Theories Related to Learners Development

Sigmund Freud

1. id
 “Pleasure principle”, which is the idea that every wishful impulse should be satisfied immediately,
regardless of the consequences
 is the impulsive (and unconscious) part which responds directly and immediately to basic urges,
needs, and desires.
 The id is the only component of personality that is present from birth.

2. Ego
 The ego develops to mediate between the unrealistic id and the external real world. It is the
decision-making component of personality.
 The ego operates according to the “reality principle,”
 The ego considers social realities and norms, etiquette and rules in deciding how to behave.
 According to Freud, the ego develops from the id and ensures that the impulses of the id can be
expressed in a manner acceptable in the real world.

3. Super Ego
 The superego incorporates the values and morals of society which are learned from one's
parents and others.
 The superego's function is to control the id's impulses. It also has the function of persuading the
ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection.
 Lev Vygotsky Socio-cultural theory

Zone of Proximal Development

 This is an important concept that relates to the difference between what a child can achieve independently
and what a child can achieve with guidance and encouragement from a skilled partner.
 Vygotsky sees the Zone of Proximal Development as the area where the most sensitive instruction or
guidance should be given - allowing the child to develop skills they will then use on their own - developing
higher mental functions.

More Knowledgeable Other

 it refers to someone who has a better understanding or a higher ability level than the learner, with
respect to a particular task, process, or concept.
 Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case.
Many times, a child's peers or an adult's children may be the individuals with more knowledge or
experience.

Scaffolding
 Scaffolding consists of the activities provided by the educator, or more competent peer, to support the
student as he or she is led through the zone of proximal development.

Bronfenbrenner’s Bio-Ecological Theory

Microsystem
 Microsystem is the smallest and most immediate environment in which children live.
 The microsystem comprises the daily home, school or daycare, peer group and community environment of
the children.
Mesosystem
 A system of microsystems and as such, involves linkages between home and school, between peer group
and family, and between family and community.
 Encompasses the interaction of the different microsystems which children find themselves in.

Exosystem
 The exosystem pertains to the linkages that may exist between two or more settings, one of which may not
contain the developing children but affect them indirectly nonetheless.
 The setting in which there is a link between the context where in the person does not have any active role,
and the context where in is actively participating.

Macrosystem
 The largest and most distant collection of people and places to the children that still have significant
influences on them.
 This ecological system is composed of the children’s cultural patterns and values, specifically their dominant
beliefs and ideas, as well as political and economic systems.

Chronosystem
 The chronosystem includes the transitions and shifts in one's lifespan. This may also involve the socio-
historical contexts that may influence a person.
 The chronosystem may include a change in family structure, address, parents’ employment status, as well
as immense society changes such as economic cycles and wars.