CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLES:

SIGMUND FREUD:
 A psychologist known for his theory about the unconscious and sexual development.
 His theories became the catalyst for other theories like Erikson’s Psychosocial theory.
 A lot of his (Freud’s) theories have since then been debunked and he himself has
withdrawn some of his earlier claims.

FREUD’S PSYCHOSEXUAL STAGES:

ORAL STAGE: Birth to 1 year Erogeneous Zone: Mouth.
ANAL STAGE: 1 to 3 year Erogeneous Zone: Bowel and Bladder Control.
PHALLIC STAGE: 3 to 6 years Erogeneous Zone: Genitals.
LATENT STAGE: 6 to Puberty Ubido Inactive.
GENITAL STAGE: Puberty to death maturing sexual interests.

Id:
 Everyone is born with id.
 Plays a vital role in one’s personality.
 Operates as the pleasure principle since it focuses on immediate gratification of its needs.
 An example of how the id works is a baby cries and cries until his needs are met.

Ego:

 The ego emerges when the baby grows into a toddler, preschooler, and he relates with the
environment.
 Operates using the reality principle, it uses reason to control the urge of being impulsive
and selfish.
 considers the best response and consequences of actions.

Superego:

 Developed towards the end of the preschool years.

 Embodies the moral aspect of the self and likened to the conscience.
 It influences actions by considering right and wrong.

IMPLICATIONS TO EDUCATION:
 Gave way to other developmental theories.
 Potty training
 Psycho-social development implications.
ERIK ERIKSON:
 Erikson views human development as a continuous process and that it goes through
stages.
 Erikson’s Psychosocial Theory of Development is viewed very highly.
 His theory involves stages of learning and growing.

JEAN PIAGET:
 Piaget’s theory of cognitive development is one of the main foundations of educational
psychology.
 It posits that human development and learning happens in stage since its main focus on
how individuals construct knowledge.

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT:

SENSORIMOTOR STAGE:

Major characteristics and developmental changes during this stage:

 Know the world through movements and sensations

 Learn about the world through basic actions such as sucking, grasping, looking, and
listening
 Learn that things continue to exist even when they cannot be seen (object permanence)
 Realize that they are separate beings from the people and objects around them
 Realize that their actions can cause things to happen in the world around them.

Piaget believed that developing object permanence or object constancy, the understanding that
objects continue to exist even when they cannot be seen, was an important element at this point
of development.

PREOPERATIONAL STAGE:

2 to 7 Years

Major characteristics and developmental changes during this stage:

 Begin to think symbolically and learn to use words and pictures to represent objects
 Tend to be egocentric and struggle to see things from the perspective of others
 Getting better with language and thinking, but still tend to think in very concrete terms.
At this stage, kids learn through pretend play but still struggle with logic and taking the point of
view of other people. They also often struggle with understanding the idea of constancy.

Children become much more skilled at pretend play during this stage of development, yet they
continue to think very concretely about the world around them.

CONCRETE OPERATIONAL STAGE:

7 to 11 Years

Major characteristics and developmental changes during this stage:

 Begin to think logically about concrete events

 Begin to understand the concept of conservation; that the amount of liquid in a short,
wide cup is equal to that in a tall, skinny glass, for example
 Thinking becomes more logical and organized, but still very concrete
 Begin using inductive logic, or reasoning from specific information to a general principle.

While thinking becomes much more logical during the concrete operational state, it can also be
very rigid. Kids at this point in development tend to struggle with abstract and hypothetical
concepts.

During this stage, children also become less egocentric and begin to think about how other
people might think and feel. Kids in the concrete operational stage also begin to understand that
their thoughts are unique to them and that not everyone else necessarily shares their thoughts,
feelings, and opinions.

FORMAL OPERATIONAL STAGE:

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.3 At this point, adolescents and young adults
become capable of seeing multiple potential solutions to problems and think more scientifically
about the world around them.

Age 12 and Up

Major characteristics and developmental changes during this time:

 Begins to think abstractly and reason about hypothetical problems

 Begins to think more about moral, philosophical, ethical, social, and political issues that
require theoretical and abstract reasoning
 Begins to use deductive logic, or reasoning from a general principle to specific
information.
The ability to thinking about abstract ideas and situations is the key hallmark of the formal
operational stage of cognitive development. The ability to systematically plan for the future and
reason about hypothetical situations are also critical abilities that emerge during this stage.

EQUILIBRIUM – SCAFFOLDING > TEACHER’S ROLE:

 Assimilation- Accommodation Bigger Schema.

 When we encounter difficulty/ new idea.
 We provide the steps/ rung/ a helping hand.

KOLHBERG’S STAGES OF MORAL DEVELOPMENT:

 Built on Piaget’s belief of moral development.

 Kohlberg believed that moral development depended on moral reasoning and was
learned in three levels, each having two stages.

PRE-COVENTIONAL REASONING:
 OBEDIENCE AND PUNISHMENT: Moral reasoning directed by expected
punishment.
 INSTRUMENTAL ORIENTATION: Moral reasoning directed by thought of rewards.

CONVENTIONAL REASONING:
 GOOD BOY/ NICE GIRL ORIENTATION: Motivated by acceptance and approval.
 LAW AND ORDER ORIENTATION: Motivated by law and a sense of duty.

POST-CONVENTIONAL REASONING:
 SOCIAL CONTRACT ORIENTATION: Guided by community versus individual
rights.
 UNIVERSAL-ETHICAL PRINCIPLE ORIENTATION: Universal principles and
ethics.

LEV VYGOTSKY:

 Looked into the role of individuals with each other’s development.

 Focused on connection between individuals and in the context of society.

VYGOTSKY’S SOCIO-CULTURAL DEVELOPMENT:

ZONE OF PROXIMAL DEVELOPMENT (ZPD):
 End point where a child has reached what he achieve independently.
 Beginning point where a child needs the help of a more experienced individual.

SCAFFOLDING:
  Teaching sequence for developing independence.
 Technique for more experienced individuals to assist a child into gaining mastery over a
skill.

BRONFRENBRENNER:

 Theorized a paradigm that explains how different factors influence on an individual’s

development.
 It describes the ”widening spheres of influence shape every individual.” (Corpuz et.al,
2015).

DEEPENING: BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY:

 A child’s development is influenced by a complex system of relationships.

 Relationships are affected by the multiple levels from the immediate settings to the
broader cultural values.
 Bronfenbrenner divided these influences into different systems: microsystem,
mesosystem, exosystem, macrosystem, and chronosystem.

MAJOR PRINCIPLES OF HUMAN DEVELOPMENT:

 Development is relatively orderly – proximodistal pattern, cephalon-caudal pattern.
 Pattern of Development is likely to be similar but outcomes of developmental
processes and the rate of development are likely to be different among individuals.
 Development takes place gradually.
 Development is a complex process because it involves three major domains: cognitive,
physical, and socio-emotional.

PRINCIPLES OF CHILD DEVELOPMENT AND LEARNING:

 Interrelated domains.
 Follow sequence, later abilities, skills and knowledge building on those already acquired.
 Proceed at varying and uneven rates across different areas and from child to child.
 Early experiences have profound effects- optimal periods for certain types of
development.
 Development is optimized with secure, consistent relationships and responsive adults and
opportunities for positive relationships with peers.
 Influenced by multiple social and cultural concepts.
 Children learn in a variety of ways.
 Play is an important aspect of development.
 Challenges and opportunities to develop mastery and acquire skills.
 Motivation and approaches affect learning and development.