Theory Proponent Key Concepts and Role of the Implications

Stages (Briefly Teacher to students

describe)
Psychosexual and Sigmund Freud Sigmund Freud's
Our role as Unfavorable
Psychoanalytic psychosexual teachers environmental
Theory development theory is therefore, is conditions,
based on the premise to assist our unsympathetic
that during the first few
pupils/studen and critical
years of life, parents or
ts solve or go teachers and
adults around a child through their parents, a lack
play a critical role in inner conflicts of preparations,
managing their
on these and emotional
children's sexual and stages. When blocking caused
violent desires in orderteaching by anxiety and
to nurture optimal children or aggression in
development. Childhood young pupils the form of
experiences, according about phobias or due
to Freud, affect our psychoanalysi to an
personalities and
s, a teacher inharmonious
behavior as adults. must take a parent-child or
Freud saw of
wide intra-parental
development as a
approach by relationship
sequence of stages that looking at the have all been
each of us must go vast amount attributed to
through during
of the child's
childhood, and that if psychoanalyti resistance to
we are not properly c literature learning in
nurtured and parented available. psychoanalysis.
during one of these Activities are It assists in
stages, we may become often emphasizing
stuck in, or fixated on,classified as the necessity of
that stage. At each of either providing a
the five phases of behaviorism conducive
development, according or cognitivism environment
to Freud, children's when for children's
pleasure-seeking desiresapplying education. The
(controlled by the id) psychoanalyti climate in the
are focused on a c theories to classroom and
different place of the children in the at home should
body, called an
classroom. A be conducive to
erogenous zone: oral, child who reducing the
anal, phallic, latency, shares her likelihood of
and genital. toys vs a child repression.
of the same
● Oral (0-1 year age who
old): The mouth refuses to
 is the share is an
development's example of
pleasure center behaviorism
throughout this in action. To
stage. This, understand
according to where a
Freud, is why youngster
babies are born picks up his
with a sucking personality
reflex and a traits and
craving for their behaviors,
mother's breast. behaviorism
If a child's oral looks at
needs are not conditioning
addressed and social
during infancy, learning.
he or she may Cognitivism
acquire bad focuses on
habits to meet mental
this essential occurrences
need, such as and processes
nail biting or rather than
thumb sucking. physical
actions.
● Toddlers and Psychoanalysi
preschool-aged s has spawned
children begin dozens of new
to experiment groups and
with urine and practices that
excrement at have sparked
this stage (1-3 a new wave of
years of age). teaching. It
Toilet-training is has altered
a manifestation the way
of the control people think
they learn to about
take over their education and
physiological its purpose.
functions. A Education is
child who is no longer
uptight and too seen as a
fixated with constraint to
order can arise be achieved
from improper through
resolution of external
this period, such regulatory
as parents potty mechanisms
training their like
 children too punishment
early. and rewards.

● Phallic (3-6 The goal of

years old): education is
Preschoolers to develop
enjoy their the full
genitals at this person — the
age and, intellect as
according to well as the
Sigmund Freud, emotions –
begin to battle for socially
with sexual beneficial
impulses for the objectives.
opposite sex
parent (boys to
mothers and
girls to fathers).
This is known as
the Oedipus
complex in boys,
and it involves a
boy's yearning
for his mother
as well as his
desire to
replace his
father, who is
viewed as a
competitor for
the mother's
attention while
it is called the
Electra complex
when it comes
to girls.
● Latency (6-12
years old):
During this
period, sexual
drives fade
away, and
children's
superego, or
conscience,
develops more.
Children begin
to behave in
 morally
acceptable ways
and inherit their
parents' and
other significant
adults' views.

● Genital (12+
years of age):
During this
stage, sexual
impulses
reemerge. If
other stages
have been
successfully
met,
adolescents
engage in
appropriate
sexual
behavior, which
may lead to
marriage and
childbirth.

Stages of Cognitive Jean Piaget Cognitive development To be honest, Children grow

Development concerns how the I believe that and develop
thinking portion of the a teacher's rapidly in their
brain develops with most first five years
age. Take for example, important across the four
children. The way in responsibility main areas of
which infant brains is to assist development.
rapidly develops is and fosterThese areas
defined by their pupils' are motor
cognitive
specific developmental (physical),
development.
time points known as language and
In a deliberate
‘cognitive stages’. Jean communication
and strategic
Piaget is most famous , cognitive and
manner.
for theorising this. social/emotion
According to Piaget, Every course al.
the 4 stages of and class
cognitive development should need Cognitive
are: all teachers to development
have a means how
thorough children think,
Sensorimotor understandin explore and
stage: birth to 2 g of how figure things
years Children go thinking out. It is the
through a period works and be development
of rapid growth able to of knowledge,
and learning account for it. skills, problem
during the They should solving and
sensorimotor place a dispositions,
stage. As children priority on which help
thinking
engage with their children to
abilities, and
surroundings, they think about
students
are always and
should be
learning new understand the
aware of how
things about how what they do world around
the world works. in class might them. Brain
aid in the development is
development part of
of their cognitive
Preoperational
thinking. development.
stage: ages 2 to 7
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

Concrete
operational stage:
ages 7 to 11
Children grow less
egocentric at this
age and begin to
consider what
other people
might think and
feel. In the
concrete
operational stage,
 children begin to
recognize that
their thoughts are
unique to them,
and that not
everyone shares
their feelings,
thoughts, or
opinions.

Formal
operational stage:
ages 12 and up
Piaget's
hypothesis
concludes with an
improvement in
logic, the ability to
employ deductive
reasoning, and a
grasp of abstract
concepts. People
can perceive
several potential
answers to
problems and
think more
logically about the
world around
them at this point.

Psychosocial Theory Erik Erikson While psychiatrist Each Allow children

of Development Sigmund Freud's work individual's to make
influenced Erikson's personality is decisions and
theory, Erikson's formed by a take action
approach focused on succession of based on those
psychosocial conflicts decisions.
development rather known as Because the
than psychosexual developmenta crises of
development. l crises, initiative vs.
Stage 1: Trust vs. according to guilt affects
Mistrust Erik Erikson's whether a kid
The most essential stage theory of learns to plan
in life, according to psychosocial activities on her
Erikson's theory of development. own or
psychosocial Three of these associates self-
development, occurs crises happen directed
between birth and one during conduct with
year of age. Because a childhood and punishment,
newborn is completely adolescence, she must be
reliant, the child's therefore given the
caregivers' teachers who chance to make
dependability and believe in choices. Allow
quality are crucial in Erikson's children to
fostering trust. theory should choose their
If a youngster builds focus on them own activities
trust successfully, he or to help for a portion of
she will feel safe and children build the day. Create
secure in the world. healthy, fully a school library
Children's sentiments of realized where students
mistrust are identities. can choose
exacerbated by their own books
caregivers who are to read during
inconsistent, their reading
emotionally unavailable, period. This
or dismissive. Fear and provides
the perception that the children with
world is inconsistent the opportunity
and unpredictable will to learn how to
result if trust is not make their own
developed. decisions.
Stage 2: Autonomy vs.
Shame and Doubt
Early childhood is the
subject of Erikson's
second stage of
psychosocial
development, which
focuses on children
gaining a larger sense of
personal control.
Children who struggle
and who are shamed
for their accidents may
be left without a sense
of personal control.
Success during this
stage of psychosocial
development leads to
feelings of autonomy;
failure results in
feelings of shame and
doubt.
Stage 3: Initiative vs.
Guilt
During the preschool
years, the third stage
of psychosocial
development occurs.
Children learn to
establish their
authority and control
over the world at this
stage of psychological
development by
directing play and
other social
interactions.

Children that succeed

at this stage believe
they are capable of
leading others. Those
who do not develop
these skills experience
remorse, self-doubt,
and a lack of effort.
Stage 4: Industry vs.
Inferiority The fourth
psychosocial stage
occurs in the early
school years, between
the ages of 5 and 11.
Children develop a
sense of pride in their
accomplishments and
talents as a result of
social interactions.

New social and

academic demands
must be met by
children. Failure leads
to emotions of
inferiority, whilst
success leads to
feelings of competence
Stage 5: Identity vs.
Confusion The fifth
psychosocial stage
occurs throughout the
frequently tumultuous
adolescent years. This
stage is critical in the
development of a
sense of personal
identity, which will
influence a person's
behavior and
development for the
rest of their lives.
Teenagers must
develop a feeling of
self and individuality.
Failure leads to role
confusion and a
weakened sense of
self, but success leads
to the ability to stay
loyal to oneself.
Stage 6: Isolation vs.
Intimacy
Young adults require
the development of
close, caring
relationships with
others. Failure leads to
loneliness and
isolation, whilst
success leads to close
relationships. This
stage encompasses the
early adult years when
people are
experimenting with
intimate connections.
Erikson felt that
developing close,
dedicated relationships
with others was
essential. Those that
succeed at this level
will develop long-
lasting and stable
partnerships.
Stage 7: Generativity
vs. Stagnation Adults
must develop or
nurture something that
will outlast them,
which they frequently
do by having children
or by making a
beneficial change that
benefits others. Failure
leads to a shallow
sense of connection in
the world, whereas
success leads to
feelings of usefulness
and accomplishment.

We continue to create
our lives as adults,
focusing on our careers
and families. Those
that succeed in this
phase will feel as
though they are
making a difference in
the world by being
involved in their home
and community. 2
Those who do not
master this talent will
feel unproductive and
disconnected from the
rest of the world.

Stage 8: Integrity vs.

Despair
The final psychosocial
stage comes in old age
 and is centered on life
reflection.
People at this stage of
development reflect on
the events of their lives
to see if they are
satisfied with their lives
or if they have regrets
about the things they
did or did not do.
Erikson's theory was
unique among others
in that it addressed
development across
the lifespan, including
old age. Older people
need to reflect on their
lives and feel fulfilled.
At this stage, success
brings sentiments of
wisdom, whereas
failure brings feelings
of regret, bitterness,
and despair.

KOHLBERG’S STAGES Lawrence Kohlberg theorized that Kohlberg's six- When it comes
OF MORAL Kohlberg people progress through stage model to norms,
DEVELOPMENT these stages in a of moral standards, and
predetermined order, development consequences,
and that moral is a great tool Lawrence
understanding is linked for figuring Kohlberg's
to cognitive out where theory on moral
development. His moral children are in development
growth hypothesis was their moral can be applied
based on the ideas of growth. to the
Jean Piaget, a Swiss Teachers may classroom. The
psychologist, and John guide their idea assigns an
Dewey, an American students' individual to
philosopher. James moral one of six
Mark Baldwin also personalities stages based on
influenced him. Human and help his level of
beings develop them become moral thinking,
intellectually and the best they with the first
psychologically in a can be by stage being
gradual manner, knowing this fundamental
according to these men. notion of acquiescence to
moral growth. authority and
Kohlberg believed...and According to the last being
was able to Kohlberg's universal ethics
demonstrate through view, moral for everyone.
studies...that people development Consider where
evolved through a begins at a your pupils'
number of stages in young age personal
their moral thinking and continues growth falls on
(i.e., in their foundations in phases Kohlberg's six
for ethical action). He throughout stages as an
believed there were six infancy, educator.
distinct stages, each of adolescence, Students at
which could be further and maturity. stage one
divided into three levels. Understandin
behave
g Kohlberg's
Level 1 (Pre- moral appropriately
Conventional) development to avoid
theory can punishment. At
1. Obedience and assist stage two,
punishment teachers in
students
orientation (How can I guiding their
students' behave to earn
avoid punishment?)
moral rewards. By
2. Self-interest development stage three,
orientation (What's in in the students start
it for me?) (Paying for a classroom.
thinking about
benefit)
other people
Level 2 (Conventional) and caring
about their
3. Interpersonal accord
expectations.
and conformity (Social
Give students
norms) (The good
boy/good girl attitude) the
opportunity to
4. Authority and social- help create a
order maintaining classroom code
orientation (Law and
of conduct. In
order morality)
this way, they
Level 3 (Post- will become
Conventional) responsible for
the rules that
5. Social contract
orientation they set and
follow them
6. Universal ethical accordingly,
principles (Principled rather than
conscience) blindly
agreeing to
Individuals could only
move through these standards set
levels one at a time, by school
according to Kohlberg. administrators
That is, they were or other
unable to "jump" authorities.
between phases. They
Allow for a
couldn't get from a
written self
selfish orientation to
the law and order evaluation as
stage without passing part of any
through the good disciplinary
boy/girl stage, for consequence.
example. They could It does not
only comprehend a
have to be
moral rationale that
was one level higher lengthy, but it
than their own. As a should provide
result, according to the student
Kohlberg, it was critical with adequate
to give moral time to review
difficulties for their own
discussion in order to
reasoning for
help them grasp the
logic of a "higher misbehavior
stage" morality and and to come
stimulate their up with a
development in that solution for the
direction. Kohlberg's future. This
moral conversation type of action
approach is the subject
relates to
of the last comment.
Kohlberg's
fourth stage of
morality, in
which
individuals do
their part to
maintain order
by reflecting on
the impact of
their words
 and actions.

VYGOTSKY’s SOCIO- Lev Vygotsky Vygotsky's theories The key Vygotsky is also
CULTURAL THEORY emphasize the difference in a proponent of
OF importance of social Vygotsky's education,
COGNITIVE contact in the formation education believing that
DEVELOPMENT of cognition (Vygotsky, theory is that teaching
1978), since he strongly it is the abstract
believed that environment reasoning will
community plays an that causes us benefit the
important role in the to evaluate mind. If the
process of "creating our talents, teaching is done
meaning." culture, and in the area of
Vygotsky's Cognitive outlooks. proximal
Development Theory development, a
postulates that social Understandin child can learn
interaction is g this, the almost anything
fundamental to teacher in an
cognitive development. promotes the interaction with
Vygotsky's theory is development a caring adult
comprised of concepts of one who can be
such as culture-specific cultural supportive and
tools, language and behavior in helpful without
thought the being
interdependence, and classroom, overbearing:
the Zone of Proximal one style of trusting a child
Development. behavior that and reminding
is linked to them of the
communicatio steps or tools
n and serves they can use
as a model for not only helps
evaluating the child
needed term advance
goals. academically,
but it also helps
the child
develop self
efficacy and self
esteem.
BRONFENBRENNER’S Urie Urie Bronfenbrenner Bronfenbrenn In order to
BIOECOLOGICAL Brofenbrenner developed the er's work was understand
THEORY bioecological theory of crucial in children's
development, which developing a development,
states that human systematic the
development is a understandin Bronfenbrenner
transactional process in g of human theory
which an individual's and societal highlights the
growth is influenced by development. significance of
interactions with many His approach studying them
aspects and spheres of is crucial for in numerous
their environment. educators to environments,
Bronfenbrenner grasp because often known as
developed with some it enables ecological
colleagues an them to form systems. Each
“Ecological Theory” of basic of these natural
human development. relationships systems
They see he person as with their inevitably
embedded within a pupils and to interacts with
series of environments, develop a and influences
where the influences communicatio the children's
n-rich life in various
range from highly
classroom ways.
direct and personal to
that includes
very indirect and
parents.
generalized. It is a
useful model for
thinking about what
influences
development during
infancy, childhood, and
adolescence and how
these environmental
influences interact. The
theory can actually be
applied across the
lifespan. Psychology
has tended to be very
focused on an
individual and the
forces shaping them.
Bronfenbrenner’s
theory forces us to
think in terms of
systems, interacting
forces, society, and
culture wide outcomes.
Bronfenbrenner
believed that a person's
development was
affected by everything
in their surrounding
environment. He
divided the person's
environment into five
different levels: the
microsystem, the
mesosystem, the
exosystem, the
macrosystem, and the
chronosystem.
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.
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.
The exosystem is a part
of the ecological
systems theory, and it
includes additional
formal and informal
social institutions that
do not directly effect
the child but indirectly
influence one of the
 microsystems.
The macrosystem is a
component of
Bronfenbrenner's
ecological systems
theory that focuses on
how socioeconomic
status, wealth, poverty,
and ethnicity affects a
child's development.
The chronosystem is
Bronfenbrenner's fifth
and final stage of
ecological systems
theory.

This system includes all

environmental changes
that occur throughout
a person's life and
influence
development, such as
important life
transitions and
historical events.
Normal life changes,
such as entering
school, as well as non-
normative life
transitions, such as
parents divorcing or
having to move to a
new residence, are
examples.

Key Takeaways:

Understanding and learning these human development theories allows teachers to

interact with a wide range of students. Teachers can target multiple learning styles in order to
reach different students, resulting in instruction that is tailored to the specific needs and abilities
of each student. For us to be learning about human development, it makes us be mindful and
aware of how we can help our students not just academically but also emotionally and mentally.
Psychoanalytic theory examines how an individual's childhood experiences and subconscious
influence personality development meaning we do not just approach our students on the way we see
it but instead we dig deeper on the underlying causes on the reasons why they are the way they are.
Also, it is not just the students that we are helping but as well as ourselves, learning about these
human development theories will make us get to know ourselves and be better individuals. In order
to best address the needs of pupils, both collectively and individually, it is critical for a teacher to
comprehend human growth and development. Teachers should have a basic understanding of
human growth and development in order to make suitable educational decisions for their students.
Although everyone's learning capacities are different, and no two children learn in the same way, we
may make some generalizations about how we can help these youngsters without criticizing or
leaping to conclusions. Teachers are better equipped to make appropriate educational choices if
they understand typical patterns of growth and development. They're also better at identifying pupils
who don't follow standard developmental patterns and assisting them in acquiring the necessary
educational support to help them succeed.
The study of human growth and development provides a plethora of information for personal
and professional development. There are numerous reasons why we research human growth and
development. It enables us in comprehending how societal change might promote growth and
development. This knowledge aids school leaders in changing the educational culture for the better.
It also helps us in becoming more effective researchers, teachers, and leaders in a variety of fields.
Many professional benefits can be gained from a thorough understanding of human development in
context. Human development is a broad and ever-evolving field of study. People can benefit
individually from understanding human development as they continue to learn and grow throughout
their lives, as well as professionally as they learn to apply what they've learned to their careers.