
navigating these challenges leads to healthy psychological and social
development.
19
STAGE 1: TRUST VS. MISTRUST STAGE 2: AUTONOMY VS.
SHAME AND DOUBT
• Trust: Established when babies given • Autonomy: doing things on their
adequate warmth, touching, love and own such as body control and
physical care making choices
• Mistrust: caused by inadequate or • Shame: overprotective or
unpredictable care and by cold, ridiculing parents may cause
indifferent and rejecting parents children to doubt abilities and feel
shameful about their actions
STAGE 3: INITIATIVE VS. STAGE 4: INDUSTRY VS.
GUILT INFERIORITY
• Initiative: parents reinforce via • Industry:occurs when child is
giving children freedom to play, praised for productive activities
use imagination and ask questions such as painting and drawing
• Guilt: may occur if parents criticize, • Inferiority:occurs if child's efforts
prevent play or discouraged a are regarded as messy, inadequate
child's questions or criticized
22
STAGE 5: IDENTITY VS. STAGE 6: INTIMACY VS.
ROLE CONFUSION ISOLATION
• Identity: one’s organization of
individual drives, abilities, • Intimacy: ability to care
beliefs and experience into about others and to share
consistent image of self experiences with them
• Role Confusion: failure to
establish an individual identity • Isolation: feeling alone and
separate from the family and uncared for in life
having no peer relationships
23
STAGE 7: GENERATIVITY VS. STAGE 8: INTEGRITY VS.
STAGNATION DESPAIR
• Generativity: interest in guiding the • Integrity: develop when people
next generation have lived richly and responsibly
• Stagnation: when one is only • Despair: occurs when previous life
concerned with ones own needs events are viewed with regret,
and comforts experiences heartache and remorse
24
JEAN PIAGET (1896-1980)
• Was a precocious student,
publishing his first scientific paper
when he was just 11 years old
• Swiss Psychologist known for his
work on child development
• Was one of the 20th century’s. most
influential researcher in the area of
development psychology
• He wanted to know how children
learned through their development
in the study of knowledge
• He believes that the child's
cognitive structure increases with
the development
FOUR STAGES:
1. SENSORIMOTOR STAGE
2. PRE OPERATIONAL STAGE
3. CONCRETE OPERATIONAL
STAGE
4. FORMAL OPERATIONAL
STAGE
COGNITIVE DEVELOPMENT
• It is the process of how a person’s ability to think,
reason and understand
• It is gradual and orderly changes
• Piaget study cognitive development by observing
children in particular to examine how their though
processes changed with age
The Sensorimotor Stage ( Birth to 2 yrs)
- Infancy
• infants acquire knowledge and constructs an understanding of
the world through sensory experiences with motor actions and
basic reflexes
• During this stage, they go through a period of dramatic growth
and learning. As they interact with their environment, they
continually make new discoveries about how the world works
• The main achievement during this stage is Object Permanence-
knowing than an object still exists even if it is hidden
• It requires the ability to form a mental representation (schema)
of the object
PREOPERATIONAL STAGE (3-7 years)
- Toddler and Early Childhood
• During this stage, they can think about things symbolically,
this is the ability to make one thing a word or an object
stand for something other than itself
• The child's thoughts and communication are typically
egocentric
• The child is now able to engage in symbolic play and use
language to represent objects and persons
CONCRETE OPERATIONAL STAGE (7-11 years)
-Childhood and Early Adolescence
This stage is characterized by the appropriate use of logic.
Important processes during this stage are the following:
• Seriation:The ability to sort objects in an order according
to size, shape or any other characteristic
• Transitivity: The ability to recognize logical relationships
among elements in a serial order
• Classification: the ability to group objects together on
the basis of common features, the child also begins to
get the idea that one set can include another
FORMAL OPERATIONAL STAGE (12 years above)
- Adolescence and Adulthood
• It is the highest stage of cognitive development
• During this stage, the individual will demonstrate the ability to critically
analyze situations, taking into consideration reasoning and argument
• The ability to systematically solve a problem in a logical and
methodological way
• Understand that nothing is absolute, everything is relative
• It is also characterized by being able to demonstrate the ability in more
abstract terms
• For example: Instead of realizing that there are consequences to
actions, such as getting in trouble or being grounded because of yelling
at parent a person in this stage will begin to realize that the
consequences are a result of not following directions or instructions
MORAL DEVELOPMENT
refers to the ways people choose
between right and wrong
LAWRENCE KOHLBERG
• an American psychologist, was among the
pioneers of moral development research
• He developed his six-stage theory on moral
development while working on his doctorate
degree.
• Kohlberg's theory includes three levels of moral
reasoning.
-Level 1: Pre-Conventional morality
-Level 2: Conventional Morality
-Level 3: Post-Conventional morality.
• Each of these levels are divided into two stages, for
a total of six
LEV VYGOTSKY
• Vygotsky was a prolific writer,
publishing six books on
psychology in 10 years.
• His interests were diverse but
often centered on child
development, education, the
psychology of art, and language
development
• He developed several important
theories about the way children
learn and grow within culture
and society.
•
LANGUAGE
• According to Lev Vygotsky, a 20th-century Soviet psychologist,
language acquisition involves not only a child's exposure to words but
also an interdependent process of growth between thought and
language.
• Language plays 2 critical roles in cognitive development:
1. It is the main means by which adults transmit
information to children
2. Language itself becomes a very powerful tool of
intellectual adaptation
PRIMITIVE STAGE
characterized by the infant experimenting
with sound production
STAGES OF NAÏVE STAGE
begins when babies learn to speak
LANGUAGE EXTERNAL STAGE
DEVELOPMENT the child starts to use objects to signify
meaning and words in the external stage
INGROWTH STAGE
occurs when children start to internalize
many of the tasks he learnt during the
previous phases.
Important Factors in Language
Development
• Experience: children acquire knowledge as a result of engaging in
social experiences
• Signals: According to Vygotsky, words are signals. Rather than
engage children in a primary signal system, in which objects are
referred to merely as themselves, adults engage children in a
secondary signal system, in which words represent objects and
ideas.
Important Factors in Language
• Cognition
Development
A child's intellectual development is crucial to his language development. By
interacting with his environment, a child develops the ability to develop
private inner speech
• Development
As learners experience language development, they "can reflect better on their
own thinking and behavior and reach greater levels of control and mastery
over their own behavior
• Considerations
• SOCIAL SPEECH
-(typical from the age of two)
-which is external communication used to talk to others
• PRIVATE SPEECH
TYPES OF -(typical from the age of three)
SPEECH -which is directed to the self and serves an intellectual
function
• SILENT INNER SPEECH
-(typical from the age of seven)
-used by older children and adults
-allow us to direct our thinking and behavior
Zone of Proximal Development
- refers to the range of abilities an individual can perform with
the guidance of an expert, but cannot yet perform on their own
STAGES :
• Tasks a Learner Cannot Accomplish With Assistance
• Tasks a Learner Can Accomplish With Assistance
• Tasks a Learner Can Accomplish Without Assistance
Tasks a Learner Can Accomplish
With Assistance
-When a learner is close to mastering a skill set required to complete a
task but still needs the guidance of an expert to do so, they are
considered to be in their zone of proximal development
Tasks a Learner Can Accomplish Without
Assistance
-In this phase, the learner is able to complete tasks independently and
has mastered the skill set required to do so. The learner does not need
the help of an expert
-task that are outside of the learners ZPD are those that are unable to be
completed even with the help of an expert
Key Components of the
Zone of Proximal
“more knowledgeable other” Development
someone who has a higher level
of knowledge than the learner
and is able to provide them with
instruction during their learning
process
Key Components of the
Zone of Proximal
SCAFFOLDING Development
-an expert will provide them with
appropriate assistance to help them
accomplish a new task or skill.
Activities, instructions, tools, and
resources that are used to aid in this
learning process are known as
scaffolding.
Key Components of the
Zone of Proximal
Development
SOCIAL INTERACTIONS
social interaction between a more
knowledgeable other and the
learner was critical. While the
expert may be an adult, Vygotsky
also emphasized the power of peer
learning.
BRONFENBRENER
BIO-ECOLOGICAL
SYSTEMS
BIOECOLOGICAL
MODEL
-people were products of their environment and time
-Bronfenbrenner ecological systems theory posits that an
individuals development is influenced by a series of
interconnected environmental systems
MICROSYSTEM MESOSYSTEM
this is the layer closest to the child is where a person's individual
and contains the structures with microsystems do not function
which the child has direct contact independently but are
interconnected and assert influence
upon one another
EXOSYSTEM
this layer defines the larger social system in which the child does not
function directly.
MACROSYSTEM
this layer may be considered the outermost layer in the child's environment.
While not being a specific framework, this layer is comprised of cultural
values, customs, and laws
CHRONOSYSTEM
It relates to shifts and transitions over the child's lifetime
These environmental changes can be predicted, like starting school,
or unpredicted, like parental divorce or changing schools when
parents relocate for work, which may cause stress.
