ICHIEN SOMELHIG
BSNE-GSN 1st year- Bloc A
No. Title of the Theory of Complete Name of the Important Terms to remember
Development Proponent
1. Psycho Sexual Theory Sigismund Scholomo Freud Psychological Stages:
Oral Stage: Birth to 1 year
- Erogenous zone: Mouth
Anal Stage: 1 to 3 years
- Erogenous zone: Bowel and
Bladder Control
Phallic Stage: 3 to 6 tears
- Erogenous Zone: Genitals
Latent Stage: 6 to Puberty
- Erogenous zone: Sexual
Feelings is Inactive
Genital Stage: Puberty to Death
- Erogenous zone: Maturing
Sexual Interests
Each stage of development is marked
by conflicts that, depending on how
they are resolved, can either help or
hinder growth. If these psychosexual
stages are successfully completed, the
result is a healthy personality.
2. Psycho Social Theory Erik Homburger Erikson
According to Erikson, there are eight
distinct stages of psychosocial
Significance of the theory in Teaching
and Learning
Sigmund Freud proposed that children
go through a series of psychosexual
stages that lead to the development of
the adult personality. His theory
elaborated on the significance of
personality development from
childhood to adulthood. The
application of Freud ideas to teaching
and learning provides an explanation
for students' behavior that manifests
inside the classroom. However, in
comparison to other theories, the
specific application of this theory in the
teaching-learning process has not yet
been thoroughly studied or tested.
Erikson's psychosocial theory is a
powerful tool for increasing self-
awareness and self-improvement
because it helps to understand a
development. He assumes that a crisis
occurs at each stage of development.
8 stages of Erikson's psychosocial
theory:
person's learning based on personal
differences. As a result, it is an essential
component of academics because it
aids in teaching and assisting others.

1. Trust vs. Mistrust

- The infant must develop a loving,

trusting relationship with the
mother/caregiver through feeding,
teething and comforting. Child must
learn trust by having needs met
consistently or they will carry an inner
sense of mistrust in future
relationships. Failure to resolve this
conflict can lead to sensory distortion,
and withdrawal.

2. Autonomy vs. Shame and Doubt

- Age 18 mos. to 3yrs old (toddler). The

important event is toilet training and
the important relationship is with the
parents. The child's energy is directed
towards mastering physical skills such
as walking, grasping and muscular
control.

3. Initiative vs. Guilt

- Age 3 to 5 years (Preschool). The

important event is independence and
the important relationship is family.
The child continues to become more
assertive in exploration, discovery,
adventure and play. The child may
show too much force in this stage
causing feelings of guilt. Failure to
resolve this conflict can lead to
ruthlessness and inhibition.

4. Industry (Competence) vs. Inferiority

- Age 5 to 12 years (school age). The

important event is school and the
important relationships are teachers,
friends and neighborhood. The child
must learn to deal with new skills and
develop a sense of achievement and
accomplishment. Failure to do so can
create a sense of inferiority, failure and
incompetence.

5. Identity vs. Role Confusion

- Adolescence Stage (12-18 years).

Success of this stage will lead to the
virtue of fidelity. Transitioning from
childhood to adulthood and begin to
look at the future in terms of career,
relationships, families, housing, etc.

6. Intimacy vs. Isolation

- Young Adult Stage (18-40 years).

Success of this stage will lead to the
virtue of love. Begin to share
themselves more intimately with other.
Explore relationships leading toward
 longer-term commitments with
someone other than a family member.

7. Generativity vs. Stagnation

- Adulthood Stage (40-65 years).

Success in this stage will lead to the
virtue of care. Settle down within a
relationship.

8. Ego Integrity vs. Despair

- Maturity Stage (65+ years). Success in

this stage will lead to the virtue of
wisdom. Integrity is developed if they
see themselves leading success life.

3. Cognitive Jean William Fritz Piaget Kohlberg continued to expand on
Development Piaget's theory, arguing that moral
development is a continuous process
that occurs throughout one's life. His
theory outlines six stages of moral
development divided into three levels.
Level 1. Pre-conventional Morality
"Pre-conventional morality is the
earliest period of moral development.
It lasts until around the age of 9. At this
age, children's decisions are primarily
shaped by the expectations of adults
and the consequences for breaking the
rules."
Cognition is more than just memorizing
facts. Instead, it is the ability to
consider new information, process it,
and discuss it. It entails in applying new
information to previously acquired
information. Children's cognitive skills
enable them to comprehend the
relationships between ideas,
comprehend the process of cause and
effect, and improve their analytical
abilities. Overall, cognitive skill
development can benefit not just
students but outside of class as well.
  Stage 1 (Obedience and
Punishment): The earliest
stages of moral development,
obedience and punishment are
especially common in young
children, but adults are also
capable of expressing this type
of reasoning. Obeying the rules
is important because it is a way
to avoid punishment.

 Stage 2 (Individualism and

Exchange): At the individualism
and exchange stage of moral
development, children account
for individual points of view
and judge actions based on
how they serve individual
needs. Reciprocity is possible at
this point in moral
development, but only if it
serves one's own interests.

Level 2. Conventional Morality

Is marked by the acceptance of social
rules regarding what is good and moral.
During this time, adolescents and
adults internalize the moral standards
they have learned from their role
models and from society. This period
also focuses on the acceptance of
authority and conforming to the norms
of the group.
  Stage 3 (Developing Good
Interpersonal Relationships):
Often referred to as the "good
boy-good girl" orientation, this
stage of the interpersonal
relationship of moral
development is focused on
living up to social expectations
and roles.

 Stage 4 (Maintaining Social

Order): This stage is focused on
ensuring that social order is
maintained. At this stage of
moral development, people
begin to consider society as a
whole when making
judgments. The focus is on
maintaining law and order by
following the rules, doing one’s
duty, and respecting authority.

Level 3. Post-conventional Morality

At this level of moral development,
people develop an understanding of
abstract principles of morality. This is
mainly concerned with the enduring
universal principles in relation to the
action done.

 Stage 5 (Social Contract and

Individual Rights): The ideas of
a social contract and individual
rights cause people in the next
 stage to begin to account for
the differing values, opinions,
and beliefs of other people.
Rules of law are important for
maintaining a society, but
members of the society should
agree upon these standards.

 Stage 6 (Universal
Principles): The final stage of
moral reasoning, this
orientation is when a person
considers universally accepted
ethical principles. The
judgment may become innate
and may even violate the laws
and rules as the person
becomes attached to his own
principles of justice.

Kohlberg believed that only a relatively

small percentage of people ever reach
the post-conventional stages (around
10 to 15%). One analysis found that
while stages one to four could be seen
as universal in populations throughout
the world, the fifth and sixth stages
were extremely rare in all populations.

4. Moral Development Lawrence Kohlberg Moral development is associated with The importance of moral development
the emergence, change, and is to assists everyone in improving
their beliefs because it is possible to
 understanding of morality from
childhood to adulthood.
 Pre-conventional Morality:
Stage 1- Obedience and Punishment
Stage 2- Individualism and Exchange
 Conventional Morality:
Stage 3- Developing Good
Interpersonal Relationships)
Stage 4- Maintaining Social Order
 Post-conventional Morality:
Stage 5- Social Contract and Individual
Rights
Stage 6- Universal Principles
5. Emotional Daniel Goleman Goleman’s five components of
Development emotional intelligence:
Emotional Self-Awareness
 ability to understand and manage
your own emotions and feelings, as
well those of others.
Self-Regulation
 concerned with how you control and
manage yourself and your emotions,
inner resources, and abilities.
Motivation
 utilizing emotional factors to achieve
goals, enjoy the learning process and
believe incorrect things as they grow up
because many people do not bother
telling them what is wrong or right.
Thus, many children do not receive
adequate moral and ethical education,
which leads them astray.
The significance of this theory is to give
emphasis what teacher and student
need to understand in terms of
handling emotions. Children's EQ
begins to develop long before they
enter a classroom. However, EQ levels
will vary greatly depending on the
child's upbringing. As a result, teachers
must be able to identify children who
require assistance with their emotional
literacy. Teachers should be prepared
to discuss their feelings in the
classroom. The message is that no
emotion is "wrong," but certain ways of
expressing or acting on those emotions
are.
 persevere in the face of obstacles
Empathy
 sensing the emotions of others.
Social Skills
 managing relationships, inspiring
others and inducing desired responses
from them
6. Multiple intelligence Howard Earl Garner
9 types of Multiple Intelligences:
o Visual-Spatial Intelligence
o Linguistic-Verbal Intelligence
o Logical-Mathematical
Intelligence
o Bodily-Kinaesthetic Intelligence
o Musical Intelligence
o Interpersonal Intelligence
o Intra-personal Intelligence
o Naturalistic Intelligence
o Existential intelligence
7. Reciprocating Richard Bell and Robert Parents' behaviors influence children's
Influences Cairns development, but children's behaviors
influence parents' behaviors in a series
of cycles over time, according to
reciprocal effects models (Bell, 1968).
- According to Bell's (1977)
control systems theory, parents
and children have different
levels of tolerance for each
other's behavior.
Gardner's theory has probably had the
most impact in the field of education,
where it has received a lot of attention and
use. His conceptualization of intelligence as
more than a single, solitary quality has
paved the way for additional research and
new perspectives on human intelligence.
The significance of this theory inspired the
teachers, school leaders and special
educators to embrace the notion that
there are many ways to be intelligent.
The significance of this theory in
learning is that children can be aware
that they’re behavior at home are
influenced by their parents and it is
very crucial since they can apply it to
their school. Thus, teacher can guide
the students as well how to behave.
8. Family System Theory Salvador Minuchin This theory addresses family problems by This theory is important in learning
charting the relationships between family because it can help students and
members or between subsets of the children understand the importance of
family. family relationships. To make them
aware of the significance of their
Family subsystem: family's support and cooperation, as
well as the impact it can have. Early
o Spousal
childhood educators can be more
o Parental
aware of the fact that children's
o Siblings development is constantly changing
o Extended due to the influence of their family
subsystem.
Minuchin realized that treating children
and adolescents successfully requires the
support and cooperation of parents and
other family members.

Minuchin believed that the majority of

childhood problems stem from the family
unit rather than the child. As a result, in
order to change the child's behavior, the
therapist must assist in changing the family
dynamics.

9. Ecological Context Urie Brontfenbrener Ecological model:

MICROSYSTEM
●This is the first layer closest to the
child and contains the structures with
which the child has direct contact.
 MESOSYSTEM
● Is the second layer, it represented by
the direct relationship between the
members of the child’s microsystem.

EXOSYSTEM
● It is represented by the formal and
informal structures that do not direct
impact the child but do influence the
child through their direct impact on a
member of the child's microsystem.

MACROSYSTEM
●The macro-system in
Bronfenbrenner’s ecological model 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

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.

10. Socio Cultural Context Lev Semyonovich Vygotsky Sociocultural theory grew from the Students and teachers form
work of psychologist Lev Vygotsky, who relationships in the classroom to help
believed that parents, caregivers,
peers, and the culture at large are
responsible for developing higher-
order functions.
Theories Principle and Concepts:
students learn, according to
sociocultural theory. Relationships aid
in social interaction and active
participation in learning tasks. Students
learn by observing, listening, and
talking about their tasks.

o Children construct their

Knowledge

o The learning is mediated

o Language plays a central role in

mental development

o Learning appears twice

o Development cannot be
separated from its social
context