Educ 3 - Mendoza Queny - Bsed Sci-1

CITY GOVERNMENT OF SAN PABLO
PAMANTASAN NG LUNGSOD NG SAN PABLO

CHED Recognized Local College
TESDA Recognized Programs
ALCU Commission on Accreditation – Level 1 Re-Accredited
Member, Association of Local Colleges and Universities
Member, Local Colleges and Universities Athletic Association, Inc.
Facilitating Learner-Centered Teaching

Prof. Marilyn Sumague
Queny Mendoza
BSED SCI-1
I. Activity.
Assuming you are a teacher, write your objectives (at least 2) for this activity.
Objectives:
1. Discuss the theories related to Learner’s Development.
2. Explain the contents and importances of each theories in the development
of learners.
II. Activity.
Research about the following Theorists. Focus on what you think are their most
Important ideas about the development of learners.
1. Sigmund Freud
3 COMPONENTS PERSONALITY
 ID-the aspect of personality allied with the instinct, the ID operated according to
the Pleasure Principle.
 EGO-rational aspect of personality, responsible for directing and controlling the

instinct according to the Reality Principle.
 UPEREGO-the moral aspect personality, the internalization of parental societal

values and standard
FREUD’S PSYCHO-SEXUAL THEORY
 Freud proposed that there were 5stages of development.

 Freud believed that the few people successfully completed all of 5 stages.
5 Psychosexual Stages of Development
1) STAGE-(Birth to 2 months) Infants achieves gratification through oral activities

such as feeding, thumb sucking and babbling.
2) ANAL STAGE (2 months to 3 months) The child learns to respond to some of the
demands of society.
3) PHALLIC STAGE (3 months to 7months) The child learns to realize the

differences between males and females and becomes aware of sexuality.
4) LATENCY STAGE (7 months to 11 months) Oedipus and Electra complexes are

resolved and identification with the same sex parents occurs to loss of interest in
opposite sex.
 Oedipus -little boys have a sexual attraction towards their mothers and
sense of jealousy towards their father.
 Electra-little girls have a sexual attraction towards their father and a sense
of jealousy towards their mother.
5) GENITAL STAGE (11 months to adult) Increasing concern with adult ways of
experiencing sexual pleasure.
2. Erik Erikson
8 Psycho-social Stages of Development

Stage Basic Conflict Important Events Outcome

Infancy (0-2) Trust vs mistrust Feeding Children develop a
sense of trust when
caregivers provide
reliability, care and
affection. A lack of
this, will lead to
mistrust.
Early Childhood Autonomy vs Toilet training Children need to
(2-3) shame and doubt develop a sense of
personal control
over physical skills
and a sense of
independence.
Success leads to
feelings of
autonomy, failure
result in the feelings
of shame and
doubt.
Pre-school (4-5) Initiative vs guilt Exploration Children need to
begin asserting
control and power
over the
environment.
Success in this
stage leads to a
sense of purpose.
Middle Childhood Industry vs School Children need to
(6-11) Inferiority cope with new
social and
academic
demands. Success
leads to a sense of
competence while
failure results in
feeling of inferiority.
Adolescence Identity vs Role Social Teens needs to
(12-18) Confusion Relationships develop a sense of
self and personal
identity.
Young Adulthood Intimacy vs Relationship Young adult need
(18-35) Isolation to form intimate
loving relationship
with other people.
Middle Age (35-65) Generativity vs Work and Adults need to
stagnation Parenthood create or nurture
things that will
outlast them, often
by having children
or creating a
positive change that
benefits other
people.
Old Age (65-Death) Ego integrity vs Reflection on life Older adults need
despair to look back on life
and feel a sense of
fulfillment.
3. Jean Piaget
Piaget’s Cognitive Development theory
 He said “the principle goal of education in the schools should be creating men and
women who are capable of doing new things, not simply repeating what other
generations have done”
 His theory centered on the STAGES OF COGNITIVE DEVELOPMENT.
 He described four stages of cognitive development, namely:

STAGE 1. SENSORI-MOTOR (0-2)
 Infants use sensory and motor capabilities to explore and gain understanding of
the environment.
STAGE 2. PREOPERATIONAL (2-7)
 Children use symbolism to represent object and events
STAGE 3. CONCRETE OPERATIONAL (7-11)
 A child has the ability to think logically but only in terms of concrete objects.
STAGE 4. FORMAL OPERATIONAL (11 YEARS &BEYOND)
 It involves an increase in logic
 Each has characteristics ways of thinking and perceiving that shows

how to one’s cognitive abilities develop.
4. Lawrence Kohlberg
 He said, “Right action tends to be defined in terms of general individual rights and
standards that have been critically examined and agreed upon by the whole
society”
 His theory is influenced by Piaget believing that one’s cognitive development

influenced the development of one’s reasoning.
PRE-CONVENTIONAL LEVEL
STAGE 1. Punishment-Obedience Level
 RIGHT’ is obeying the rules simply to avoid punishment because others have
power over you and can punish you.
STAGE 2. Mutual Benefits/rewards
 RIGHT’ is a fair exchange, so that both parties benefit.
CONVENTIONAL LEVEL
STAGE 3. Good-boy/Good Girl orientation
 ‘RIGHT’ is being a good person by conforming to social expectations.
STAGE 4. Law & Order Orientation
 ‘RIGHT’ is helping maintain social order by obeying simply because they are laws.
POST-CONVENTIONAL LEVEL
STAGE 5. Social Contract
 Laws that are wrong can be changed
STAGE 6. Universal Principles
 Associated with the development of one’s conscience

 Personal integrity
5. Lev Vygotsky
LEV VYGOTSKY SOCIO-CULTURAL THEORY
i. MORE KNOWLEDGEABLE OTHER

It refers to someone who has better understanding or a higher ability level than
the learner, with respect to a particular task, process, or concept.
ii. ZONE OR PROXIMAL DEVELOPMENT

The distance between the students ability to perform a task under adult guidance
and/or with peer collaboration and the students ability solving the problem
independently.
iii. SCAFFOLDING
Refers to providing support and resources to help a child learn new skills, and
then gradually removing the support as child improves.
6. Urie Bronfenbrenner
BRONFENBRENNER’S BIO-ECOLOGICAL THEORY

 His model is also known as BIOECOLOGICAL SYSTEM THEORY which presents
child development within the context of relationship system that comprise the
child’s environment.
 Bio ecological point out that a child’s own biological make-up impacts as a key
factor in one’s development.
 Through the child’s growing and developing body and the interplay between his
immediate family/community development, the societal landscape fuels and
steers his development.
 To study a child’s development then, we must look not only at the child the child
her immediate environment, but also at the interaction of larger environment.
ECOLOGICAL SYSTEM THEORY

 MICROSYSTEM
relationship with direct contact to the child.
 MESOSYSTEM
connection between relationships of child’s microsystem
 EXOSYSTEM
structures in which child does not have direct contact.

 MACROSYSTEM
cultural context.
III. Complete the graphic organizer below, fill with the name of the theorist (the ones
enumerated above)and each important idea about the development of a learner.

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CITY GOVERNMENT OF SAN PABLO

PAMANTASAN NG LUNGSOD NG SAN PABLO

Facilitating Learner-Centered Teaching

 EGO-rational aspect of personality, responsible for directing and controlling the

 UPEREGO-the moral aspect personality, the internalization of parental societal

FREUD’S PSYCHO-SEXUAL THEORY

 Freud proposed that there were 5stages of development.

5 Psychosexual Stages of Development

1) STAGE-(Birth to 2 months) Infants achieves gratification through oral activities

3) PHALLIC STAGE (3 months to 7months) The child learns to realize the

4) LATENCY STAGE (7 months to 11 months) Oedipus and Electra complexes are

8 Psycho-social Stages of Development

Stage Basic Conflict Important Events Outcome

Piaget’s Cognitive Development theory

 His theory centered on the STAGES OF COGNITIVE DEVELOPMENT.

 He described four stages of cognitive development, namely:

 Each has characteristics ways of thinking and perceiving that shows

how to one’s cognitive abilities develop.

 His theory is influenced by Piaget believing that one’s cognitive development

 Associated with the development of one’s conscience

i. MORE KNOWLEDGEABLE OTHER

ii. ZONE OR PROXIMAL DEVELOPMENT

BRONFENBRENNER’S BIO-ECOLOGICAL THEORY

ECOLOGICAL SYSTEM THEORY

structures in which child does not have direct contact.

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