LEARNERS

DEVELOPMENT
 • 3 Components of • 3 Levels and 6
Personality Substages of
• 5 Psychosexual Moral
Freud Stages Development Kohlberg

• 8 Psychosocial • Socio-Cultural
Stages Theory

Erikson Vygotsky

• 4 Stages of • Bio-ecological
Cognitive Systems
Development
Piaget Bronfenbrener
Learner’s Developmental Theories
 Freud’s Components of Personality
• Pleasure principle
Id •
•
immediate gratification
sexual urges(libido)
• aggressive urges (Thanatos)

• Reality centered
Ego • delay gratification till appropriate
• Decision-maker personality

• Sense of morality
Superego • Tells us the things we should and
shouldn’t do, or the duties and
obligations of society.
“I want that right now.” “You can’t have it. It’s
not right”

Id Superego

Ego
“Let’s figure out a way
to work together.”
 FREUD’S PSYCHOANALYTIC THEORY

▪ An individual goes through life stages where needs

are to be met.
▪ Sigmund Freud

Stages of Psychosexual Development:

1. Oral Stage
2. Anal Stage
3. Phallic Stage OA PhaLaGe
4. Latency Stage
5. Genital Stage
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

1. Oral Stage
▪ Birth to 18 months
▪ Pleasure area: mouth
Oral Fixations:
▪ Oral receptive
o Tendency to smoke, drink alcohol, overeat, and etc.
▪ Oral aggressive
o Tendency to bite nails, curse, gossip, and etc.
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

2. Anal Stage
▪ 18 months to 3 years
▪ Pleasure area: anus
Anal Fixations:
▪ Anal retentive
o Obsession with cleanliness, perfection, and control
▪ Anal expulsive
o Messy and disorganized
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

3. Phallic Stage
▪ 3-6 years
▪ Pleasure area: genitals
Sexual desires:
▪ Oedipus Complex
o Boys see their father as rival for their mother’s affection
▪ Electra Complex
o Girls see their mother as rival for their father’s affection
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

4. Latency Stage
▪ 6 to puberty
▪ Pleasure area: none
▪ The children’s focus is on play and studies
▪ Boys relate with boys and girls relate with girls
 FREUD’S PSYCHOANALYTIC THEORY

Stages of Psychosexual Development:

5. Genital Stage
▪ Puberty onwards
▪ Pleasure area: genitals
▪ Adolescents focus their sexual urges towards the opposite
sex
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
▪ Eight distinct stages, each involving psychological crisis.

Key Terms:
Epigenetic Principle Predetermined unfolding/
Like unfolding of a rose bud
Psychological Crisis Two opposing emotional forces
Syntonic Positive Dystonic Negative
Malignancy Too little of the +, too much of the -

Maladaptation Too little of the -, too much of the +

 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
1. Trust vs Mistrust
-Infancy (birth to 1 ½ years)
Virtue: Hope
Maladaptation: Sensory maladjustment
Malignancy: Withdrawal
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
2. Autonomy vs Shame or Doubt
-Toddlers ( 18 months to 2 or 3 years old)
Virtue: Willpower or determination
Maladaptation: Impulsiveness
Malignancy: Compulsiveness
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
3. Initiative vs Guilt
-Preschool Years (3-5 years old)
Virtue: Courage
Maladaptation: Ruthlessness
Malignancy: Inhibition
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
4. Industry vs Inferiority
-Elementary School Years (6-12 years old)
Virtue: Competency
Maladaptation: Narrow virtuosity
Malignancy: Inertia
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
5. Identity vs Role Confusion
-Adolescence (12-18 years old)
Virtue: Fidelity
Maladaptation: Fanaticism
Malignancy: Repudiation
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
6. Intimacy vs Isolation
-Early Adulthood
Virtue: Love
Maladaptation: Promiscuity
Malignancy: Exclusion
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
7. Generativity vs Stagnation
-Middle Age/ Middle Adulthood
Virtue: Caring
Maladaptation: Overextension
Malignancy: Rejectivity
 ERIK ERIKSON’S PSYCHOSOCIAL THEORY
8 stages:
8. Integrity vs Despair
-Old Age
Virtue: Wisdom
Maladaptation: Presumption
Malignancy: Disdain
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
▪ Suggests that young children think differently than
adults.
▪ Jean Piaget
Key Concepts of Piaget’s Theory:
1. Schema Cognitive structure

2. Assimilation Fitting new experiences into an existing schema

3. Accommodation Creating a new schema

4. Equilibrium Balance between assimilation and accommodation

 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

1. Sensorimotor
▪ Birth to 2 years
▪ Coordination of senses with motor responses
▪ Grasping, sucking, and reaching

Object permanence
-objects still exist even when out of sight.
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

2. Preoperational
▪ 2- 7 years old
▪ begins to use language
Egocentric thinking
-difficulty seeing from other viewpoints
Symbolic function
-ability to represent objects and events
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

2. Preoperational

Centration
-focus only on one aspect
Lack of Conservation
-inability to realize that thing remains unchanged
despite looking different
Irreversibility
-inability to reverse their thinking
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

2. Preoperational

Animism
-attribute human like traits to inanimate objects
Realism
-believing in psychological events
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

3. Concrete Operational
▪ 7 to 11 years old
▪ Ability to think logically but only in terms of
concrete objects
▪ Covers elementary education
Decentering
-ability to perceive different features
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

3. Concrete Operational
Reversibility
-recognizing that certain operations can be done in
reverse
Conservation
-certain properties do not necessarily change with
the change in appearance.
Seriation
-ability to arrange things based on one dimension
 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stages of Cognitive Development:

4. Formal Operational
▪ 11 years old and above
▪ More logical
▪ Solve abstract problems and hypothesize
 KHOLBERG’S STAGES OF MORAL DEVELOPMENT

Level 1- Pre-conventional (Birth to 9)

Stage 1: Punishment-Obedience Orientation Avoid punishment
Stage 2: Instrumental Relativist Orientation Benefit and satisfaction
Level 2- Conventional (10-13 years old)
Stage 3: Good Boy- Nice Girl Orientation Pleasing others/ acceptance
Stage 4: Law and Order Orientation Respect for authority/ fixed rules/
maintaining social order
Level 3- Post-conventional (13 and above)
Stage 5: Social Contract Orientation Common good/ Rules can change to
meet the needs of society
Stage 6: Universal Ethical Principle Orientation Universal and abstract
values
 LEV VYGOTSKY’ SOCIO- CULTURAL THEORY
▪ Social interaction plays a very important role in
cognitive development.
▪ Social interaction and language are two central factors
in cognitive development.
Key Concepts of Socio-Cultural Theory:
1. Scaffolding Appropriate assistance given by the MKO to
assist the learner accomplish a task.
2. MKO More knowledgeable individual – teacher, peers

Difference between what students can do and

3. ZPD what he/she can do with the help of others.
 LEV VYGOTSKY’ SOCIO- CULTURAL THEORY

Potential Level- Actual Level = Zone of Proximal Development

 URIE BRONFENBRENNER’S ECOLOGICAL THEORY
▪ Looks at child’s development within the context of the
system of relationships that form his/her
environment.
▪ Urie Bronfenbrenner
Social Levels or Systems
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem
 URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Social Levels or Systems

1. Microsystem
-layer closest to the child
-structures with which the child has direct contact.

Example: family, child care services, school, local,

neighborhood, membership of organizations, or child
care environment
 URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Social Levels or Systems

2. Mesosystem
-provides connection between the structures of
the child’s microsystem.

Example: -connection between the child’s teacher

and his parents, between his church and
neighborhood, etc.
 URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Social Levels or Systems

3. Exosystem
-a layer where the child does not function directly
-provides indirect impact on the child’s
development because of the connection with the
family unit.
Example: parent’s place of employment, access to
family and community services
 URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Social Levels or Systems

4. Macrosystem
-outermost layer in child’s environment
Example: comprises the cultural values, customs, and laws

5. Chronosystem
-dimension of time as it relates to the child’s
environment.
Example: timing of parent’s death, aging, etc.