Diffun Campus: "Molding Minds, Shaping Future"

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION
Module 2 DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

LESSON 5. Freud’s Psychoanalytic Theory
Competencies 1. Explain Freud’s views about child and adolescent development
2. Draw implications of Freud’s theory to education
Discussion Introduction
Freud’s views about human development are more than a century old. He can be
considered the most well-known psychologist because of his very interesting theory about
the unconscious also about sexual development. Although a lot of his views were criticized
and some considered them debunked, Freud’s theory remains to be one of the most
influential in psychology.
Freud’s Stages of Psychosexual Development
According to Freud, a person goes through the sequence of these five stages and
along the way there are needs to be met. Whether these needs are met or not, determine
whether the person will develop a healthy personality or not. The theory is quite interesting
for many because Freud identified specific erogenous zone for each stage of development.
These are specific “pleasure areas” that become focal points for particular stage. If needs
are not met along the area, a fixation occurs. As an adult, the person will now manifest
behaviors related to this erogenous zone.
1. Oral (Birth – 18 mos): Oral gratification/sucking/biting
Erogenous Zone: Mouth
Adult issues: orally dependent (passivity; smoking)/ orally aggressive (cruel)
Too much or too little satisfaction can lead to an Oral Fixation or Oral
Personality which is shown in an increased focus on oral activities. This type
of personality may be oral receptive, that is, have a stronger tendency to
smoke, drink alcohol, overeat, or oral aggressive, that is, with tendency to bite
his or her nails, or use curse words or even gossip. As a result, these persons
may become too dependent on others, easily fooled, and lack leadership traits
2. Anal (18 mos – 3 yrs): Bowel pleasure/toilet training
Erogenous Zone: Anus
Adult issues: anal-retentive (e.g. cleanliness)/anal-expulsive (e.g. sloppiness)
The child finds satisfaction in eliminating and retaining feces. Through
society’s expectations particularly the parents, the child needs to work on
toilet training. Let us remember that between one year and half to three years
the child favorite word might be “No!”. Therefore a struggle might exist in the
toilet training process when the child retains feces when asked to eliminate,
or may choose to defecate when asked to hold feces for some reason. In terms
of personality, fixation during this stage can result in being anal retentive, an
obsession with cleanliness, perfection, and control; or anal expulsive where
the person may become messy and disorganized.
3. Phallic (3 – 5 yrs): Genital awareness/love-hate relationship with same-sex
Erogenous Zone: Genitals
Adult issues: selfishness; poor opposite-sex relationships; manipulative
During the preschool age, children become interested in what makes boys and
girls different. Preschoolers will sometimes be seen fondling their genitals.
Freud’s studies led him to believe that during this stage, boys develop
unconscious sexual desire for their mother. Boys then see their father as rival
for her mother’s affection. Boys may fear that their father will punish them for
these feelings, thus, the castration anxiety. These feelings compromise what
Freud called Oedipus Complex. In Greek Mythology, Oedipus unintentionally
killed his father and married his mother Jocasta.
Psychoanalysts also believed that girls may also have a similar experience,
developing unconscious sexual attraction towards their father. This is what
referred to as the Electra Complex.
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and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
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A fixation at this stage could result in sexual deviances (both overindulging

and avoidance) and weak or confused sexual identity according to
psychoanalysts.
4. Latency (6 yrs – puberty): Same-sex friends and few opposite-sex friends
Erogenous Zone:
Adult issues: Lack of close friends
It’s during this stage that sexual urges remained repressed. The children’s
focus is the acquisition of physical and academic of physical and academic
skills. Boys usually relate more with boys and girls with girls during this
stage.
5. Genital (adolescence): intimate relationships & sexual attraction
Erogenous Zone: Genitals
Adult issues: Poor sexual relationships; guilt about sexuality; inadequacy
The fifth stage of psychosexual development begins at the start of puberty
when sexual urges are once again awakened. In their earlier stages,
adolescents focus their sexual urges towards the opposite sex peers, with the
pleasure centered on the genitals.
FREUD’S PERSONALITY COMPONENTS
According to Freud, our personality develops from the interactions among what he
proposed as the three fundamental structures of the human mind: the id, ego, and
superego. Conflicts among these three structures, and our efforts to find balance among
what each of them “desires,” determines how we behave and approach the world. What
balance we strike in any given situation determines how we will resolve the conflict
between two overarching behavioral tendencies: our biological aggressive and pleasure-
seeking drives vs. our socialized internal control over those drives.
Three structures of personality which form the basic parts of human personality and
motivate our behavior:
1. ID- unconscious inborn biological wants and desires – needs immediate
gratification (e.g. sex & aggression)
2. EGO- realistic part of our personality that tries to balance the ID and
SUPEREGO in making socially and morally acceptable decisions – understands cause &
effect – starts to develop at 2 to 3 years of age
3. SUPEREGO- our moral guide between right and wrong – starts to develop at 6 to
7 years of age
Freud said that a well-adjusted person is one who has strong ego, who can help
satisfy the needs of the id without going against the superego while maintaining the
person’s sense of what is logical, practical and real. Of course, it is not easy for the ego to
do all that and strike a balance. If the id exerts too much power over the ego, the person
becomes impulsive and pleasure-seeking behavior takes over one’s life. On the other hand,
one may find the superego so strong that the ego is overpowered. The person becomes so
harsh and judgmental to himself and other’s actions. The person’s best effort to be good
may still fall short of the superego’s expectations.
The ability of a learner to be well-adjusted is largely
influenced by how the learner was brought up. His
experiences about his parents met his needs, the extent
to which he was allowed to do the things he wanted to do,
and also how he was taught about right and wrong, all
figures to the type of personality and consequent
adjustment that a person will make. Freud believed that
the personality of an individual is formed early during the
childhood years.
TOPOGRAPHICAL MODEL OF CONSCIOUSNESS
The Unconscious. Freud said that most what we go
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through in our lives, emotions, beliefs, feelings, and impulses deep within are not
available to us at a conscious level. He believed that most of what influence us is our
unconscious. The Oedipus and Electra Complex mentioned earlier were both buried down
into the unconscious, out of our awareness due to the extreme anxiety they caused. While
these complexes are in our unconscious, they still influence our thinking, feeling and
doing in perhaps dramatic ways.
The Conscious. Freud also said that all that we are aware of is stored in our
conscious mind. Our conscious mind only comprises a very small part of who we are so
that, in our everyday life, we are only aware of a very small part of what makes up our
personality; most of what we are is hidden and out of reach.
Subconscious. The last part is the preconscious or subconscious. This is the part of
us that we can reach if prompted, but it is not in our active conscious. Its right below the
surface, but still ”hidden” somewhat unless we search for it. Information such as our
telephone number, some childhood memories, or the name of your best childhood friend is
stored in the preconscious.
Because the unconscious is so huge, and because we are only aware of the very small
conscious at any given time, Freud used this analogy of the iceberg to illustrate it. A big
part of the iceberg in hidden beneath the water’s surface.
The water may represent all that we are not aware of, have not experienced, and that
has not been made part of our personalities, referred to as the nonconscious.
Enrichment Make a reflection.
Activities Relate your development from Psychoanalytic Theory of Sigmund Freud.
Rubrics
5- complete, factual, and reflective discussion, English construct is outstanding
4 – complete, factual, and reflective discussion, English construct is average
3 – complete and reflective discussion, English construct is average
2 – reflective discussion but fair English construct
1 – answer is slightly reflective and English construct is poor
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
czarinafrances.celestino@qsu.edu.ph using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Write TRUE on the blank if the statement is TRUE and write FALSE if it is False.
Check ________1. The superego is the realistic part of our personality.
________2. The proponent of psychosocial theory is Sigmund Freud.
________3. There are four components of mind.
________4. Boys see their father as a rival for his mother’s affection is Electra Complex.
________5. Electra complex happens during genital stage.
Answers
1. -5. False
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing,
Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana Publishing,
Cubao, Quezon City
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf

LESSON 6. Piaget’s Stages of Cognitive Development
Competencies 1. Explain Piaget’s views about child and adolescent development
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2. Draw implications of Piaget’s theory to education

Jean Piaget’s Cognitive Theory of Development is truly a classic in the field of
educational psychology. This theory fueled other researches and theories of development
and learning. Its focus is on how individuals construct knowledge.
Piaget's stage theory describes the cognitive development of children. Cognitive
development involves changes in cognitive process and abilities. In Piaget's view, early
cognitive development involves processes based upon actions and later progresses to
changes in mental operations.
Piaget was the first person to study children scientifically, through real-life
observations and obsessive note-taking. He discovered that ALL children’s intellectual
development progressed through four stages, beginning in infancy and are completed by
adolescence. Thinking becomes more and more complex as the child ages. Each stage of
thinking causes the child to see the world in a different way. He indicated that a child
must ‘master’ one stage before they can move onto the next stage. If they cannot master a
stage, they will never reach their full potential.
Piaget believed that intellectual development controls every other aspect of
development.
Basic Cognitive Concepts

Schema. Piaget used the term “schema” to refer to the cognitive structures by which
individuals intellectually adapt to and organize their environment. It is an
individual’s way to understand or create meaning about a thing or experience. It
is an individual’s way to understand or create meaning about a thing or
experience. It is like the mind has a filing cabinet and each drawer has folders
that contain files of things he had an experience with.
Assimilation. This is the process of fitting a new experience into an existing or previously
created cognitive structure or schema.
Accommodation. This is the process of creating a new schema.
Equilibration. Piaget believed that the people have the natural need to understand how
the world works and to find order, structure and predictability in their life.
Equilibration is achieving proper balance between assimilation and
accommodation. When our experiences do not match our schemata (plural of
schema) or cognitive structures, we experience cognitive disequilibrium. This
means there is a discrepancy between what is perceived and what is understood.
We then exert effort through assimilation and accommodation to establish
equilibrium once more.
 Cognitive development involves a continuous effort to adapt to the environment in
terms of assimilation and accommodation. In this sense, Piaget’s theory is similar
in nature to other constructivist perspectives of learning like Bruner and Vygotsky.
Piaget’s Stages of Cognitive Development

Stage 1. Sensorimotor Stage (Birth – 2 years)
Children develop an understanding of the world through their 5 senses and
muscles–learn by doing. Learns basic shapes, textures, and object permanence (ability to
know that an object still exists even when out of sight) through touching, grasping, hearing
and ‘tasting’ objects. In working with children in the sensori-motor stage, teachers should
aim to provide a rich and stimulating environment with appropriate objects to play with.
Stage 2. Preoperational Stage (2 – 7 years)
Intelligence at this stage is intuitive in nature. Children develop an understanding
through language and images - learn through their own actions, thoughts, and feelings.
Knowledge is based on their own personal feelings, not reality. No logical thinking. They
make use of mental representations and is able to pretend, more closer to the use of
symbols. This is highlighted by the following:
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Symbolic Function. The ability to represent objects and events. A symbol is a thing that
represents something else. A drawing, a written word, or a spoken word comes to be
understood as representing a real object.
Egocentrism. This is the tendency of the child to only see his point of view and to assume
that everyone also has his same point of view. The child cannot take the perspective of
others.
Centration. This refers to the tendency of the child to only focus on one aspect of a thing
or event and exclude other aspects.
Irreversibility. Pre-operational children still have the inability to reverse their thinking.
Animism. This is the tendency of children to attribute human like traits or characteristics
to inanimate objects.
Transductive reasoning. This refers to the preoperational child’s type of reasoning that is
neither inductive nor deductive. Reasoning appears to be from particular to particular.
Stage 3. Concrete Operational Stage (7 – 12 yrs)
Children can think logically (only in terms of concrete objects) and empathetically
but still learn best through experience. Children begin to understand patterns, other
people’s feelings and points of view. The concrete operational stage is marked by the
following:
Decentering. This refers to the ability of the child to perceive the different features of
objects and situations.
Reversibility. During the stage of concrete operations, the child can now follow that
certain operations can be done in reverse.
Conservation. This is the ability to know certain properties of objects like number, mass,
volume, or area do not change even if there is a change in appearance.
Seriation. This refers to the ability to order or arrange things in a series based on one
dimension.
Stage 4. Formal Operational Stage (13 – adult)
In this final stage, thinking becomes more logical. They can now solve abstract
problems and can hypothesize. This stage is characterized by the following:
Hypothetical Reasoning. This is the ability to come up with different hypothesis about a
problem and to gather and weigh data in order to make final decision or judgment. This
can be done in the absence of concrete objects. The individuals can now deal with “what if”
questions.
Analogical Reasoning. This is the ability to perceive the relationship in one instance and
then use that relationship in one instance and then use that relationship to narrow down
possible answers in another similar situation or problem.
Deductive Reasoning. This is the ability to think logically by applying a general rule to a
particular instance or situation.
From Piaget’s findings and comprehensive theory, we can derive the following
principles:
1. Children will provide different explanations of reality at different stages of cognitive
development.
2. Cognitive development is facilitated by providing activities or situations that
engage learners and require adaptation (assimilation and accommodation).
3. Learning materials and activities should involve the appropriate level of motor or
mental operations for a child of given age; avoid asking students to perform tasks that are
beyond their current cognitive capabilities.
4. Use teaching methods that are actively involve students and present challenges.
Why are Piaget’s ideas significant?

His theory reinforces the idea that nurturance (comfort, teaching, and play) should
be suitable for the child or adolescence's stage of thinking.
Piaget’s ideas have greatly influenced our understanding of what children can and cannot
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do based on their age and intellectual ability.

If children are given tasks that are too difficult for them, they will not be able to
succeed, which may affect them negatively, psychologically and emotionally.
His theory describes children's ways of thinking and how it develops as they gain
experiences.
Enrichment Choose a story you want to use for this activity. It can be from a story you have read or a
Activities movie or a “teleserye” that you watched or plan to watch. Use the given matrix to relate the
characters to Piaget’s stages of cognitive development.
I. Title of the Story/Movie: ____________________________

II. Brief Summary: ____________________________________
III. Character Description:
1) Father: (What is his stage of cognitive development? Support your
answer)
2) Mother: (What is her stage of cognitive development? Support your
answer)
3) Children
Child1/2/3: (What is their stages of cognitive development? Support
your answer)
4) Others:
Char1/2/3: (What is his/her stage of cognitive development? Support
your answer)
Rubrics
5- complete, detailed, and structured, English construct is outstanding
4 – complete, detailed, and structured, English construct is average
3 – detailed, English construct is average
2 – incomplete and fair English construct
1 – answer is uncritical and English construct is poor
Check ________1. Jean Piaget’s Cognitive Development focuses only to children.
________2. Piaget’s cognitive development theory has 4 stages.
________3. Seriation happens during concrete operational stage.
________4. The tendency of children to attribute human like to inanimate objects is
animism.
________5. Assimilation is the process of fitting a nw experience into an existing cognitive
experience.
Answers
1-5. TRUE
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles
(2018) Lorimar Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles
(2019) Adriana Publishing, Cubao, Quezon City

LESSON 7. Erik Erikson’s Psychosocial Development
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Competencies 1. Explain 8 stages of life by Erik Erikson

2. Draw implications of Erikson’s theory to education
Erikson’s stages of psychosocial development is a very relevant, highly regarded and
meaningful theory. Life is a continuous process involving learning and trials which help us
to grow. Erikson’s enlightening theory guides us and helps us to tell why.
In refining Freud's theory, Erikson postulated that personality developed in 8

stages, starting in infancy and ending with old age. Each stage had a unique psychological
crisis whose outcome is dependent on how caregivers and significant others respond to the
needs at that stage. If a person has a problem in any of the stages they would develop an
identity crisis that would affect them later in life.
Introduction to the 8 Stages:

1. Erikson’s ‘psychosocial’ term is derived from the two source words – namely
psychological (or the root, ‘psycho’ relating to the mind, brain, personality, etc) and
social (external relationships and environment), both at the heart of Erikson’s
theory. Occasionally, you’ll see the term extended to biopsychosocial, in which “bio”
refers to life, as in biological.
2. Erikson’s theory was largely influenced by Sigmund Freud. But Erikson extended the
theory and incorporated cultural and social aspects into Freud’s biological and
sexually-oriented theory.
3. It is also interesting to see how his ideas developed over time, perhaps aided by his own
journey through the ‘psychosocial crisis’ stages model that underpinned his work.
4. Like other influential theories, Erikson’s model is simple and well designed. The theory
is a basis for broad or complex discussion and analysis of personality and behavior,
and also for understanding and for facilitating personal development - of self and
others. It can help the teacher in becoming more knowledgeable and at the same
time understanding of the various environmental factors that affect his own and his
students’ personality and behavior.
5. Erikson’s eight stages theory is a tremendously powerful model. It is very accessible and
obviously relevant to modern life, from several different perspectives for
understanding and explaining how personality and behavior develops in people. As
such Erikson’s theory is useful for teaching, parenting, self-awareness, managing
and coaching, dealing with conflict, and generally for understanding self and others.
6. Various terms are used to describe Erikson’s model, for example Erikson’s
biopsychosocial or bio-psycho-social theory (bio refers to biological, which in this
context means life); Erikson’s human development cycle or life cycle, and variations
of these. All refer to the same eight stages psychosocial theory, being Erikson’s most
distinct work and remarkable model.
7. The epigenetic principle. As Boeree explains, “This principle says that we develop
through a predetermined unfolding of our personalities in eight stages. Our progress
through each stage is in part determined by our success, or lack of success, in all the
previous stage. A little like the unfolding of a rose bud, each petal opens up at a certain
time, in a certain order, which nature, through its genetics, has determined. If we
interfere in the natural order of development by pulling a petal forward prematurely or
out of order, we ruin the development of the entire flower.” Erikson’s theory delved into
how personality was formed and believed that the earlier stages served as a
foundation for the later stages. The theory highlighted the influence of one’s
environment, particularly on how earlier experiences gradually build upon the next
and result into one’s personality.
8. Each stage involves a psychosocial crisis of two opposing forces is ‘contrary disposition’.
Each crisis stage relates to a corresponding life stage and its inherent challenges.
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Erikson used the words ‘syntonic’ for the first-listed ‘positive’ disposition in each
crisis (e.g., Trust) and ‘dystonic’ for the second-listed ‘negative’ disposition (e.g.,
Mistrust). To signify the opposing or conflicting relationship between each pair of
forces or dispositions, Erikson connected them with the word ‘versus’.
9. If a stage is managed well, we carry away a certain virtue or psychosocial strength which
will help us through the rest of the stages of our lives. Successfully passing through
each crisis involves ‘achieving’ a healthy ratio or balance between two opposing
dispositions that represent each crisis.
10. On the other hand, if we don’t do so well, we may develop maladaptation and
malignancies, as well as endanger all our future development. A malignancy is the
worse of the two. It involves too little of the positive and too much of the negative
aspect of the task, such as a person who can’t trust others. A maladaptation is not
quite bad and involves too much of the positive and too little of the negative such as
a person who trusts too much.
11. The crisis stages are not sharply defined steps. Elements tend to overlap and mingle
from one stage to the next and to the preceding stages. It’s a broad framework and
concept, not a mathematical formula which replicates precisely across all people and
situations.
12. Erikson was keen to point out that the transition between stages is ‘overlapping’. Crisis
stages connect with each other like inter-laced fingers, not like a series of neatly
stacked boxes. People don’t suddenly wake up one morning and be in a new life
stage. Changes don’t happen in regimented clear-cut steps. Changes are graduated,
mixed-together and organic.
13. Erikson also emphasized the significance of ‘mutuality’ and ‘generativity’ in his theory.
The terms are linked. Mutuality reflects the effect of generations on each other,
especially among families, and particularly between parents and children and
grandchildren. Everyone potentially affects everyone else’s experiences as they pass
through the different crisis stages. Generativity, actually a named disposition within
one of the crisis stages (Generativity vs Stagnation, stage seven), reflects the
significant relationships between adults and the best interests of children – one’s
own children, and in a way everyone else’s children – the next generation, and all
following generations.
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Enrichment Art work:

Activities Make your own life story wherein it depicts the development you have per stages
based from Erikson’s psychosocial development theory. Put your own pictures and
describe your development for each stages. For stages 7 and 8, describe what will be your
development in accordance to your will. Remember that you’re doing this activity for us to
know if you truly know yourself at some point.
Rubrics
CRITERIA 45 30 15
Content Content is excellent Content is Content is an
and Appropriate somewhat relatable appropriate
Creativity Outstanding Somewhat creative Little or no
Creativity creativity
Purpose Purpose is clear Purpose is not Purpose is
entirely clear confusing
Originality Catchy and Unique Adequate Lacks originality
Craftsmanship Exceptionally Attractive and a bit It is distractingly
attractive and neat messy messy
Note: This will be submitted during retrieval schedule.

Comprehension Encircle the letter of the correct answer.
Check
1. What is the focus of psychosocial theory?
a) Psychology b) Sexual c) Social
2. Who is the proponent of Psychosocial Theory of development?
a) Eric Erickson b) Eriksons Erik c) Erik Erikson
3. What is the stage where individual develops a self and identity?
a) Stage 4 b) Stage 5 c) Stage 3
4. The fourth stage is known to have __________ crisis.
a) Identity vs. Role Confusion b) Intimacy vs. Isolation c) Integrity vs. Despair
5. How many stages where mention in psychosocial theory of development?
a) 6 b) 3 c) 8
Answers
1. C 2. C 3. B 4. A 5. C
Cubao, Quezon City
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Module 1 BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

LESSON 8: KOHLBERG’S STAGES OF MORAL DEVELOPMENT
Competencies 1. Explain the stages of moral development in own words.
2. Draw implications of moral development stages in education
Individuals, when confronted by situations where they need to make moral decisions,
exercise their own ability to use moral reasoning. Lawrence Kohlberg was interested in
studying the development of moral reasoning. He based his theory on the findings of Piaget
in studying cognitive development. Our ability to choose right from wrong is tied with our
ability to understand reason logically.
Kohlberg believed there were 6 identifiable stages in moral/ethical reasoning that

classified into 3 levels. Kohlberg believed that individuals pass through the stages 1 at a
time – cannot jump stages. He believed that most moral development occurs through social
interaction.
Level 1: Pre-conventional
Moral reasoning is based on the consequence/ result of the act, not on the
whether the act itself is good or bad.
Stage 1: Obedience and Punishment
One is motivated by fear of punishment. He will act in order to avoid
punishments.
Stage 2: Mutual Benefit
One is motivated to act by the benefit that one may obtain later. You
scratch my back, I’ll scratch yours.
Level 2: Conventional
Moral reasoning is based on the conventions or “norms” of society. This may
include approval of others, law and order.
Stage 3: Social Approval
One is motivated by what others expect in behavior – good boy, good girl.
The person acts because he or she values how he or she will appear to
others. He or she gives importance on what people will think or say.
Stage 4: Law and Order
One is motivated to act in order to uphold law and order. The person will
follow the law because it is the law.
Level 3: Post-Conventional
Moral reasoning is based on enduring or consistent principles. It is not
recognizing the law, but principles behind the law.
Stage 5: Social Contract
Laws that are wrong can be changed. One will act based on social justice
and common good.
Stage 6: Universal Principles
This is associated with the development of one’s conscience. Having a set
of standards that drives one to possess moral responsibility to make
societal changes regardless of consequences to oneself.
Why are Kohlberg's ideas significant?
Kohlberg's theory brought together science and moral reasoning for the first time
and still inspires research today. As children gain social and intellectual skills, they are
better able to understand the complexities of right and wrong. Parents, especially of boys,
should be able to identify parts of this theory that apply to their sons at particular ages.
Enrichment In 1 whole short bond paper identify the stage of moral development shown in the following
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Activities statements. Explain your answer.

1. Joy allows her classmates to copy her homework so that they will think she is kind and
will like her to be their friends.
2. Ricky does everything to get passing grades because his mom will take his play station
away if he gets bad grades.
3. A civic action group protests the use of pills for family planning, saying that although
the government allows this, it is actually murder because the pills are abortifacient.
4. Jinky lets Hannah copy during math test because Hannah agreed to let her copy during
their Sibika test.
5. Karen decides to return the wallet he found in the canteen so that people will praise her
honesty and think she’s such a nice girl.
6. John decides to return the wallet he found in the canteen because he believes it is the
right thing to do.
7. Lyka wears her ID inside the campus because she likes to follow the school rules and
regulations.
8. A jeepney driver look if there’s a policeman around before u-turns in a no-u-turn spot.
9. Lia volunteers to tutor children-at-risk children in her school community for free so they
will learn to love school and stay in school.
10. Little Riel behaves so well to get a star stamp from her teacher.
Scoring Rubric for this Activity

10 Points – Comprehensive answer and includes extensive information
8 Points – Well written answer includes some strong analysis
6 Points – Well written answer but lacks analysis
5 Points – Lacks organization and uses little information
3 Points – Barely addresses the question
Comprehension Put a check () beside those statements that are correct and an ( ) beside those that are
Check wrong.
______1. Piaget believed there were 6 identifiable stages in moral/ethical reasoning.
______2. From item number 1, each stages is said to be classified into 3 levels.
______3. Level 3 is also known as Post-Conventional level.
______4. Stage 6 is when you are motivated by fear of punishment. You will act in order to
avoid punishments.
______5. Social contract is classified in level 1 of moral reasoning.
______6. The second stage of moral reasoning is the law and order.
______7. Kohlberg believes that moral development is not influenced by social interaction.
______8. Individual starts their moral development with mutual benfit.
Answers:
1. () 2. () 3. () 4. () 5. () 6. () 7. () 8. ()
Answers:
Cubao, Quezon City
VISION MISSION

DIFFUN CAMPUS

LESSON 9: VYGOTSKY’S SOCIO-CULTURAL THEORY
Competencies 1. Explain why Vygotsky’s theory is called “Socio-cultural” theory
2. Explain how scaffolding is useful in teaching a skill
The key theme of Vygotsky’s theory is that social interaction plays a very important
role in cognitive development. He believed that individual development could not be
understood without looking into the social and cultural context within which development
happens. Scaffolding is Vygotsky’s term for the appropriate assistance given by the teacher
to assist the learner accomplish a task.
When Vygotsky was a young boy, he was educated under a teacher who used the
Socratic Method. This method was a systematic question and answer approach that
allowed Vygotsky to examine current thinking and practice higher levels of understanding.
This experience, together with his interest in literature and his work as a teacher, led him
to recognize social interaction and language as two central factors in cognitive development.
His theory became known as the Socio-Cultural Theory of Development.
In the nature vs. nurture debate, Vygotsky believed that nurture influenced
development more than nature. Vygotsky's basic premise was that social interaction is an
essential role in learning.
The child's development appears twice – first on the social level, then on an individual
level. He believed skills develop to a higher level with social interactions of adult guidance
or peer collaboration. Vygotsky saw adults as a tool that children used to solve "knowledge
problems", to learn how their culture worked and how they fit in. He believed that thinking
skills and language skills reinforce each other.
5 step process of sociocultural development:

1) adults provide tools, modeling, guidance, interaction and encouragement,
2) a child performs tasks under adult supervision,
3) adults help the child divide tasks into smaller segments and assess the child’s
understanding,
4) adults provide support or scaffolding, and
5) adults guide a child and aid in their transition into new situations
Piaget and Vygotsky

Vygotsky worked on his theory around the same time as Piaget in between the 1920’s
and 30’s but they had clear differences in their views about cognitive development. Since
Piaget was taken up already in the preceding module, it would be easier now to see how his
views compare with Vygotsky.
Social Interaction. Piaget’s theory was more individual, while Vygotsky was more social.
Piaget’s work on Piagetian’s task focused heavily on how an individual’s own processing of
the tasks. Vygotsky, on the other hand gave more weight on the social interactions that
contributed to the cognitive development of individuals. For him, the social environment or
the community takes on a major role in one’s development.
Vygotsky emphasized that effective learning happens through participation in social
activities, making the social context of learning crucial. Parents, teachers and other adults
in the learners’ environment all contribute to the process. They explain, model, assist, give
directions and provide feedback to the learner. Peers, on the other hand, cooperate and
collaborate and enrich the learning experience.
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Cultural factors. Vygotsky believed in the crucial role that culture played on the cognitive
development of children. Piaget believed that as the child develops and matures, he goes
through universal stages of cognitive development that allows him to move from simple
explorations with senses and muscles to complex reasoning. Vygotsky, on the other hand,
looked into the wide range of experiences that a culture would give to a child. For instance,
one culture’s view about education, how children are trained early in life all can contribute
to the cognitive development of the child.
Language. Language opens the door for learners to acquire knowledge that others already
have. Learners can use language to know and understand the world and solve problems.
Language serves a social function but it also has an important individual function. It helps
the learner regulate and reflect on his own thinking. Children talk to themselves. Observe
preschoolers play and you may hear “Gagawin ko itong airplane (holding a rectangular
block), tapos ito and airport (holding two blocks).” For Vygotsky, this “talking-to-oneself” is
an indication of thinking that goes on in the mind of the child. This will eventually lead to
private speech.
Private speech is a form of self-talk that guides the child’s thinking and action.
Vygotsky believed in the essential role of activities in learning. Children learn best through
hands-on activities than when listening passively. Learning by doing is even made more
fruitful when children interact with knowledgeable adults and peers.
Zone of Proximal Development
When a child attempts to perform a skill alone, she may not be immediately
proficient at it. So, alone she may perform at a certain level of competency. We refer to this
as the zone of actual development. However, with the guidance of a More Knowledge Other
(MKO), competent adult or a more advanced peer, the child can perform at a higher level of
competency. The difference between what the child can accomplish alone and what she can
accomplish with the guidance of another is what Vygotsky referred to as zone of proximal
development. The zone represents a learning opportunity where a knowledgeable adult
such as a teacher or parent or a more advanced peer can assist the child’s development.
The support or assistance that lets the child accomplish a task he cannot
accomplish independently is called scaffolding. Scaffolding is not about doing task for the
child while he watches. It is not about doing shortcuts for the child. Unzipping the lunch
bag, opening the food container and putting straw in the child’s tetra pack juice for him is
not scaffolding. Scaffolding should involve the judicious assistance given by the adult or
peer so that the child can move from the zone of actual to the zone of proximal
development. When the adult unzips the zipper an inch or two, and then holds the lunch
bag still so that the child can continue to unzip the lunch bag is scaffolding. Loosening the
food container lid just a bit and letting the child open the lid himself is scaffolding. Leading
the straw to the hole and letting the child put the straw through the tetra pack hole is
scaffolding.
The examples given above shows how right amount of assistance can allow the child
to accomplish the task. The instructor should scaffold in such a way that the gap is bridged
between the learner’s current skill levels and the desired skill level. As learners become
more proficient, able to complete tasks on their own that they could not initially do without
assistance, the guidance can be withdrawn. This is called scaffold and fade-away
technique. Scaffolding, when done appropriately can make a learner confident and
eventually he can accomplish the task without any need for assistance.
Why are Vygotsky's ideas significant?
Vygotsky's theory attempts to explain consciousness as the end product of socialization –
i.e. the learning of language is first for communication, it then becomes internalized and
allows "inner speech".
Makes us realize that social contacts are essential for children's learning.
Caregivers who are able to provide plenty of opportunities for social contact for children will
encourage good language and thinking skills development.
Enrichment In 1 whole short bond paper accomplish the following statements.
VISION MISSION

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Activities 1. Choose a skill you are good in. ____________________________

2. Identify an individual to whom you can teach this skill. Somebody who will benefit from
scaffolding. ___________________________________________________________________________
3. Break down the steps you will take in teaching the skill. _______________________________
4. Determine how you will use scaffolding. Describe the specific actions you will do to
scaffold.
_______________________________________________________________________________________
_________________________________________________________________________________________
5. Teach the skill to the individual. ______________________________________________________
_________________________________________________________________________________________
6. Describe how the learning activity went. _______________________________________________
__________________________________________________________________________________________

10 Points – Comprehensive answer and includes extensive information
8 Points – Well written answer includes some strong analysis
6 Points – Well written answer but lacks analysis
5 Points – Lacks organization and uses little information
3 Points – Barely addresses the question
Check ________ 1. Speech delivery is a form of self-talk that guides the child’s thinking and action.
________2. The key theme of Vygotsky’s theory is that social interaction plays a very
important role in cognitive development
________ 3. Zone of proximal development is also known as ZPD.
________ 4. Learners can use language to know and understand the world and solve
problems.
________ 5. Lev Vygotsy is the proponent of Social-Interaction Theory
Answers:
1-5. True
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing, Inc.
Cubao, Quezon City, Metro Manila
Cubao, Quezon City
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DIFFUN CAMPUS

LESSON 10: BRONFENBRENER’S ECOLOGICAL THEORY
Competencies 1. Describe each of the layers of Bronfenbrenner’s Bioecological Model
2. Identify factors in one’s own life that exerted influence on one’s
development.
3. Use the bioecological theory as a framework to describe the factors that
affects a child and adolescent development.
Bronfenbrenner came up with a simple yet useful paradigm showing the different
factors that exert influence on an individual’s development. It points out the widening
spheres of influence that shape every individual, from his/her immediate family to the
neighbourhood, the country and even the world.
The FIVE Ecological System

The Microsystem. The microsystem is the ﬁrst level of Bronfenbrenner's theory, and are
the things that have direct contact with the child in their immediate environment, such as
parents, siblings, teachers and school peers. Relationships in a microsystem are bi-
directional, meaning the child can be influenced by other people in their environment and
is also capable of changing the beliefs and actions of other people too.
Furthermore, the reactions of the child to individuals in their microsystem can

influence how they treat them in return. The interactions within microsystems are often
very personal and are crucial for fostering and supporting the child’s development. If a child
has a strong nurturing relationship with their parents, this is said to have a positive effect
on the child. Whereas, distant and unaffectionate parents will have a negative effect on the
child.
The Mesosytem. The mesosystem encompasses the interactions between the child’s
microsystems, such as the interactions between the child’s parents and teachers, or
between school peers and siblings. “The mesosystem is where a person's individual
microsystems do not function independently, but are interconnected and assert inﬂuence
upon one another.”
For instance, if a child’s parents communicate with the child’s teachers, this
interaction may influence the child’s development. Essentially, a mesosystem is a system of
microsystems. According to the ecological systems theory, if the child’s parents and
teachers get along and have a good relationship, this should have positive effects on the
child’s development, compared to negative effects on development if the teachers and
parents do not get along.
The Exosystem. It incorporates other formal and informal social structures, which do not
themselves contain the child, but indirectly influence them as they affect one of the
microsystems. Examples of exosystems include the neighborhood, parent’s workplaces,
parent’s friends and the mass media. These are environments in which the child is not
involved, and are external to their experience, but nonetheless affects them anyway.
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An instance of exosystems affecting the child’s development could be if one of the

parents had a dispute with their boss at work. The parent may come home and have a
short temper with the child as a result of something which happened in the workplace,
resulting in a negative effect on development.
The Macrosystem. The macrosystem is a component of Bronfenbrenner's ecological

systems theory that focuses on how cultural elements affect a child's development, such as
socioeconomic status, wealth, poverty, and ethnicity. Thus, culture that individuals are
immersed within may influence their beliefs and perceptions about events that transpire in
life.
The macrosystem differs from the previous ecosystems as is does not refer to the
specific environments of one developing child, but the already established society and
culture which the child is developing in. This can also include the socioeconomic status,
ethnicity, geographic location and ideologies of the culture.
For example, a child living in a third world country would experience a different
development than a child living in a wealthier country.
The Chronosystem. The fifth and final level of Bronfenbrenner's ecological systems theory
is known as the chronosystem. This system consists of all of the environmental changes
that occur over the lifetime which influence development, including major life transitions,
and historical events.
These can include normal life transitions such as starting school but can also
include non-normative life transitions such as parents getting a divorce or having to move
to a new house.
THE ROLE OF SCHOOLS AND TEACHERS
Bronfenbrenner concluded that “the instability and unpredictability of family life is

the most destructive force to a child’s development.” Researches tell us that absence or lack
of children’s constant mutual interaction with important adults has negative effects on
their development. According to the bioecological theory, “if the relationships in the
immediate microsystem break down, the child will not have the tools to explore other parts
of his environment. Children looking for the affirmations that should be present in the
child/parent (or child/other important adult) relationship look for attention in
inappropriate places. These deficiencies show themselves especially in adolescence as anti-
social behavior, lack of self-discipline, and inability to provide self-direction.”
Bronfenbrenner’s theory reminds the school and their teachers of their very important
role. If there is a lack of support, care and affection from the home, if there is a serious
breakdown of the basic relationships in a child’s life, when can the school, the teachers in
particular do? This theory helps teachers look into every child’s environmental systems in
order. To understand more about the characteristics and needs of each child, each learner.
The schools and the teachers can contribute stability and long-term relationships, but only
to support and not replace the relationships in the homes. Bronfenbrenner believes that,
“the primary relationship needs to be with someone who can provide a sense of caring that
is meant to last a lifetime. This relationship must be fostered by a person or people within
the immediate sphere of the child’s influence.”
Schools and teachers’ crucial role is not to replace the lack in the home if such exists,
but to work so that the school becomes an environment that welcomes and nurtures
families. Bronfenbrenner also stressed that society should vale work done on behalf of
children at all levels, and consequently value parents, teachers, extended family, mentor,
VISION MISSION

DIFFUN CAMPUS
work supervisors, legislators.
Enrichment In 1 whole short bond paper be artistic in making your own life paradigm using the format
Activities given. You can put pictures corresponds to the layers. And describe how these people or
circumstances have influenced your attitudes, behavior and habits.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________

25- complete, reflective, and enlightening discussion, English construct is outstanding
20– complete, reflective, and enlightening discussion, English construct is average
15 – complete and reflective discussion, English construct is average
10 – reflective discussion but fair English construct
05 – answer is slightly reflective and English construct is poor
Comprehension Encircle the letter of the correct answer.
Check
1. Which system says that the child can be influenced by other people in their
environment?
a) Exosystem b) Microsystem c) Macrosystem
2. Who is the proponent of ecological theory?
a) Bronfenbrenner b) Piaget c) Freud
3. Which system says that cultural element influences the development of a child?
a) Masosytem b) Chronosystem c) Macrosystem
4. There are _______ system in ecological theory.
a) 5 b) 6 c) 2
5. What is the last last system that were mention in ecological theory?
a) Macrosystem c. Mesosytem d. Chronosystem
Answers
VISION MISSION

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1. B 2. A 3. C 4. A 5. D
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing, Inc.
Cubao, Quezon City, Metro Manila
Cubao, Quezon City
VISION MISSION

Diffun Campus: "Molding Minds, Shaping Future"

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QUIRINO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

Module 2 DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

A fixation at this stage could result in sexual deviances (both overindulging

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Module 2 DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

2. Draw implications of Piaget’s theory to education

Basic Cognitive Concepts

Piaget’s Stages of Cognitive Development

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Why are Piaget’s ideas significant?

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

do based on their age and intellectual ability.

I. Title of the Story/Movie: ____________________________

Module 2 DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Competencies 1. Explain 8 stages of life by Erik Erikson

In refining Freud's theory, Erikson postulated that personality developed in 8

Introduction to the 8 Stages:

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Enrichment Art work:

Note: This will be submitted during retrieval schedule.

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Module 1 BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

Kohlberg believed there were 6 identifiable stages in moral/ethical reasoning that

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Activities statements. Explain your answer.

Scoring Rubric for this Activity

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Module 2 BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

5 step process of sociocultural development:

Piaget and Vygotsky

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Activities 1. Choose a skill you are good in. ____________________________

Scoring Rubric for this Activity

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

Module 2 BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

The FIVE Ecological System

Furthermore, the reactions of the child to individuals in their microsystem can

“Molding Minds, Shaping Future”

COLLEGE OF TEACHER EDUCATION

An instance of exosystems affecting the child’s development could be if one of the

The Macrosystem. The macrosystem is a component of Bronfenbrenner's ecological

THE ROLE OF SCHOOLS AND TEACHERS

Bronfenbrenner concluded that “the instability and unpredictability of family life is