NAME : Kennyben M.

Gallogo

(Asynchronous Class Activity)

The tables below will help you review the principles of the important theories of
learner development. Refer to any Child and Adolescent Dev. book or other
resources to complete the tasks below.

1. FREUD’S COMPONENTS OF THE PERSONALITY

Review the 3 components and write important concepts about them in the TABLE below.

ID EGO SUPEREGO

The id is the primitive The ego is the

and instinctual part of
the mind that contains
sexual and aggressive
drives and hidden
memories. Id which
controls instinct.
realistic part that The super-ego operates as a moral
mediates between conscience. Superego which
the desires of the controls learned values such as
id and the super- morals.
ego. Ego which
moderates
between the
opposing desires of
the id and
superego.

2. FREUD’S PSYCHO-SOCIAL STAGES OF DEVELOPMENT

Write the description, erogeneous zone and fixation of each of the stages in the table
below.

Oral stage Initial psychosexual stage during which the developing

infant's main concerns are with oral gratification.

Anal Stage Taking place approximately between the ages 18 months

and three years. According to Freud, the anus is the primary
erogenous zone and pleasure is derived from controlling
bladder and bowel movement.

Phallic Stage When the libido is focused on the genital area (penis or
clitoris) and discovery and manipulation of the body become
a major source of pleasure.

Latency Stage Is a time of exploration in which the sexual energy

repressed or dormant.
Genital Stage Describe the final stage of human psychosexual
development. The individual develops a strong sexual
interest in people outside of the family.

3. Erickson’s Psychosocial Stages of Development

Review the psychosocial stages and fill out the matrix below.

Stage Crisis Significant Maladaptation Malignancy Virtue

Person (with descriptions) (with descriptions) (with descriptions)

1. Trust vs. Develops in Sensory Withdrawal – Hope: Success in

Mistrust a Maladjustment Characterized this stage will lead
predetermin – Overly by depression, to the virtue of
ed order trusting paranoia and hope. By
through psychosis. developing a sense
eight stages of trust, the infant
of can have hope that
psychosoci as new crises arise,
al there is a real
developmen possibility that other
t, from people will be there
infancy to as a source of
adulthood. support.

2. Autono Erikson Impulsiveness Compulsivene Will: Success in this

my vs states it is – Sort of ss – A person stage will lead to
shame critical that shameless feels if their the virtue of will. If
and parents willfulness that entire being children in this
doubt allow their leads you in rides on stage are
children to later childhood everything encouraged and
explore the and even they do, and supported in their
limits of adulthood, to so everything increased
their jump into must be done independence, they
abilities things without perfectly. become more
within an proper confident and
encouragin consideration secure in their own
g of your ability to survive in
environmen abilities. the world.
t which is
tolerant of
failure. So,
the parents
need to
encourage
the child to
 become
more
independen
t while at
the same
time
protecting
the child so
that
constant
failure is
avoided.

3. Initiative Peers Ruthlessness- Inhibition: too Courage: The

vs. Guilt to be heartless much guilt capacity for action
or unfeeling or despite a clear
be “without understanding of
mercy”
your limitations and
past failings

4. Industry Children Narrow Inertia - a Competence: Some

vs. who virtuosity - Too tendency to do failure may be
Inferiorit struggle to much industry nothing or to necessary so that
y develop this and a child will remain the child can
sense of develop what unchanged. develop some
competence Erikson called modesty. Again, a
may “narrow balance between
emerge virtuosity,” competence and
from this such as when modesty is
stage with parents push necessary. Success
feelings of their kids too in this stage will
failure and hard to lead to the virtue of
inferiority. become child competence.
actors,
musicians or
prodigies of all

5. Identify Peers Fanaticism – Repudiation – Fidelity: Erikson

vs believes that state of claims that the
Confusio his way is the rejection adolescent may feel
n only way uncomfortable
about their body for
a while until they
can adapt and
“grow into” the
changes. Success
in this stage will
lead to the virtue of
 fidelity.

6. Intimacy A person Promiscuity – Exclusion – Love: Avoiding

vs who have the tendency to The tendency intimacy, fearing
Isolation longer-term become to isolate commitment and
commitment intimate too oneself from relationships can
s with freely, too love, friendship lead to isolation,
someone easy, and and loneliness, and
other than a without any community, sometimes
family depth to your and to develop depression.
member. intimacy. a certain Success in this
hatefulness in stage will lead to
compensation the virtue of love.
for one’s
loneliness.

7. Generati People who Overextension Rejectivity – Care: By failing to

vity vs. take – some people too little find a way to
Stagnati responsibilit try to be generativity contribute, we
on y are more generative that and too much become stagnant
likely to feel they no longer stagnation and
empowered allow time for you are no and feel
and in themselves, for longer unproductive.
control of rest and participating in These individuals
their lives relaxation. our may feel
and destiny. contributing to disconnected or
This is more society uninvolved with
likely to
their community
lead to a
sense of and with society as
making a a whole. Success in
contribution this stage will lead
to the world. to the virtue of care.

8. Integrity Old age Presumption – Disdain – A Wisdom: Success

vs. happens when contempt of in this stage will
Despair a person life, one’s own, lead to the virtue of
“presumes” or anyone wisdom. Wisdom
ego integrity enables a person to
without actually look back on their
facing the life with a sense of
difficulties of closure and
old age. completeness, and
also accept death
without fear.

4. Piaget’s Cognitive Stages of Development

Sensory Motor AGE RANGE: _2 years old________________________
Stage

Characteristics The infant knows the world through their movements and
sensations.

Key Teaching Tactile play. Touching and feeling things is probably one of the
Strategies first motor skills that a baby learns.

Pre-operational AGE RANGE: 2 until about age 7

Stage

Characteristics Egocentrism. You've probably noticed that your child thinks of

one thing: themselves.
Centration. This is the tendency to focus on only one aspect of
a situation at a time.
Conservation.
Parallel play.
Symbolic representation
Let's pretend.
Artificialism.
Irreversibility

Key Teaching When students are at this level of thinking, teachers must
Strategies remember that symbols and language are a relatively new
concept to the students and they need to keep instructions
simple and straight -forward. Giving them visuals to go along
with the instruction also helps.

Concrete AGE RANGE: 7 to 11 years old

Operations Stage

Characteristics Classification. There are two parts to classification.

Conservation. This is understanding that something can stay
the same in quantity even though it looks different.
Decentration. This is tied to conservation
Reversibility.
Seriation
Socio centricity

Key Teaching  Using concrete props and visual aids, especially when
Strategies dealing with sophisticated material.
 Give students a chance to manipulate and test objects.
 Make sure readings and presentations are brief and
well-organized.
 Use familiar examples to explain more complex ideas.
 Formal Operations AGE RANGE: 11 to 12 years old
Stage

Characteristics The ability to formulate hypotheses and systematically test

them to arrive at an answer to a problem. The individual in the
formal stage is also able to think abstractly and to understand
the form or structure of a mathematical problem.

Key Teaching Volunteer. Teach your preteen the value that comes from giving
Strategies back to society by spending some time volunteering in your
community
Board Games.
Bake-a-Thon.
Murder Mystery.
Makeover Moments.

5. Kohlberg’s Stages of Moral Development

Review the moral stages and identify and describe each using the table below.

Pre- Stage 1. Focuses on the child’s desire to obey rules and avoid being
conventional punished. For example, an action is perceived as morally wrong
because the perpetrator is punished; the worse the punishment for
the act is, the more “bad” the act is perceived to be.

Stage 2. Expresses the “what's in it for me?” position, in which right

behavior is defined by whatever the individual believes to be in their
best interest. Stage two reasoning shows a limited interest in the
needs of others, only to the point where it might further the
individual's own interests.

Conventional Stage 3. Good Boy, Nice Girl Orientation: Children want the approval
of others and act in ways to avoid disapproval. Emphasis is placed on
good behavior and people being “nice” to others.

Stage 4. Law-and-Order Orientation

The child blindly accepts rules and convention because of their

importance in maintaining a functioning society. Rules are seen as
being the same for everyone, and obeying rules by doing what one is
“supposed” to do is seen as valuable and important. Moral reasoning
in stage four is beyond the need for individual approval exhibited in
stage three. If one person violates a law, perhaps everyone would—
thus there is an obligation and a duty to uphold laws and rules. Most
active members of society remain at stage four, where morality is still
 predominantly dictated by an outside force.

Post- Stage 5. Social-Contract Orientation

Conventional
The world is viewed as holding different opinions, rights, and values.
Such perspectives should be mutually respected as unique to each
person or community. Laws are regarded as social contracts rather
than rigid edicts. Those that do not promote the general welfare
should be changed when necessary, to meet the greatest good for
the greatest number of people. This is achieved through majority
decision and inevitable compromise. Democratic government is
theoretically based on stage five reasoning.

Stage 6. Universal-Ethical-Principal Orientation

Moral reasoning is based on abstract reasoning using universal

ethical principles. Generally, the chosen principles are abstract rather
than concrete and focus on ideas such as equality, dignity, or
respect. Laws are valid only insofar as they are grounded in justice,
and a commitment to justice carries with it an obligation to disobey
unjust laws. People choose the ethical principles they want to follow,
and if they violate those principles, they feel guilty. In this way, the
individual acts because it is morally right to do so (and not because
he or she wants to avoid punishment), it is in their best interest, it is
expected, it is legal, or it is previously agreed upon. Although
Kohlberg insisted that stage six exists, he found it difficult to identify
individuals who consistently operated at that level.

6. Vygotsky’s Socio-cultural Theory

Define and describe the given words.

More Knowledgeable Other Zone of Proximal Scaffolding

(MKO) Development (ZPD)

As a person who has
greater knowledge and
skills than the learner. No
matter who serves as the
more knowledgeable other,
the key is that they provide
the needed social
instruction within the zone
of proximal development
Was a key construct in Lev
Vygotsky's theory of
learning and development.
The Zone of Proximal
Development is defined as
the space between what a
learner can do without
assistance and what a
learner can do with adult
guidance or in
collaboration with more
capable peers.
Instructional scaffolding
that focused on teacher
practices. He defined this
as, 'the role of teachers
and others in supporting
the learner's development
and providing support
structures to get to that
next stage or level.
 7. Bronfenbrenner’s Bio-ecological Theory
Describe each of the systems in the theory.

Macrosystem Focuses on how cultural elements affect a child's development, such as

socioeconomic status, wealth, poverty, and ethnicity. This can also include
the socioeconomic status, ethnicity, geographic location and ideologies of
the culture.

Exosystem/ The mesosystem consists of interactions between a person's microsystems.

Mesosystem The exosystem affects a person indirectly, without their direct involvement.
The macrosystem includes all other systems and the societal culture
surrounding a person.

Microsystem The microsystem essentially are the things that are in the child's immediate
surroundings and connections. Family, friends, peers, schools, religious
groups, and neighborhoods are all part of the microsystem.

The Human development is a transactional process in which an individual's

Individual development is influenced by his or her interactions with various aspects and
spheres of their environment.