Name: Jessa Mae G.

Delos Reyes Course and Year: BSED 2

Subject: PC 122 Schedule: 10:30-11:30 AM MWF

EXPLORE.

Challenge your stock knowledge! After answering the short exercises above, write
what you remember most about the ideas of the following theories. Focus on what
you think are their most important ideas about the development of learners.

Sigmund Freud

In Freud’s view, personality is acquired and developed during childhood, and is

critically shaped via a succession of five psycho-sexual stages – the Freudian psycho-
sexual theory of development. And every stage presents the child with a conflict
between his own biologically driven needs and social expectations. According to
Freud, the successful negotiation of these internal conflicts will lead to the
progressive mastery of each developmental stage, and thus lead ultimately to the
development of a fully mature personality.

Erik Erikson

The key idea in Erikson's theory is that the individual faces a conflict at each stage,
which may or may not be successfully resolved within that stage. For example, he
called the first stage 'Trust vs Mistrust'. If the quality of care is good in infancy, the
child learns to trust the world to meet her needs. If not, trust remains an unresolved
issue throughout succeeding stages of development.

Jean Piaget

His view of how children's minds work and develop has been enormously influential,
particularly in educational theory. His particular insight was the role of maturation
(simply growing up) in children's increasing capacity to understand their world: they
cannot undertake certain tasks until they are psychologically mature enough to do so.
His research has spawned a great deal more, much of which has undermined the detail
of his own, but like many other original investigators, his importance comes from his
overall vision.

He proposed that children's thinking does not develop entirely smoothly: instead,
there are certain points at which it "takes off" and moves into completely new areas
and capabilities. He saw these transitions as taking place at about 18 months, 7 years
and 11 or 12 years. This has been taken to mean that before these ages children are
not capable (no matter how bright) of understanding things in certain ways, and has
been used as the basis for scheduling the school curriculum. Whether or not should be
the case is a different matter.
Lawrence Kohlberg

He argued that correct moral reasoning was the most significant factor in moral
decision-making, and that correct moral reasoning would lead to ethical behavior.
Kohlberg believed that individuals progress through stages of moral development just
as they progress through stages of cognitive development.

His theory promotes a constructive and positive learning environment where the
growth of children is fostered. It helps children achieve optimal moral values so that
they can become responsible members of society. It prevents children from going the
wrong way and helps them make right decisions which are good for them.

Lev Vygotsky

He believed that social interaction plays a critical role in children's learning—a

continuous process that is profoundly influenced by culture. Imitation, guided
learning, and collaborative learning feature prominently in his theory.

He showed the importance that society, family, and culture have on children's growth
and how crucial learning can be. His zone of proximal development helped people
understand how many potential children can have when aided by an adult.
Additionally, his scaffolding emphasized the critical role that teachers play in the
growth and education of children.

Urie Bronfenbrenner

His greatest contribution to the field of developmental psychology was the ecological
systems theory. At the core of this theory are four systems that shape a child’s
development: the micro-system, the mesosystem, the exosystem, and the macro-
system. Bronfenbrenner recognized that children do not develop in a vacuum.

Bronfenbrenner’s Ecological Systems Model can be useful to help understand the

student’s learning environments and to establish quality learning environments. They
will be able to see what their students have learned and all of their hard work.

Bronfenbrenner suggests that students learn and develop through their person-to-
person interactions with parents, teachers, and peers, and through the influence of
their personal characteristics (e.g., personality, intelligence, gender).
EXTEND WITH SYNAPSE STRENGTHENERS

Freud’s Component of the Personality

Review the three components and write important concepts about them in the space
provided.

Id Ego Superego

The id is driven by the Everyone has an ego. The The superego has two
pleasure principle, which term ego is sometimes parts:
strives for immediate used to describe your
gratification of all desires, cohesive awareness of The conscience includes
wants, and needs. If these your personality, but information about things
needs are not satisfied personality and ego are not that are viewed as bad by
immediately, the result is a the same. The ego parents and society. These
state of anxiety or tension. represents just one behaviors are often
For example, an increase component of your full forbidden and lead to bad
in hunger or thirst should personality. consequences,
produce an immediate punishments, or feelings of
attempt to eat or drink. The ego operates based on guilt and remorse.
the reality principle, which
strives to satisfy the id's The ego ideal includes the
desires in realistic and rules and standards for
socially appropriate ways. behaviors that the ego
The reality principle aspires to.
weighs the costs and
benefits of an action The superego tries to
before deciding to act perfect and civilize our
upon or abandon impulses. behavior. It suppresses all
id's unacceptable urges and
struggles to make the ego
act upon idealistic
standards rather than on
realistic principles. The
superego is present in the
conscious, preconscious,
and unconscious.

Freud’s Psycho-Sexual Stages of Development

Write the description, erogenous zone and fixation of each of the stages below.

Erogenous Zone: Mouth

During the oral stage, the infant's primary

source of interaction occurs through the
mouth, so the rooting and sucking reflex
is especially important. The mouth is
ORAL STAGE vital for eating, and the infant derives
pleasure from oral stimulation through
gratifying activities such as tasting and
sucking.
The primary conflict at this stage is the
weaning process--the child must become
less dependent upon caretakers. If
fixation occurs at this stage, Freud
believed the individual would have issues
with dependency or aggression. Oral
fixation can result in problems with
drinking, eating, smoking, or nail-biting.
Erogenous Zone: Bowel and Bladder
Control

During the anal stage, Freud believed that

ANAL STAGE the primary focus of the libido was on
controlling bladder and bowel
movements. The major conflict at this
stage is toilet training—the child has to
learn to control their bodily needs.
Developing this control leads to a sense
of accomplishment and independence.

According to Freud, inappropriate

parental responses can result in negative
outcomes. If parents take an approach
that is too lenient, Freud suggested that
an anal-expulsive personality could
develop in which the individual has a
messy, wasteful, or destructive
personality.

If parents are too strict or begin toilet

training too early, Freud believed that an
anal-retentive personality develops in
which the individual is stringent, orderly,
rigid, and obsessive.

Freud believed that positive experiences

during the toilet training stage serve as
 the basis for people to become competent,
productive, and creative adults.
Erogenous Zone: Genitals

Freud suggested that during the phallic

PHALLIC STAGE stage, the primary focus of the libido is
on the genitals. At this age, children also
begin to discover the differences between
males and females.

Freud also believed that boys begin to

view their fathers as a rival for the
mother’s affection (Oedipus Complex)
The term Electra complex has been used
to describe a similar set of feelings
experienced by young girls.

Eventually, the child begins to identify

with the same-sex parent as a means of
vicariously possessing the other parent.
For girls, however, Freud believed that
penis envy was never fully resolved and
that all women remain somewhat fixated
on this stage.

Erogenous Zone: Sexual Feelings Are

Inactive

LATENCY STAGE The latent period is a time of exploration

in which the sexual energy is repressed or
dormant. This energy is still present, but
it is sublimated into other areas such as
intellectual pursuits and social
interactions. This stage is important in the
development of social and
communication skills and self-
confidence.

As with the other psychosexual stages,

Freud believed that it was possible for
children to become fixated or "stuck" in
this phase. Fixation at this stage can
result in immaturity and an inability to
form fulfilling relationships as an adult.

Erogenous Zone: Maturing Sexual

Interests

During the final stage of psychosexual

 GENITAL STAGE development, the individual develops a
strong sexual interest in the opposite sex.
This stage begins during puberty but last
throughout the rest of a person's life.

If the other stages have been completed

successfully, the individual should now
be well-balanced, warm, and caring.

Erikson’s Psycho-social Stages of Development

Review the psycho-social stages and fill out the matrix below.
 Maladaptation Malignancy Virtue
Stage Crisis Significant (include (includes (include
Person description) descriptions) descriptions)
1. Infancy Sensory
(begins at Trust vs. Parents Maladjustment Withdrawal Hope
birth – 18 Mistrust and – overly – it is detaching – a belief that
mos. of age) caregivers trusting even involvement if things are
when fooled. from others and not going well,
This person a result from they will work
cannot believe mistrusting to hard out well
that anyone someone. in the end so
could mean that something
harm to them good will
and when use happen.
all the reasons
and defence to
find excuse to
person who did
them wrong.
2. Early Autonomy Parents Impulsiveness Compulsiveness Will
Childhood (2- vs.Shame and – A behavior – a behavior in - the power of
3 years and Doubt caregivers which you do which someone the mind to
things does something decide and do.
suddenly too much and is
without any unable to stop
planning doing it and
without must be done
considering the perfectly.
result and
consequences.
3. Preschool Initiative Parents, Ruthlessness Inhibition Courage
(3-5 years) vs.Guilt caregivers – having no – too much – the ability to
and mercy or a guilt, a nervous control fear
playmates feeling to befeeling that despite of the
heartless. prevents situation you
someone from are in.
expressing their
thoughts,
emotions and
desires.
4. School Age Industry vs. Parents, Narrow Inertia Competency –
(6-11 years) Inferiority caregivers, Virtuosity - lack of an ability or
teachers –parents movement or skill to do
and peer encourage, desire to do things
group reinforce and things. efficiently.
develop their
child’s abilities
to achieve
goals.
5.Adolescence Identity vs. Peer group Fanaticism Repudiation Fidelity
(12-18 years) Role – a belief or – a rejection or – a quality of
Confusion behavior that refusal of being faithful,
lead to proposal or loyal or
unreasonable deal. honest.
or violent
behavior.
6.Young Intimacy vs. Opposite Promiscuity – Exclusion – the Love
Adulthood Isolation sex, the tendency to tendency to –a feeling of
(19-40 years) friends become isolate oneself strong
intimate too from love, affection to a
freely, without friendship and person,
discrimination community, to attraction that
especially develop includes
having sexual hatefulness in sexual desire.
relations. compensation to
loneliness.
7.Middle Generativity People in Overextension Rejectivity Caring -
Adulthood vs. society, – people try to – no longer showing
(40-65 years) Stagnation children, be productive participating in kindness and
that they do contributing to concern to
not have time society. others.
for their self to
relax and rest.
8. Maturity Ego Household Presumption Disdain Wisdom
( 65- death) Integrity vs. and co- – willingness - a feeling of - knowledge
Despair worker to do disapproval or gained by
something something you many
without right think does not experiences in
or permission deserve respect. life, an ability
to do such to understand
things. things that
other people
cannot
understand.

Piaget’s Cognitive Stages of Development

*Sensory Motor Stage: During this earliest stage of cognitive development toddlers
and infants acquire their knowledge through sensory and manipulating
objects.Child’s earliest experience occurs through reflexes, senses and motor
responses.

*Age Range: 0-2 years old

*Characteristics: Experiencing the world through senses, and actions

(looking,touching, mouthing and grasping. Achieves object permanence,
differentiates self from objects. Motor activity without the use of symbols.

Key Teaching Strategies: Talking to child frequently can increase their

language ability and vocabulary. Total Physical Response is important so that child
make more connections to the words that they are learning.

Pre-operational Stage: In this stage conservation is developed, child already has the
ability to think about objects that are not within the immediate environment.Their
imagination and intuition are strong, mostly at this age they have imaginary friends.
Playing and pretending takes place in this stage.

*Age Range: 2-7 years old

*Characteristics: Representing things with words and images but lacking logical
reasoning. Learn to use language, thinking is egocentric and has difficulty
in taking viewpoint of others. Classifies objects by a single feature.

*Key Teaching Strategies: By using visualization, it bring dull concepts to life by

showing photos, audio clips and videos. Social interaction is important in this
age.Teacher should build upon the sensory motor stage by encompassing the use of
different senses into their lessons. Teachers should teach students to start looking at
the world through people’s eyes by scaffolding and oral questioning.

*Concrete operational Stage: during this stage, a child’s thought processes become
mature and seems like adult. Abstract and hypothetical thinking are not
yet developed, they only solve problems that apply to concrete events and objects and
were able to incorporate inductive logic. In this stage, child already
understand conservation and hierarchical classification.

*Age Range: 7-11 years old

*Characteristics: Thinking logically about concrete events: grasping concrete

analogies and performing arithmetic operations.

*Key Teaching Strategies: Focus on open-ended questioning, use brain teasers and
riddles to foster analytical thinking. Create timelines, three dimensional
models, science experiments and other ways to manipulate abstract concepts.

*Formal Operational Stage: In this final stage, intelligence is already demonstrated

through logical use of symbols and abstract ideas and is capable to hypothetical and
deductive reasoning. Adolescents can come up with systematic plan. In this stage,
metacognition or thinking about thinking happens.

*Age Range: 12 years old to adulthood

*Characteristics: Demonstrate abstract reasoning, including logic, deductive
reasoning, comparison and classification

*Key Teaching Strategies: Offer step by step explanations of ideas and utilize charts
and visual aids. Explore hypothetical questions, broaden concepts and
present problems that requires logical and to analyze the problem.

Kohlberg’s Stages of Moral Development

Review the moral stages and identify and describe each using the graphic organizer
below.

Stage 1: Punishment/obedience orientation

Behaviour is determined by consequences. The
Level 1: individual will obey in order to avoid punishment.
Preconventional
level
 Stage 2: Instrumental purpose orientation
Behaviour is determined again by consequences. The
individual focuses on receiving rewards or satisfying
personal needs.

Stage 3: Good Boy/Nice Girl orientation

Behaviour is determined by social approval. The
individual wants to maintain or win the affection and
approval of others by being a “good person.”
Level 2:
Conventional
level
Stage 4: Law and order orientation
Social rules and laws determine behaviour. The
individual now takes into consideration a larger
perspective, that of societal laws. Moral decision
making becomes more than consideration of close
ties to others.

Stage 5: Social contract orientation

Individual rights determine behaviour. The
individual views laws and rules as flexible tools for
Level 3: improving human purposes.
Postconventional
or principled
level Stage 6: Universal ethical principle orientation
According to Kohlberg, this is the highest stage of
functioning. However, he claimed that some
individuals will never reach this level. At this stage,
the appropriate action is determined by one’s self-
chosen ethical principles of conscience.

Vygotsky’s Socio- Cultural Theory

Define or describe the words below.

The more knowledgeable The zone of proximal Vygotsky's scaffolding is a

other (MKO) is somewhat development (ZPD), or theory that focuses on a
self-explanatory; it refers zone of potential student's ability to learn
to someone who has a development, refers to the information through the
better understanding or a range of abilities an help of a more informed
higher ability level than individual can perform individual. When used
the learner, with respect to with the guidance of an effectively, scaffolding can
a particular task, process, expert, but cannot yet help a student learn
or concept. An example perform on their own. content they wouldn't have
for this is a teacher or an been able to process on
older adult but many their own.
times, a child’s peers or an When a learner is close to
adult’s children may be the mastering a skill set
individuals with more required to complete a task
knowledge or experience. but still needs the guidance
of an expert to do so, they
are considered to be in
their zone of proximal
development

SCAFFOLDING
More Knowledgeable Zone of Proximal
Other (MKO) Development (ZPD)

Interpret Vygotsky’s view about the teaching and learning process by drawing the
diagram showing the relationships of MKO, ZPD and scaffolding.
 Bronfenbrenner’s Bio-Ecological Theory

Describe each of the systems in the theory.