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ACKNOWLEDGEMENT

We, the CMT-1 students would like to take this opportunity to express our
sincerest gratitude to Polangui Community College and Dr. Joselyn Sampal as our
subject professor in Child and Adolescent Development for always setting the
standards of excellence in instruction, research and extension and for instilling us the
value of learning amidst the pandemic.

Many thanks to our competent presenters and to members of this group for
the meaningful and comprehensive discussion on the topic Developmental theories
and other relevant theories.

We also extend our deep gratitude to our dear participants who registered
and watched the our presentation. We are eternally grateful.

Above all, to the Great Almighty, the author of knowledge and wisdom, for
His countless love.

- Group 1

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 TABLE OF CONTENTS

Acknowledgment ………………………………………………… 2
Table of Contents ………………………………………………… 3
Presentation Proposal
Presentation Title ………………………………………………… 4
Target Date ………………………………………………… 4
Proponents ………………………………………………… 4
Modality ………………………………………………… 4
Contact Person ………………………………………………… 4
Participants ………………………………………………… 4
Rationale ………………………………………………… 4
Objectives ………………………………………………… 5
Methodology ………………………………………………… 5
Presentation Flow ………………………………………………… 5
Members of Group 1 ………………………………………………… 7
Planning and Preparation Stage
Initial Planning ………………………………………………… 8
Finalization and Dry Run ………………………………………………… 10
Electronic Poster ………………………………………………… 11
Pre-Registration ………………………………………………… 12
Pre-Assessment ………………………………………………… 12
Implementation Stage
Presentation of the Topic ………………………………………………… 13
Presentation Proper (Pictures) ………………………………………………… 30
Post-Assessment ………………………………………………… 39
Post-Implementation Stage
Strengths ………………………………………………… 41
Weaknesses ………………………………………………… 42
Group Reflection ………………………………………………… 42
Result of Evaluation ………………………………………………… 43

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 PRESENTATION PROPOSAL

a. Presentation Title: Developmental Theories and Other Relevant Theories

b. Target Date : September 4, 2021 (Saturday)

c. Proponents : Alim, Eric

Allorde, Shiela
Arias, Roseanne
Awayan, Rebecca Mae John
Bacotoc, Mariecar
Bajamundi, Melissa
Belen, Andre Nico
Belen, Randy
Benavente, Argie
Bobis, Ariel
Bobis, Celeste
Boni, Milky

d. Modality : Virtual via Google Meet

e. Contact Person : Andre Nico Belen

Group 1 – Leader

f. Participants : Students of CMT-1

Rationale

Child development theories focus on explaining how children change and

grow over the course of childhood. Such theories revolve on various aspects of
development including social, emotional, and cognitive growth. The study of human
development is a rich and varied subject. We all have personal experience with
development, but it is sometimes difficult to understand how and why people grow,
learn, and act as they do.

Developmental psychologists strive to understand, explain, and predict

behavior that occurs throughout the lifespan of an individual. Child development that
occurs from birth to adulthood was largely ignored throughout much of human
history. Children were often viewed simply as small versions of adults and little
attention was paid to the many advances in cognitive abilities, language usage, and
physical growth that occur during childhood and adolescence. Interest in the field of
child development finally began to emerge early in the 20th century, but it tended to
focus on abnormal behavior. Eventually, researchers became increasingly interested
in other topics including typical child development as well as the influences on
development.

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 Theories of development provide a framework for thinking about human
growth and learning. But why do we study development? What can we learn from
psychological theories of development? If you have ever wondered about what
motivates human thought and behavior, understanding these theories can provide
useful insight into individuals and society.

Objectives

This presentation aims to provide understanding about the different

developmental theories and other relevant theories to child development.
Specifically, it aims to:

1. Explain Freud’s views about child and adolescence development

2. Describe Piaget’s theoretical framework on cognitive development
3. Expound the Eight (8) stages of Life using Erikson’s stages as framework
4. Analyze the stages of moral development according to Kohlberg
5. Differentiate Piaget’s and Vygotsky’s view on cognitive development
6. Define each of the layers of Bronfenbrenner’s Ecological Model

Methodology

The activity will use a free virtual platform which is Google Meet.

Presentation Flow

September 4, 2021

Time Particulars Person/s in-charge

06:45 – 07:00 Online Registration Technical Committee

Preliminary Activities
07:00 – 07:15 Philippine National Anthem Eric Alim
Audio-Visual Presentation
Invocation

Presentation Proper
07:15 – 07:45 Lesson 1: Freud’s Psychoanalytic Argie Benavente
Theory Presenter

07:45 – 07:50 Takeaways for Lesson 1 Rebecca Mae John

Awayan
Master of Ceremony
07:50 – 08:20 Lesson 2: Piaget’s Stages of Rose Anne Arias
Cognitive Development Presenter

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08:25 – 08:30 Takeaways for Lesson 2 Celeste Bobis
Master of Ceremony
08:30 – 09:00 Lesson 3: Erikson’s Psycho-social Mariecar Bacotoc
Theory of Development Presenter

09:05 – 09:10 Takeaways for Lesson 3 Rebecca Mae John

Awayan
Master of Ceremony
09:10 – 09:25 Lesson Interlude (Icebreaker) Melissa Bajamundi
Presenter
09:25 – 09:55 Lesson 4: Kohlberg’s Stages of Shiela Allorde
Moral Development Presenter

09:55 – 10:00 Takeaways for Lesson 4 Celeste Bobis

Master of Ceremony
10:00 – 10:30 Lesson 5: Vygotsky’s Socio- Randy Belen
Cultural Theory Presenter

10:30 – 10:35 Takeaways for Lesson 5 Rebecca Mae John

Awayan
Master of Ceremony
10:35 – 11:05 Lesson 6: Bronfenbrenn’s Ariel Bobis
Ecological Theory Presenter

11:05 – 11:10 Takeaways for Lesson 6 Celeste Bobis

Master of Ceremony
11:10 – 11:30 Open Forum and Plenary Andre Nico Belen
Moderator
11:30 – 11:45 Assessment of Learning Milky Boni
Presenter
11:45 – 12:00 Closing Remarks Joselyn Sampal, PhD
Subject Professor
12:00 Closing and Evaluation Students of CMT-1

- END OF PRESENTATION -

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MEMBERS OF THE GROUP

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 PLANNING AND PREPARATION STAGE

Initial Planning

Date : August 29, 2021 (Sunday)

Platform : Facebook Messenger

Time : 8:00 PM – 8:30 PM

Presider : Andre Nico Belen

Attendance : Eric Alim

Shiela Allorde

Roseanne Arias

Rebecca Mae John Awayan

Mariecar Bacotoc

Melissa Bajamundi

Randy Belen

Argie Benavente

Ariel Bobis

Celeste Bobis

Milky Boni

Agenda :

(1) To designate roles and functions for the upcoming

activity that is the presentation of Part 1 Unit II –
Developmental Theories and other Relevant Theories
(2) Discuss the method by which the presentation will be
presented
(3) Other concerns

Proceedings :

Before the meeting started, it was imperative that a majority of the members
attended the consultation meeting. At 8:01 PM, all members were accounted for. The
meeting started with a prayer led by the presider A. Belen and was followed by the
breakdown of the topics to be discussed including the supplemental functions that
was needed in the conduct of the presentation.

It was decided that the following students are tasked as presenters of the
various topics to be discussed (in order of Lessons): A. Benevente, R. Arias, M.

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Bacotoc, S. Allorde, R. Belen and A. Bobis. It was then decided that C. Bobis and R.
Awayan will be the group Masters of Ceremony and will be in-charge of making sure
that the presentation flow is maintained. They are also tasked to provide takeaways
or learning highlights after every topic discussion. M. Bajamundi on the hand will be
in-charge of conducting the Ice-breaker and in the formation of google forms to be
distributed to the students after the presentation as a form of evaluation which will
then be analyse by the group’s leader A. Belen (and will be included in the final
written output of the group).

The remaining members of the group, E. Alim and M. Boni, are responsible
for the preliminary activities and the recording of the whole presentation, and
conducting of assessment of learning of the students, respectively.

The members of the group proposed two (2) methods to present the topic
which can be either to present it live via google meet or to stream a recording of the
topic.

A concern was raised by S. Allorde. She proposed that a pre-assessment was

conducted before the presentation proper. The assessment will be in the form of
matching type which will then be uploaded in the google classroom before
September 4, 2021 (Saturday).

Having no other matter to be discussed, the meeting was adjourned at 8:30

PM.

Documentation:

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Finalization and Dry Run

Date : August 29, 2021 (Sunday)

Platform : Facebook Messenger

Time : 8:00 PM – 8:30 PM

Presider : Andre Nico Belen

Attendance : Eric Alim

Shiela Allorde

Roseanne Arias

Rebecca Mae John Awayan

Mariecar Bacotoc

Melissa Bajamundi

Randy Belen

Argie Benavente

Ariel Bobis

Celeste Bobis

Milky Boni

Agenda :

(1) To serve as a dry run of the presentation on September

4, 2021
(2) Other concerns

Proceedings :

Meeting started at 7:00 PM with a prayer. The final proposal for the
presentation was presented to the members to seek their approval and to check
whether there were corrections to be made and further topics to be included. The
presider proceeded to follow the program flow and presentation of the recorded
discussions. No objection was raised and technical difficulties were determined so
that the actual presentation will be a success.

For the final outputs please see the proposal and the google link drive
presented below.

Having no other matters to be discussed, the meeting adjourned at 9:00 PM

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Documentation:

Electronic Poster

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Pre-Assessment and Pre-Registration Link

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 IMPLEMENTATION STAGE

Presentation of Topic

LESSON 1: FREUD’S PSYCHOANALYTIC THEORY

Sigmund Freud's Psychoanalytic Theory of

Personality states that there are three separate
aspects of human personality that work together to
form its substance: the Id, the Ego, and the
Superego. These Freudian personality types form
the basis of human thoughts and emotions,
beginning in the mind and emerging through
psychoanalytic therapy and drawing on the patient's
expression of past experiences that may have been
repressed. Freud's process of delving into the minds
of his patients included such techniques as inkblots,
dream analysis, free association, and parapraxes,
also known as Freudian Slips.

Rorschach inkblot tests are used in some psychoanalytic evaluations.

The Mind

Freud believed that a person's ego operates in three states of the mind:
conscious, presconscious, and unconscious. The conscious consists of the meager
amount of mental activity of which humans are aware. The preconscious is made up
of things we could be aware of if we made the effort. The unconscious is comprised
of things we are not aware of and do not have the capability to become so.

Freud's model of the mind as an iceberg places the conscious at the iceberg's
tip; it includes the thoughts and events that are our current focus. The preconscious
consists of everything we can recover from our memories; it is the level below the
conscious. Below that lies the unconscious, where everything we can never be aware
of is stored: memories, instincts, and a variety of fears. At the base of the iceberg,
the Id resides, an extension of the unconscious mind that is home to the two types
of instincts: Eros (life instinct) and Thanatos (death instinct). These two instincts
battle one another in the psyche's battle to survive and to self-destruct, coming into
play in Freud's Drive Theory.

The Id

The Id is the part of the human mind that contains all of the human mind's psychic
energy, forming the personality's main component and residing in the human mind
since birth. The Id is completely unconscious, based on the drive to survive, and
encompasses all of a person's behaviors, both primitive and instinctive. An infant and
its refusal to quiet until its needs are met, particularly hunger or thirst, is a solid

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example of the Id, its derivation from the pleasure principle, and its impact on daily
life.

The Ego

According to Freud, the Ego is derived from the Id and bears the responsibility of
providing the mind's ability to cope with reality. The Ego's operation is based on the
reality principle, which attempts to quench the Id's desires in realistic ways by
weighing both the pros and cons of impulses before deciding to either satisfy or
discard them. The Ego also contains defense mechanisms, which are ways that it
safeguards the mind from anxiety. The Ego might present itself while a person is sick
and in the hospital. The patient might want to go home, believing there is nothing
wrong, so the Ego would decide that the patient should remain in the hospital to get
well instead of leaving and prolonging the illness.

The Superego

Emerging at five years of age, the Superego a person's sense of right and wrong as
learned from parents and society. It contains two parts: the conscience and the ego
ideal. The conscience contains thoughts of unacceptable behavior, possible
punishments, and guilty feelings. The ego ideal is made up of the behavioral
standards that the ego aims to exhibit. The ego acts as a suppressant for those
behaviors, attempting to civilize human thoughts and actions. If a person is in a
hurry and is tempted to drive through a red light, the Superego would work to
influence that person to stop by reminding them of the potential for an accident by
disobeying the traffic light's command to stop.

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Freud's Theory of Development

What is Freud's Psychoanalytic Theory of Development? Freud believed that there

are five stages of psychosexual development:

Oral (from birth to one year of age)- the period when the Id asserts itself through
oral behaviors driven by the libido and leading to future habits: sucking the thumb,
biting the fingernails, and smoking.

Anal (ages 1-3)- behavior is centered on the anus through defecation and asserted
by the Ego; toilet training techniques may lead to obstinacy, obsessive neatness,
swearing, stubbornness, and issues with authority.

Phallic (ages 3-6)- due to the Oedipus Complex, the libido revolves around the
genitals and may lead to jealousy, fears of rejection, and erotic attractions.

Latency (ages 6-puberty)- the Ego and the Superego are active during this passive
period, ushering in thoughts and behaviors that channel sexual energy into friends,
hobbies, and studies.

Genital (puberty-adulthood)- the Superego reigns during this time of sharing sexual
pleasure with others, developing sexual perversions, and discovering the right sexual
partner.

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 LESSON 2: PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Jean Piaget’s Cognitive Theory of Development is truly a classic in the field of

educational psychology. This theory fueled other researchers and theories of
development and learning. Its focus is on how individuals construct knowledge.

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’s an individual’s way to understand or create meaning about a thing or

experience.

ASSIMILATION

• This is the process of fitting a new experience into an existing or previously

created cognitive structure or schema.
ACCOMODATION

• This is the process of creating a new schema.

EQUILIBRATION

• Equilibration is achieving proper balance between assimilation and

accommodation.

• When our experiences do not match our schemata or cognitive structures, we

experience COGNITIVE DISEQUILIBRIUM.

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

STAGE 1: SENSORI-MOTOR STAGE.

This is the stage when a child who is initially reflexive in grasping, sucking
and reaching becomes more organized in his movement and activity. The term
sensori-motor focuses on the prominence of the senses and muscle movement
through which the infant comes to learn about himself and the world.

 Object Permanence. This is the ability of the child to know that an object
still exist even when out of sight. This ability is attained in the sensory motor
stage.

STAGE 2: PRE-OPERATIONAL STAGE.

The preoperational stage covers from about two to seven years old, roughly
corresponding to the preschooler years. Intelligence at this stage is intuitive in
nature.

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SYMBOLIC FUNCTION

This is the ability to represent objects and events. A symbol is a thing that
represents something else.

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.

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 ability 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 pre-operational child’s type of reasoning that is neither

inductive nor deductive.

STAGE 3: CONCRETE-OPERATIONAL STAGE

This stage is characterized by the ability of the child to think logically but only
in terms of concrete objects. This covers approximately the ages between 8-11 years
or the elementary school years.

DECENTERING

This refers to the ability of the child to perceive the different features of
objects and situations.

REVERSIBILITY

During the stage of concrete operation, the child can now follow that certain
operations can be done in reverse.

CONSERVATION

This is the ability to know that certain properties of the objects like
number, mass, volume, or area do not change even if there is a change in
appearance.

SERIATION

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 This refers to the ability to order or arrange things in a series based on one
dimension such as weight, volume or size.

STAGE 4: FORMAL OPERATIONAL STAGE

In the final stage of formal operations covering ages between 12 to 15 years,

thinking becomes more logical. They can now solve abstract problems and can
hypothesize.

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 a final decision or judgement.

ANALOGICAL REASONING

This is the ability to perceive the relationship in one instance and then use
that relationship to narrow down possible answers in another similar situation or
problem.

DEDUCTIVE

This is the ability to think logically by applying a general rule to a particular

instance or situation.

 SUMMARY: 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 task that are beyond their current cognitive capabilities.

 Use teaching methods that actively involve students and present challenges.

Children will provide different explanations of reality at different stages of cognitive

development.

 Cognitive development is facilitated by providing activities or situations that

engage learners and require adaptation (i.e., assimilation and
accommodation.

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 LESSON 3: ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT

Psychologist Erik Erikson developed his eight stages of development to

explain how people mature. The stages clarify the developmental challenges faced at
various points in life. His theory is widely taught in developmental psychology
courses in the United States.

Stage-based theories of development were popular during Erikson’s era. Yet

there is one important difference between Erikson’s theory and other popular models
of his time. In Erikson’s theory, a person does not have to successfully complete one
stage of development to move on to the next stage.

THE EIGHT STAGES OF DEVELOPMENT

Each stage has a conflict between two opposing concepts. For instance, the
infancy stage’s main conflict is trust vs. mistrust. Although people of all ages may
experience issues with trust, the infancy stage is where the challenge is most potent.

What If the person does not overcome the challenges of a particular stage?
The person will still progress to the next challenge. Yet the themes from the previous
challenge may affect later stages. For example, a child who never establishes trust in
infancy may grow into an adult who struggles with trust in romantic relationships.
The eight stages of development are:

Stage 1: Infancy: Trust vs. Mistrust

Infants depend on caregivers, usually parents, for basic needs such as food.
Infants learn to trust others based upon how well caregivers meet their needs.

Trust: When caregivers respond promptly to an infant’s cries, the baby can
learn to rely on others. As caregivers fill an infant’s needs, the baby can develop a
sense of trust and security.

Mistrust: If caregivers neglect an infants’ needs, or if care is sporadic, an

infant may grow insecure. They may learn they cannot rely on others and thus feel
unsafe.

Stage 2: Toddlerhood: Autonomy vs. Shame and Self-Doubt

During this phase, young children begin exploring the world around them.
They learn more about their environment and their place within it. They also develop
basic skills such as toilet training.

Autonomy: In this stage, caregivers often serve as a safe base from which to
explore the world. When caregivers encourage independence, children will feel
secure enough to take risks.

Shame: Children whose caregivers discourage them may develop feelings of

shame. If caregivers foster excessive dependence, the child may learn to doubt their
own abilities.

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Stage 3: Preschool Years: Initiative vs. Guilt

Preschoolers are increasingly focused on doing things themselves and

establishing their own goals.

Initiative: When caregivers nurture these tendencies, children learn how to

make decisions and plan for the future. They can grow into adults who are able to
follow their ambitions.

Guilt: If children are criticized for being assertive, they may feel guilt for
pursuing their desires. Controlling caregivers may teach children to follow another’s
lead rather than starting their own plans.

Stage 4: Early School Years: Industry vs. Inferiority

As children grow in independence, they become increasingly aware of

themselves as individuals. They begin to compare themselves with others.

Industry: Children who are accomplished compared to their peers can

develop self-confidence and pride. Praise for their achievements can boost their self-
esteem.

Inferiority: Children who do not achieve certain milestones may doubt their
abilities or self-worth. When children are constantly criticized, they may develop
feelings of inferiority.

Stage 5: Adolescence: Identity vs. Role Confusion

The famed term “identity crisis” comes from this period of development.
During this stage, adolescents’ main goal is to answer the question “Who am I?”
They may try different personas to determine which roles fit them best.

Identity: To succeed in this stage, adolescents need to establish a coherent

sense of self. They will need to determine their priorities in life (family, academic
success, etc.). Then they will need to set goals for their adult selves based on those
values.

Role confusion: Some adolescents may have a weak sense of self. They may
struggle to break away from the person their parents or peers expect them to be.
Without a consistent identity, they may grow confused about what they truly want
for the future.

Stage 6: Young Adulthood: Intimacy vs. Isolation

According to Erikson, young adulthood is the period during which many

people get married or develop significant relationships. It has been defined as
anywhere from 20-24 years to 20-40 years.

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 Intimacy: Relationships can be a key source of affection and intimacy in
adulthood. Many find emotional benefits from having a committed, lifelong bond.

Isolation: According to Erikson, people who do not develop relationships may

become socially isolated. They may develop long-term feelings of loneliness.

Stage 7: Middle Adulthood: Generativity vs. Stagnation

The focus of this stage is to contribute to society and the next generation.
Adults in this stage are often at the height of their careers. Many people are raising
children.

Generativity: People may offer guidance to the next generation through

parenting or mentorship. They may also offer lead the way by leaving a legacy.
Contributing to society’s future can give people a sense of community and purpose.

Stagnation: Some people may feel as if they have no impact on society. If

people do not find their work meaningful, they may feel restless or isolated. Some
may feel they have “peaked” and that their lives will only get worse in the future.

Stage 8: Late Adulthood: Ego Integrity vs. Despair

During this phase, older adults reflect on the life they have lived.

Ego Integrity: Those who feel fulfilled by their lives can face death and aging
proudly.

Despair: People who have disappointments or regrets may fall into despair.

The eight stages can be understand more with the following illustration:

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 LESSON 4: KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Lawrence Kohlberg

– born October 25, 1927, Bronxville, New York, U.S.

– An Assistant Professor of psychology at Yale University in 1959

– An Associate Professor and director of Child Psychology Training Program at

University of Chicago in 1962

– Professor of education and social psychology at Harvard in 1968 to 1987

– American psychologist and educator known for his theory of moral

development which was influenced by Piaget’s Theory of Cognitive
Development.

– died January 17, 1987, Boston, Massachusetts

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

Level Stage Description

PRECONVENTIONAL LEVEL
Moral reasoning is based on
the consequence/result of
the act, not on the whether
the act itself is good or bad
CONVENTIONAL LEVEL
Moral reasoning is based on
the conventions or “norms”
of society. This may include
approval of others, law and
order
POST -CONVENTIONAL
LEVEL
Moral reasoning is based on
enduring or consistent
principles. It is not just
recognizing the law, but the
principles behind the law
1 PUNISHMENT / OBEDIENCE
One is motivated by fear of punishment. He
will act in order to avoid punishment.
2 MUTUAL BENEFIT
One is motivated to act by the benefit that
one may obtain later. You scratch my back,
I’ll scratch yours
3 SOCIAL APPROVAL
One is motivated by what others expect in
behavior – good boy, good girl. The person
acts because he/she values on how he/she
will appear to others. He/she gives
importance on what people will say or think
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
5 SOCIAL CONTRACT
Laws that are wrong can be changed. One
will act based on social justice and the
common good.
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.
Examples of persons are Mother Teresa,
Martin Luther King Jr.

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ACTIVITY:

NIC’s moral dilemma

Ryan, 17, has been saving up money to buy a ticket for this concert of rock band. His parents
have discouraged him from going as the concert will surely be with a rowdy crowd. The band
is notorious for having out-of-control audience who somehow manages to get drunk and
stoned during the concert. Ryan agreed not to watch anymore. But a day before the concert,
Nic, 15-year-old brother of Ryan, saw a corner of what appeared to be a concert ticket
showing in the pocket of Ryan’s bag. Nic examined it and confirmed it was indeed a ticket.
Looking at Ryan’s bag, Nic also found an extra shirt and 2 sticks of marijuana. So he figured
Ryan will go to the concert after all. That night, Ryan told his parents that he was spending
tomorrow night at a classmate’s house for a school requirement. Then later that evening, he
told Nic of his plan to go to the concert. Nic didn’t say anything, but he found it difficult to
sleep that night, thinking whether to tell their parents or not.

1. If you were Nic, what would you do?

2. Why would you choose to do that? What were the things you considered in deciding
what to do?

Level Stage Description Possible responses

on every stage
PRECONVENTIONAL 1 PUNISHMENT / -Yes, I will tell our
LEVEL OBEDIENCE parents. Because if
Moral reasoning is One is motivated by fear of they found out later
based on the punishment. He will act in that I knew, for sure
consequence/result of order to avoid punishment. they will get angry
the act, not on the and most likely
whether the act itself punish me.
is good or bad -No, I will not tell
because Ryan will
make my life difficult
and also punish me
for telling.
2 MUTUAL BENEFIT -Yes, I will tell our
One is motivated to act by parents, because
the benefit that one may they will reward me
obtain later. You scratch for it. I will subtly ask
my back, I’ll scratch yours for that new Ipod
that I’m wishing to
have.
-No, I will not tell.
Ryan will surely grant
me a lot of favors for
not telling. He’ll not
also squeal on me.
CONVENTIONAL 3 SOCIAL APPROVAL -Yes, I will tell so my
LEVEL One is motivated by what parents will think I
Moral reasoning is others expect in behavior – am such an honest
based on the good boy, good girl. The boy.
conventions or person acts because -No, I will not tell.

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“norms” of society.
This may include
approval of others, law
and order
4 LAW AND ORDER
POST - 5 SOCIAL CONTRACT
CONVENTIONAL
LEVEL
Moral reasoning is
based on enduring or
consistent principles.
It is not just
recognizing the law,
but the principles
behind the law
6 UNIVERSAL PRINCIPLES
he/she values on how Ryan will think of me
he/she will appear to as a really cool
others. He/she gives brother!
importance on what people
will say or think
-Yes, I will tell
One is motivated to act in because we should
order to uphold law and follow the rules that
order. The person will our parents say.
follow the law because it is-No, because it’s
the law been our rule to keep
each other’s secrets.
-Yes, I will tell
Laws that are wrong can because he might be
be changed. One will act hurt or get in trouble
based on social justice and and his welfare is top
the common good. most priority.
-No, because he is
big enough to
question my parent’s
decision not to let
him go.
-Yes, I will tell
This is associated with the because lying is
development of one’s always wrong and I
conscience. Having a set of want to be true to
standards that drives one what I believe in.
to possess moral -No, because I
responsibility to make believe brothers
societal changes regardless watch out for each
of consequences to other. If he trusted
oneself. Examples of me thi this, I should
persons are Mother stay true to him and
Teresa, Martin Luther King not say anything.
Jr.
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 LESSON 5: VYGOTSKY’S SOCIO-CULTURAL THEORY

“What a child can do in cooperation today, tomorrow she/he will be able to

do alone”
- Lev Vygotsky

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.
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 approached that allowed Vygotsky to examine current
thinking and practice higher levels of understanding.
SOCIAL INTERACTION AND LANGUAGE
As two central factors in cognitive development.
His theory known as the Socio-Cultural Theory of Development.

Piaget and Vygostsky

According to Piaget more individual in focus believed that there are universal
stages of cognitive development while Vygotsky said more social in focus did
not propose stages but emphasized on cultural factors in cognitive
development.
And also according to Piaget, did not give much emphasis on language but
Vygotsky stressed the role of language in cognitive development.
SOCIAL INTERACTION
Jean Piaget Theory was more individual, while Lev Vygotsky was more
social.
CULTURAL FACTORS
Vygotsky believed in 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.
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.

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The main highlights of Vygotsky proposed theory is called Scaffolding.
Scaffolding the appropriate assistance given by the teacher to assist the
learner accomplish a task. one component of Vygotsky’s Theory is the ZPD or
the Zone of Proximal Development. The difference between what a child
can accomplish alone and what she/ he can accomplish with the guidance off
another is what Vygotsky referred to as Zone of Proximal Development.
The zone represents a learning opportunity where the KMO or the
Knowledgeable Other such as a teacher or parent or a more advanced peer
can assist the child’s development.
Levels of scaffolding
1. I do, you watch
2. I do, you help
3. You do, I help
4. You do, I watch
Learning will depend in the skill of the KMO, and the learners readiness
and ability to learn the difficulty of the skill being learned.

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 LESSON 6: BRONFENBRENN’S ECOLOGICAL THEORY

Urie Bronfenbrenner

 Born April 29, 1917, Moscow Russia

– died September 25, 2005, Ithaca, New York, U.S.

 Russian-born American psychologist best known for having developed

human ecology theory (ecological systems theory)

Urie Bronfenbrenner Education Background

 He studied music and psychology at Cornell University, master’s degree in

education at Harvard University and Ph.D. in Developmental psychology from
the university of Michigan.

 He served as a military psychologist during World War II and later was an

assistant professor at the University of Michigan.

Microsystem

 The smallest and most immediate environment in which children live.

 How these groups or individuals interact with the children will affect how they
grow.

 How children react to people in their microsystem will also influence how they
treat the children in return.

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Implication

 More nurturing and more supportive interactions and relationships will

understandably foster the children’s improved development.

Significant findings

 It is possible for siblings who find themselves in the same ecological system
to experience very different environment.

 Each child’s particular personality traits, such as temperament, which is

influenced by unique genetic and biological factors, ultimately have a hand in
how he/she is treated by others.

Mesosystem

 The mesosystem encompasses the interaction of the different microsystems

which children find themselves in.

 It is, in essence, a system of microsystems and such as, involves linkages

between home and school, between peer group and family, and between
family and community.

To illustrate this…

 For example they invite their child’s friend over to their house from time to
time and spend time with them, then the child’s development is affected
positively through harmony and like-mindedness.

 However, if the child’s parents dislike their child’s peers and openly criticize
them, then the child experiences disequilibrium and conflicting emotions,
which will likely lead to negative development.

Exosystem

 The exosystems 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.

Findings…

 People and places that children may not directly interact with may still have
an impact on their lives. Such places and people may include the parents’
workplaces, extended family members, and the neighborhood the children
live in.

To illustrate this…

 A parents lose their job this would affect their child in an indirect way such as
financial strain or increased parental stress so this is a social setting that
affects but do not directly include the child.

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Macrosystem

 The macrosystem is 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.

To illustrate this…

 Children in war-torn areas will experience a different kind of development

than children in peaceful environments.

 A child living in a third world country would experience a different

development than a child living in a wealthier country.

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.

To illustrate this…

 One classic example of this is how divorce as a major life transition, may
affect not only the couple’s relationship but also their children’s behavior.
According to a majority of research, children are negatively affected on the
first year after the divorce. The next years after it would reveal that the
interaction within the family becomes more stable and agreeable.

Value of the theory

 This theory, published in 1979, has influenced many psychologists in terms of

the manner of analyzing the person and the effects of different environmental
systems that he encounters.

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Documentation

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Preliminary Activity (including Lesson Interlude or Icebreaker)

Powerpoint Presentations

Video Presentations

NOTE: All files can be accessed using this google form link for everyone’s reference :

https://drive.google.com/drive/folders/1ONe2t2J2RwLRqrD9cK6_qg9kaYc6QCUz?usp
=sharing

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Post – Assessment Activity

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Note: Assessment Tool for this activity can be accessed using the link
https://docs.google.com/forms/d/e/1FAIpQLSePKDyPSKxFOnv1pkemsGUwU272zFO4
0Dqf6vq1V1EwF6DRdw/viewform

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 POST–IMPLEMENTATION STAGE

After the session, the group conducted a post-conference to identify the

strengths and weaknesses of the webinar. Present in the meeting were the team
members spearheaded by the leader Sir Andre. The members shared their
reflections/insights gained from the speakers and from the experience being the
presenters of the topic.

Strengths:

 The group conducted series of planning which resulted in a smooth flow of

the presentation despite of the rotational brownout in the place of the whole
group.
 It was organized with high quality standard. Teamwork with the members
was very much evident. Different tasks were divided accordingly to group
members.
 The objectives of the activity were met because the presenters delivered the
topics well. The contents of their presentation were very much aligned with
the topic assigned to them. They were very knowledgeable in presenting
them.
 The interlude was enjoyable and the audience was seen dancing with the
video which can only mean that the ice breaker was effective
 The group prepared unique and creative layouts of the presentation and e-
posters.
 The duration of the webinar was sufficient for the topics covered.

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Weaknesses:

 Power interruption wasn’t anticipated which tested the team.

 Poor internet connectivity caused little gaps in the delivery of the webinar.
 The students were not really that engaged and participative during the open
forum. This could either be because they understood the topic or because
they didn’t feel motivated enough to participate.

Group Reflection:

The presentation of Developmental Theories and Other Relevant Theories

spearheaded by group 1 provided necessary information and strategies that is
beneficial to the whole class. Various data presented were based on facts and data
that was carefully researched by the whole team so that the class will have the
necessary information to understand the different theories of development. The
presentation put our drive and teamwork into full throttle. The group honestly felt
proud and grateful for having pulled off a smooth presentation that the participants
enjoyed.

We realized that we need to go out in our comfort zone and try to experience
new things. It is very important that we learn how to know and to define our feelings
so we could identify which zone we are in. We should not be afraid of failures but
instead face it as a challenge. We need to learn to transform negative thoughts into
positive thoughts. Indeed, growth mind-set must be developed, a growth comfort
zone. And in terms of happiness, it’s important that we need to learn first how to
love our self. Happiness is not by chance but by choice. In the activity, we realized
that teamwork, collaboration and patience are best ingredients in achieving one’s
success. We give our overall presentation a rating of four (4.7) out of five (5). As a
whole, it was a great learning experience!

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 EVALUATION

1. Satisfaction Level with the Content and Management of the Webinar

The average weighted mean for the design and presentation is 4.8 which is
interpreted as excellent. It can be noticed that the second indicator got the highest
rating of 4.9. The participants agreed that the content of the topics were very useful
in their daily life. The speakers presented the topics clearly and the discussions were
very engaging.

Along quality and relevance, it reflected that the objectives of the activity were
really met and the participants were able to gain new knowledge and skills applicable
to their work. The average weighted mean is 4.7, which is interpreted as excellent.

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 The table revealed that along timeliness, the average weighted mean is 4.6,
interpreted as excellent. Due to unexpected unstable internet connection, the group
wasn’t able to start at the scheduled time. But, they were able to resolve the conflict
by transferring to a venue with a more stable connection. Still, the pace of the
webinar was satisfactory and the duration of the webinar was sufficient for the topics
covered.

2. What aspects of the presentation could be improved?

Ninety percent (90%) of the participants commented that the webinar

session was conducted with high quality standard and that they were satisfied with
the overall outcome. Ten percent (10%) of them were able to identify some aspects
that need to be improved, and those are the following:

 Technical Aspects ( stability of net connection, loudness of the audio)

 Audience interaction and motivation
 The audio and video quality of the webinar can be improved more.
 Timeliness

3. Do you have any suggestions for future online presentations regarding

the topic?

The participants opted to comment more on the actual presentation rather

than giving out additional topics that they would like to have in a future presentation
relating to Developmental Theories and Other Relevant Theories.

Personally, the group believes that in the future, presenters may focus more
on the Other relevant theories specifically modern theories that may be related to
child development. Additionally, issues and contradictions between the varying
developmental theories can also be expounded so that the students will be critical
when it comes to explaining child development especially in terms of education.

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