For starters, what are their specific steps of development?

Jean Piaget used observations of his own

children to develop the four stages that we know he created today. Piaget developed a stage theory of
intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2;
the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11;
and the formal operational stage, which begins in adolescence and spans into adulthood. He believed
that there were four necessary ingredients for cognitive development which included: “maturation of
the nervous system, experiences gained through interaction with physical world, social environment,
and child’s active participation in adapting to environment & constructing knowledge from experience.”
(Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers
acquire knowledge through sensory experiences and handling objects. This is the

When comparing the work of Sigmund Freud and Jean Piaget two things come to mind, they both had a
lasting and profound impact on the field of psychology and both received a great amount of criticism
regarding their theories. Freud is considered the founder of psychoanalysis, which is based on childhood
development and psychosexual stages. Piaget was the top developmentalist of the 1960s and 1970s. His
theory of cognitive development was as well studied as Freud's theory of psychosexual development
was a generation before. While they both had many criticisms of their work, both Freud and Piaget
influenced their respective fields of psychology so much that today their thoughts and concepts are still
studied and referenced everyday. Freud’s theories have revolutionized how we think. The impact Piaget
has had on developmental psychology has guided social norms of human development and education.
This essay will compare and contrast the theories of Freud and Piaget.

examining the Freudian view of human development, the main characteristic of human development is
one of a primitive and sexual nature. Freud defines the id as a unconscious part of the mind focused on
the primitive self and is the source of the demands of basic needs. Freud explains that the mind of an
infant consists only of the id, driving the basic needs for comfort, food, warmth, and love. In later stages
of early development, as a child’s mind begins to grow, the ego is formed. The ego is defined as the
connection between consciousness and reality that controls one’s thought and behavior. In late pre-
school years a child begins to develop what is called a superego. At this stage values are internalized,
and the complex connection between the id, ego, and supere...

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...s. Throughout the stages of development Freud argues that the powerful human influence came from
the parents. Piaget believed that peers are as important or more important than parents are. They both
agree that a young child is affected by his parents’ standards, but he is not simply a passive recipient of
those standards. Piaget did seem to build on one of Freud’s ideas in that while Freud was only interested
in moral feelings like guilt and shame, Piaget expanded his theory to look at the development of moral
judgment.

Piaget and Freud’s theory are universally known and used in every aspect of human development. While
parts of each are used to guide the current theories of human development,

Education Implication of Piagets Stages

Piaget's theory has had a major impact on the theory and practice of education. It has helped to create a
view where the focus of attention is on the idea of developmentally appropriate education. This refers
to an educational with environments, curriculum, materials and instruction that are consisteny with
student's physical and cognitive abilities as well as their social and emotional needs.

There are four main teaching implications drawn from Piaget's theory (Slavin, 2005):

1. A focus on the process of children's thinking, not just its products. Instead of simply checking for a
correct answer, teachers should emphasize the student's understanding and process they used to get
the answer.
2.Recognition of the crucial role of children's self-initiated, active involvement in learning activities. In a
Piagetian classroom, children are encourage to discover themselves through spontaneous interaction
with the environment, rather than the presentation of ready-made knowledge.

3. A deemphasis on practices aimed at making children adult like in their thinking.This refers to what
Piaget referred to as the "American question" which is "How can we speed up development?". His belief
is that trying to speed up and accelerate children's process through the stages could be worse than no
teaching at all.

4. Acceptance of individual differences in developmental progress. Piaget's theory asserts that children
go through all the same developmental stages, however they do so at different rates. Because of this,
teachers must make special effort to arrange classroom activities for individuals and groups of children
rather than for the whole class group.

The educational implication of Piaget's theory is the adaptation of instruction to the learner's
development level. It is important that the content of instruction needs to be consistent with the
developmental level of the learner.

The teachers main role is the facilitation of learning by providing various experiences for the students.
"Discovery Learning" allows opportunities for students to explore and experiment, while encouraging
new understandings. Opportunities that allow learners of different cognitive levels to work together
often help encourage less mature students to advance to a higher understanding of the material. One
future implication for the instruction of students is the use of hands on expereiences to help students
learn (Wood, 2008).

Education Implication of Frued's view

1. Give your personal opinion/reflection on Freud Psychoanalytic Theory.

Freud’s theory on personality is important due to many reasons and thoughts. My conclusive opinion
about his theory is pretty much based on or influenced by how we make decisions. Our personality is
based on our foundational bring up from our parents. Then proceeds into whether we could make good
decisions that are not powered by impulse.

I believe that our intellectual being is driven by sex and aggression (being able to produce and
reproduce), but is also based on Eros and Thanatos which means life and death. Now, Freud’s Theory is
thought out and very simple. He simplifies the way we decide on things which is based on our id, ego,
and superego. Our id is sought out in the infant/newborn stages of life. A child is born and has needs
that are not based on how others feel. When the child is hungry, uncomfortable, or not feeling well it
cries unaware of how the parent is feeling at the time. Its wants are pretty selfish and self-centered, but
a newborn cannot identify this at this stage of life. Now, as the child gets older its actions are based on
the ego stage of life or doing things from a realistic point of view. Both ego and id stages of life are co-
parts.

One feed two, two proceeds to grow, and then three is developed which is called the superego stage of
personality and can be defined as our beliefs, morals, and attitudes. This stage in my opinion is
developed by our parents and what they install in us. It can also include our cultural background and
knowledge. This stage of personality teaches us how to maintain ourselves in the world and how to
make rational decisions in life. Yes, Sigmund’s Freud theory does not work for all people, but when you
really sit down and read it, it gives you a better understanding.

2. What implications can you draw of Freud’s Theory of Education?

Freud is at least partly responsible – and his followers certainly more so – for the idea that babies have
mentality. His ideas lead us to the conclusion that their mentation will be of the type technically called
‘omnipotent’, which means that thought and reality are not distinguishable, and the rest of life might be
considered as the struggle to come to terms with the fact that ‘reality’ has its own agenda.

Psychoanalytic (or psychosexual) theory deals primarily with personality and postulates that human
“behavior is motivated by inner, unconscious forces, memories, and conflicts” that often stem from
early life experiences. According to this theory, there are three basic structures of the personality: the id
(which consists of the irrational libidinal drives that motivate the person to seek pleasure and sexual
gratification), the ego (the rational part of the mind), and the superego (essentially the conscience which
counterbalances the impulses of the id).

Development occurs through a sequence of five psychosexual stages (oral, anal, phallic, latency, and
genital) which focus on a body part (or erogenous zone) that becomes the center of pleasure or
gratification (Rice, 1997). Defense mechanisms such as denial, repression, rationalization, and
displacement, which serve the important purpose of temporarily distorting reality to relieve anxiety or
reduce conflict, are also important components of Psychoanalytic theory. Though primarily of historical
interest, an understanding of Freudian theory may give classroom teachers insight into the importance
of unconscious feelings and drives that motivate some student behavior.

Learn about your students’ experiences, preconceptions, or misconceptions by using pre-tests,

background knowledge probes, and written or oral activities designed to reveal students’ thinking about
the topic. Organizing information into a conceptual framework helps students remember and use
knowledge. Students must learn factual information, understand these facts and ideas in the context of
a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in
order to develop competence in a new topic.

Help students become more metacognitive aware by modeling your thinking as you solve a problem,
develop an argument, or analyze written work in front of the class. Teach metacognitive strategies, such
as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by
having students write in a learning journal or develop explanations of their problem-solving processes.

Support students by using concept maps, flowcharts, outlines, comparison tables, etc., to make the
structure of the knowledge clear.

Students learn with greater understanding when they share ideas through conversation, debate, and
negotiation.