Ed101 Module 3

Republic of the Philippines
CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
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website: www.capsu.edu.ph email address:
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Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)

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Module 3: Developmental Theories and Other Relevant Theories
Overview:
The learner is the center of instruction. The world of instruction revolves around
the learner. The fourteen (14) learner-centered principles will serve as a guide in
determining appropriate pedagogy for learners at different stages.
Learning Outcomes:
At the end of this module, you must have:
1. explained each developmental theory.
2. Drawn principles of teaching and learning from developmental theories
Content:
 Developmental Theories and other Relevant Theories
1. Freud‘s Psychoanalytic Theory
2. Piaget‘s Stages of Cognitive Development
3. Erikson‘s Psycho-Social Theory of Development
4. Kohlberg‘s Stages of Moral Development
5. Vygotsky‘s Socio-Cultural Theory
6. Brofenbrenner‘s Ecological Theory
Discussion:
Freud Psychoanalytic Theory
The 2 definition of terms:
Erogenous zone – A specific area that become the focus of pleasure of needs.
Fixation – Results from failure to satisfy the needs of a particular psychosexual stage
Freud’s Stages of Psychosexual Development

Freud is the most popular psychologist that studied the development of personality,
also probably the most controversial. His theory of psychosexual development includes
five distinct stages:
Oral Stage (birth to 18 months). The erogenous zone is the mouth. During oral
stage, the child is focused on pleasures (sucking). This type of personality may be oral
receptive, that is have a stronger tendency to smoke, drink alcohol, overeat or oral
aggressive, that is, with a tendency to bite his or her nails or use curse word or even
Gossips
Anal Stage (18 months to 3 years). The child focus of pleasure in this stage is
anus. Through society‘s expectations, particularly the parents, the child need to work on
toilet training. In terms of personality, fixation during stage can result in being anal
retentive, an obsession with cleanliness, perfection and control or anal expulsive where
the person may become messy and disorganized.

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Phallic Stage (ages 3 to 6) The pleasure or erogenous zone is the genitals. During
the preschool age, children become interested in what makes boy and girl different.
They are the Two complex on Phallic stage: the Oedipus Complex and Electra Complex.
Oedipus complex - when the boy develop unconscious sexual desire for their
mother. The boy then see the father as rival for his mother and also boy may fear of their
father to punish.
Electra complex – Psychoanalyst believed that girls may also have a similar
experience, developing unconscious sexual attraction towards their father.
Latency Stage (age 6 to puberty). Its during this stage that sexual urges remain
repressed.
Genital Stage (puberty onwards). The development begins at the start of puberty
when, sexual urge are once awakened.

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Freud’s Personality Components
Freud described the personality structures as having three components, the id, the
ego, the superego.
The id. Freud say that the, a child is born with the id. The id plays a vital role in
one‘s personality because as a baby, it works so baby‘s essential needs are met. Example,
a baby is hungry, its id wants food or milk….. so the baby will cry. When the child is
uncomfortable. In pain, too hot, too cold, of just wants attention, the id speaks up until his
or her needs are met.
The ego. As the baby turns into a toddler and then into a preschooler, he/she
relates more with the environment, the ego slowly begins to emerge. The ego is a reality
principle.
The superego. Near the
end of the preschool years, or
the end of the phallic stage
develops. Embodies a person
moral aspect. This develops
from what the parents, teachers,
and other person who exert
influence impart to be good or
moral. The superego is likened
to conscience because it exerts
influence on what one
considers right or wrong.

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Topographical Model
The Unconscious. Freud said that most what we go through in our lives, emotion,
belief, feelings, and impulses deep within are not available to us at a conscious level. He
believed that most of what influence us is our unconscious.
The Conscious. Freud said that all we are aware of is stored in our conscious
mind. Our conscious mind only comprise a very small part of who we are so that, in our
everyday life, we are only aware of a very small part of what makes up our personality
most what we are is hidden and out of reach.
The Subconscious. The last part is preconscious or subconscious. This is the part
of us that we can reach if prompted but is not our active conscious. It‘s right below the
surface but still hidden somewhat unless we search for it. Information such as our
telephone number, some childhood memories, or name or your best friend is stored in the
preconscious. The water may represent all that we are not aware of, have not experienced,
and that has not been made part of the personalities referred as the non-conscious.

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PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
Cognition refers to thinking and memory processes, and cognitive development

refers to long-term changes in these processes.
Jean Piaget
- Swiss biologist and psychologist
- first psychologist to make a systematic study of cognitive
development.
- His knowledge from being a biologist and psychologist influenced his
theories and research of child development.
Piagetian tasks
- designed by Piaget for his research method which involved observing a small
number of individuals responding to the cognitive task.
Genetic epistemology
- theoretical framework of Piaget.
His theory not only examine the aspects of cognition but also to intelligence and
moral development.
Piaget‘s stages of development describe the stages of normal intellectual
development, from infancy through adulthood, and characterizes different stages of
development. He suggested that children progress through 4 stages and that they all do so
in the same order.
His theory of intellectual or cognitive development is still used today in some
branches of education and psychology.
Basic Cognitive Concepts

Schema
- refers to the individual‘s way of understanding or creating meaning about
something (a thing or an experience).
- It is the pattern of action involved in acquiring or organizing knowledge.
For example, if a child sees a dog, he/she able to creates his/her own schema that a dog
has 4 legs, a tail and barks. When he/she sees another dog he/she pulls out his scheme for
a dog and able to identify it.
Assimilation
- it is a process by which an individual is using existing schema to deal with a new
object or situation.
For example, this time a child sees a short version of a dog. His/her schema about
the dog added that a dog has different looks.

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Accommodation
- this happens when the existing schema (knowledge) does not work, and needs to
be changed to deal with a new object or situation.
- In other words, it is the process of creating new schema.
For example, if a child sees another kind of animal that resembles the schema that
he/she made for dog, he/she will be able to differentiate it and the people around his/her
will be able to give his/her new schema by correcting or even telling the child about the
name of the animal.
Equilibration
- process of restoring equilibrium after a period of accommodation. It achieves a
balance between assimilation and accommodation.
- if the child‘s experience doesn‘t match with his/her schema, there will be
cognitive disequilibrium.
- in order to achieve equilibrium once more, more effort should be exert to the
assimilation and accommodation.
Piaget’s Stages of Cognitive Development
Stage 1. Sensori-motor Stage (Birth-Infancy)

- infants are only aware of what is immediately in front of them
and learns by doing: looking, touching and sucking.
- they explore the world through direct sensory and motor
contact. Object permanence is developed.
 Object permanence is the ability of the child to know that an object still exists,
even if it is hidden. It appears around 9 months.

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Stage 2. Pre-operational Stage (2-7 years old)

- the child begins to engage in symbolic play and learn to
manipulate symbols.
- they are able to make mental images to represent object but does
not reason logically. In this stage, the following are evident:
 Symbolic Function is the ability used to represent something other than itself. (e.g.
A child pretends broom as a horse)
 Egocentrism refers to the tendency of a child to have a difficulty thinking outside
of their own viewpoints. Infants has difficulty taking the viewpoints of others. (e.g.
A child cannot understand why his/her cousins call her daddy ―uncle‖ instead of
daddy)
 Centration is the tendency of the child to focus only on one aspect and ignore the
others.
 Irreversibility means that the child cannot understand the reverse of something
(e.g. They can understand 2+3=5 but can‘t understand 5-3=2)
 Animism refers to the use of human traits to describe inanimate objects.
 Transductive Reasoning refers to a reasoning that is particular from particular and
not from inductive to deductive nor deductive to inductive.
Stage 3. Concrete-Operational Stage (8-11 years old)

- the child can think logically about concrete objects that can be seen or touched.
- they begin to realize that one‘s own thoughts are unique and may not be shared with
others. This stage is consists of:
 Decentering ability to focus on more than one feature of a problem at a time.
 Reversibility ability to think about the certain operations in a reverse manner or in
any order.
 Conservation ability to understand that an amount or quantity stays the same even
if it changes in size or shape.
 Seriation refers to the capacity in arranging series such as weight, height etc.

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Stage 4. Formal Operational Stage (12-15 years old)

- the adolescent can reason abstractly and think in hypothetical
terms. This stage is emphasized by the following:
 Hypothetical Reasoning is the ability to come up with different hypothesis and
manipulate ideas in order to make a decision.
 Analogical Reasoning is the tendency to have a reflective thought and perceive
relationships to find the possible answer to a certain question.
 Deductive Reasoning is the ability to be able to think from general idea to a
specific one.
From Piaget‘s findings, we can derive the following four principles:
1. As children undergo different stages of cognitive development, they will provide

different explanations of reality.
2. Cognitive development is facilitated by providing activities or situations that
children can learn and adapt.
3. Learning materials and activities should be suitable to the children and avoid
giving them tasks that is beyond their level.
4. Teaching methods should be relevant and actively involve the students.
Erik Erikson’s Psycho-Social Theory of Development
Erikson‘s ‗psychosocial‘ term is derived from the two source words-

namely psychological (or the root, ‗psycho‘ relating to the mind, brain,
personality, etc.) and social (external relationship and environment), both
at the heart of Erickson‘s theory. Occasionally, you‘ll see the term
extended to biopsychosocial, in which ―bio‖ refers to life, as in
biological.
 Erickson‘s theory was influenced by Sigmund Freud. But, Erickson extended the
theory and incorporated cultural and social aspects into Freud‘s biological and
sexually-oriented theory.
 The Epigenetic principle. As Boeree explains:
“This principle says that we develop through a predetermined unfolding of our
personalities in eight stages. Our progress through each stage is in part
determined by our success, or lack of success, in all the previous stages.”
 Erickson‘s theory delves into how personality was formed and believed that the
earlier stages served as the foundation for later stages.
 The theory highlighted the influence of one‘s environment, particularly on how
earlier experiences gradually build up upon the next and result into one‘s
personality.
 Each stage involves a psychosocial crisis of two emotional opposing forces called
―contrary dispositions‖
 To signify the opposing or conflicting relationship between each pair of forces or
dispositions Erickson connected them with the word ―versus‖. If a stage is

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managed well, we carry away a certain virtue or psychosocial strength which will
us through the rest of the stages of our life.
 If we don‘t do so well, we may develop maladaptations and malignancies.
 Malignancy is the worse of the two. It involves too little of the positive and too
much of the negative aspect of the task, such as a person can‘t trust others.
 Maladaptation is not quite as bad and involves too much positive and too little of
the negative aspect, a person who trusts too much.
The 8 Psychosocial Stages of Development
Stage One
 Psychosocial Crisis
-The first stage, infancy, is approximately the first year or year and a half of
life. the crisis is trust vs. mistrust. The goal is to develop trust without completely
eliminating the capacity for mistrust.
 Maladaptation/Malignancy
-Sensory Maladjustment: overly trusting, even gullible, this person cannot
believe anyone would mean them harm and will use all the defenses at their
command to find an excuse for the person who did him wrong. Worse, of course, is
the child whose balance is tipped way over on the mistrust side, they will develop

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the malignant tendency of withdrawal, characterized by depression, paranoia, and

possibly psychosis.
 Virtue
-if the proper balance is achieved, the child will develop the virtue of hope,
the strong belief that, even when things are not going well, they will work out well
in the end.
Stage Two
-the second stage is early childhood, from about eighteen months to three or
four years old. The task is to achieve a degree of autonomy while minimizing
shame and doubt.
-a little shame and doubt is beneficial. Without it, you will develop the
maladaptive tendency Erickson calls impulsiveness, a sort of shameless willfulness
that leads you, in later childhood and even adulthood, to jump into things without
proper considerations of abilities. On the other hand, too much shame and doubt
will lead to the malignancy Erickson calls compulsiveness. A compulsive person
feels as if their entire being rides on everything they do, and so everything must be
done perfectly.
 Virtue
-if you get the proper balance of autonomy and shame and doubt, you will
develop the virtue of willpower or determination (―Can do” is their motto).
Stage Three
-The Early childhood stage, from three or four to five or six. The task is to
learn initiative without too much guilt.
-Initiative means a positive response to the world‘s challenges, taking on
responsibilities, learning new skills, feeling purposeful.
-the capacity for moral judgment has arrived.
-includes oedipal crisis in this stage
-Ruthlessness. Too much initiative and too little guilt.
-the extreme form of ruthlessness is sociopathy.
-Inhibition. The malignancy of too much guilt.
-they fear that if it fails, they will be blamed.
 Virtue
-a good balance leads to the psychosocial strength of purpose.
-Courage is the capacity for action despite a clear understanding of your
limitations and past failings.

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Stage Four
-Stage four is the school-age stage when the child is from about six to
twelve. The task is to develop a capacity for industry while avoiding an excessive
sense of inferiority.
- Children must ―tame the imagination‖ and dedicate their imagination and
dedicate themselves to education and to learning the social skills their society
requires them.
-too much industry leads to the maladaptive tendency called narrow
virtuosity; children who are not allowed to be children.
- Children must ―tame the imagination‖ and dedicate their imagination and
dedicate themselves to education and to learning the social skills their society
requires them.
-malignancy called inertia, this includes all of us who suffer from the
―inferiority complexes‖
-if at first, you don‘t succeed, don‘t ever try again!
-we become inert.
Virtue - Competency. The right balance of industry and inferiority to keep us
sensibly humble
Stage Five
-Stage four is adolescence, beginning with puberty and ending around 18 or
20 years old. The task during adolescence is to achieve ego identity and avoid role
confusion.
- Ego Identity means knowing who you are and how you fit in to the rest of
the society.
-Rites of passage. Certain accomplishments and rituals that help to
distinguish the adult from the child.
-too much ego identity, a maladaptive tendency called fanaticism. A
person is so involved in in a particular role in a particular society or subculture that
there is no room for tolerance.
- lack of identity is a malignant tendency called repudiation. To repudiate
is to reject. Reject the membership in the world of adults and reject the need for
identity.
 Virtue
-Fidelity. It means loyalty, the ability to live by societies‘ standards despite
their imperfections and incompleteness and inconsistencies.

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Stage Six
-Stage six is the stage of young adulthood, which lasts from about 18 to
about 30. the task is to achieve intimacy.
- intimacy is the ability to be close to others, as a lover, a friend, and as a
participant in the society.
-Erickson calls the maladaptive form promiscuity, referring particularly to
the tendency to become intimate too freely, too easily, and without any depth to
your intimacy.
-the malignancy he calls exclusion, which refers to the tendency to isolate
oneself from love, friendship, and community, and to develop a certain hatefulness
in compensation for one‘s loneliness.
 Virtue
-the virtue of psychosocial strength Erickson calls love. Love, in the context of his
theory, means being able to put aside differences and antagonisms through
―mutuality of devotion.‖
Stage Seven
-Stage seven is the stage of middle adulthood. It would include the period
which we are actively involved. The task here is to achieve the balance of
generativity and stagnation.
-Generativity. An extension of love into the future. It is concerned for the
next generation and all future generations.
-anything, that satisfies that old ―need to be needed.‖
-Stagnation. The self-absorption. Caring for no one. The stagnant person
stops to be productive member of society.
-Overextension. Some people try to be so generative that they no longer
allow time for themselves, for rest and relaxation.
-Rejectivity. Too little generativity and too much stagnation and you are no
longer participating in or contributing to society.
 Virtue
-if you are successful at this stage, you will have a capacity for caring that
will serve you through the rest of your life.
Stage Eight
-referred to as late adulthood or maturity, or less delicately as old age,
begins sometime around retirement, after the kids have gone, say somewhat 60.
-the task is to develop ego integrity with a minimal amount of despair.

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-Ego integrity means coming to terms with your life. if you are able to look
back and accept the course of events, the choices made, your life as you lived it,
then you need not fear death.
Maladaptation/Malignancy
-the maladaptive tendency in stage eight is called presumption. This is
what happens when a person presumes ego integrity without actually facing
difficulties in the old age. The person in old age believes that he alone is right.
-the malignant tendency is called disdain, by which Erickson means a
contempt of life, one‘s own or anyone‘s.
 Virtue
-someone who approaches death without fear has the strength Erickson
calls wisdom. He calls it a gift to children, because ―healthy children will not fear
life if their elders have integrity enough not to fear death.‖
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
According to Lawrence Kohlberg, moral development occurs in six stages:
LEVEL STAGE DESCRIPTION

Pre-conventional Level. 1 Punishment/Obedience. One is motivated by
Moral reasoning is based on fear of punishment. He will act in order to avoid
the consequences/ result of punishment.
the act, not on the whether the 2 Mutual Benefit. One is motivated to act by the
act itself is good or bad. benefit that one may obtain later. You scratch
my back, I‘ll scratch yours.
Conventional. Moral 3 Social Approval. One is motivated by what
reasoning is based on the others except in behavior – good boy, good girl.
conventions or ―norms‖ of The person acts because he/she values how
society. This may include he/she will appear to others. He/she gives
approval of others, law and importance on what people will think or say.
order.
Post-Conventional. Moral 4 Law and Order. One is motivated to act in
Reasoning is based on order to uphold law and order. The person will
enduring or consistent follow the law because it is the law.
principles. It is not just 5 Social Contract. Laws that are wrong can be
recognizing the law, but the changed. One will act based on social justice and
principles behind the law. the common good.
6 Universal Principles. This is associated with the
development of one‘s conscience. Having a set
of standards that drives one to possess moral
responsibility to make societal changes
regardless of consequences to oneself.

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VYGOTSKY’S SOCIO-CULTURAL THEORY

Piaget and Vygotsky
 Vygotsky worked on his theory around the same time as Piaget in between the 1920‘s and
30‘s but they had clear differences in their views about cognitive development.
Piaget Vygotsky
More individual in focus More social in focus
Believed that there are universal stages Did not propose stages but emphasized
of cognitive development on cultural factors in cognitive
development
Did not give much emphasis on Stressed the role of language in
language cognitive development
Social Interaction
 Vygotsky, gave more weight on the social interaction that contributed to the
cognitive development of individuals.
 Social environment or community takes on a major role in one‘s development.
 Emphasized that effective learning happens through participation in social
activities, making the social context of learning crucial

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 Parents, teachers and other adults in the learners‘ environment all contribute to the
process. They explain, model, assist, give direction and provide feedback to the
learner.
 Peers, on the other hand, cooperate and collaborate and enrich the learning
experience.
Cultural factors
 Vygotsky believed in the crucial role that culture played on cognitive development
of children.
 Vygotsky looked into the wide range of experiences that a culture would give to a
child.
 One‘s culture view about education, how children are trained early in life all can
contribute to the cognitive development of the child.
Language
 Learners can use language to know and understand the world and solve problems.
 It serves as a social function but it also has an important individual function.
 Helps the learner regulate and reflect on its own thinking.
 Private speech is a form of self-talk that guides the child‘s thinking and action.
 Learning by doing is even made more fruitful when children interact with
knowledgeable adults and peers.
Zone of Proximal Development
 Vygotsky referred to the zone of

proximal development is the
difference between what the child
can accomplish alone and what she
can accomplish with the guidance
of another.
 More Knowledgeable Other
(MKO) is referred to competent
adult or a more advance peer, the
child can perform at a higher level
of competency.
 Zone of actual development is
when a child attempts to perform a
skill alone, she may not be
immediately proficient at it. So alone she may perform at a certain level of
competency.
 Scaffolding is the support or assistance that lets the child accomplish a task he
cannot accomplish independently.
 Scaffold and fade-away technique- learners can become more proficient, able to
complete task on their own that they could not initially do without assistance, the
guidance can be withdraw.

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When the MKO scaffolds, the process moves in four levels:

1. I do, you watch.
2. I do, you help.
3. You do, I help.
4. You do, I watch.
Bronfenbrenner’s Ecological Theory
Bronfenbrenner‘s model-also known as the Bioecological systems theory-Presents child

development within the context of relationship systems that compromise the child‘s
environment.
-Describes multipart layers of environment that has an effect on the development
of the child.
-Each layer is made up of different structures.
-The term ―bioecological‖ points that a child‘s own biological make-up impacts
one‘s development.
-Conflicts or changes in any one layer will ripple through the other layers.
-Must not look at only the child and the immediate environment but also at the
interaction of the larger environment in studying a child‘s development.
-Looks into interaction of structures within a layer and interactions of structures
between layers.
-This bioecological
theory helps us determine
how different
circumstances, conditions
and relationships in the
worl affect the child as he
or she goes through more
or less predictable
sequence of natural
growth and development.

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Bronfenbrenner’s Bioecological Model: Structure of Environment
1) The microsystem- layer nearest the child.

- comprises of structures that the child directly interacts with (family, school,
neighborhood)
-covers the most basic relationship and interaction that a child has in his/her
immediate environment.
-relationship effects happen in two directions—away from the child and toward the
child. Child is affected by people (through interaction)around him and this people is also
affected by the child.
-Bi-directional influences(Bronfenbrenner)-child is affected by the behavior and
beliefs of the parents, the child also affects the behavior and beliefs of the parents.
-interaction at outer layers still influence the structures of the microsystem.
2) Mesosytem –serves as the connection between the structures of the child‘s

microsystem.
-example the link between parents and teachers, parents and health services or the
community and the church.
3) Exosytem –refers to the bigger social sytem in which the child does not function
directly.
-includes the city government, the workplace, and the mass media.
-the child is likely to feel the positive or negative impact this system creates as it
interacts with the child‘s own system.
4) Macrosystem –this layer is found in the outermost part in the child‘s environment.
- includes cultural values, customs and laws.
- believe systems contained in one‘s macrosystem spreads or penetrates all the
interactions in the other layers and reaches the individual.
- differences in beliefs and customs from different parts of the world ,experience
different child-rearing practices and therefore results in different child development as
well.
5) Chronosystem- covers the element of time as it relates to a child‘s environments.

- involves ―patterns of stability and change‖ in the child‘s life, whether the child‘s
day is characterized by an orderly predictable pattern, or whether the child is subjected to
sudden changes in routine.
- this system can affect or influence the child externally, (timing of other siblings
coming, parental separation or even death) internally, (bodily changes that occur within
the developing child)
- as children get older, they may have react differently to environmental changes.
They may have also acquired the ability to cope and decide the extent they will allow
changes around them to affect them.

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Role of Schools and Teachers

Bronfenbrenner concluded that ―the instability and unpredictability of family life is
the most destructive force to a child‘s development‖, the absence or lack of children‘s
constant mutual interaction with important adults has negative effects on their
development.
According to the bio-ecological theory ―if relationships in the intermediate
microsystem breakdown, the child will not have the tools to explore other parts of his
environment. Children looking for the affirmations that should be present in the
child/parent (or child/other important adults) relationship look for attention in
inappropriate places. These deficiencies show themselves especially in adolescence as
anti-social behavior, lack of discipline, inability to provide self-direction.‖
This theory helps teachers look into every child‘s environmental systems in order
to understand more about the characteristics and needs of each child, each learner. School
and teachers can contribute stability and long-term relationships, only to support but not
replace relationships in the home. Bronfenbrenner believes that ―primary relationship
needs to be with someone who can provide a sense of caring that is meant to last a
lifetime. This relationship must be fostered by a person or people within the immediate
sphere of child‘s influence‖
Schools and teacher‘s crucial role is not to replace the lack of home but to work so
that that school becomes an environment that welcomes and nurtures families.
Evaluation: Item #1 is required to be answered. Then, choose 2 more items from #2

to #6 for you to answer.
1. As you read through Freud‘s theory, complete the table below:

ORAL EROGENEOUS ZONE
STAGE
FIXATIONS
ANAL EROGENEOUS ZONE
STAGE
FIXATIONS
PHALLIC EROGENEOUS ZONE
STAGE
FIXATIONS
LATENCY EROGENEOUS ZONE
STAGE
FIXATIONS
GENITAL EROGENEOUS ZONE
STAGE
FIXATIONS

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
2. Choose a story you want to use for this activity. Use the matrix below to relate the
characters to Piaget‘s stages of cognitive development.
Title of Story/Movie:
CHARACTER DESCRIPTION PIAGETIAN CONNECTION

Father: What is his stage of cognitive
development?
Mother: What is her stage of cognitive

development?
Children: What is his/her stage of cognitive

development?
Other Characters: What is his/her stage of cognitive

development?
3. Write your own life story using the stages of Erikson‘s Psycho-social development
as framework.
4. Cite how the theory of Kohlberg‘s Moral development can be applied to your work
as future teacher. (not less than 200 words, not copied from book or internet)
5. Explain why Vygotsky‘s theory is called ―Socio-Cultural‖ theory. (not less than
200 words, not copied from book or internet)
6. Applying Bronfebrenner‘s Ecological Theory, determine the special educational
needs of learners, including: a) geographic isolation; b) chronic illness; c)
displacement due to armed conflict; d) urban resettlement or disasters.
References:
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018). The Child
and Adolescent Learners and Learning Principles. Metro Mania:Lorimar Publishing, Inc.
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and
Adolescent Development: Looking at Learners at Different Life Stages. Metro
Manila:Lorimar Publishing, Inc.

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Republic of the Philippines

CAPIZ STATE UNIVERSITY

CAPIZ STATE UNIVERSITY

Module 3: Developmental Theories and Other Relevant Theories

Freud Psychoanalytic Theory

The 2 definition of terms:

Freud’s Stages of Psychosexual Development

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Freud’s Personality Components

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PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Cognition refers to thinking and memory processes, and cognitive development

Basic Cognitive Concepts

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Piaget’s Stages of Cognitive Development

Stage 1. Sensori-motor Stage (Birth-Infancy)

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Stage 2. Pre-operational Stage (2-7 years old)

Stage 3. Concrete-Operational Stage (8-11 years old)

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Stage 4. Formal Operational Stage (12-15 years old)

From Piaget‘s findings, we can derive the following four principles:

1. As children undergo different stages of cognitive development, they will provide

Erik Erikson’s Psycho-Social Theory of Development

Erikson‘s ‗psychosocial‘ term is derived from the two source words-

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The 8 Psychosocial Stages of Development

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the malignant tendency of withdrawal, characterized by depression, paranoia, and

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KOHLBERG’S STAGES OF MORAL DEVELOPMENT

According to Lawrence Kohlberg, moral development occurs in six stages:

LEVEL STAGE DESCRIPTION

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VYGOTSKY’S SOCIO-CULTURAL THEORY

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Zone of Proximal Development

 Vygotsky referred to the zone of

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When the MKO scaffolds, the process moves in four levels:

Bronfenbrenner’s Ecological Theory

Bronfenbrenner‘s model-also known as the Bioecological systems theory-Presents child

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Bronfenbrenner’s Bioecological Model: Structure of Environment

1) The microsystem- layer nearest the child.

2) Mesosytem –serves as the connection between the structures of the child‘s

5) Chronosystem- covers the element of time as it relates to a child‘s environments.

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Role of Schools and Teachers

Evaluation: Item #1 is required to be answered. Then, choose 2 more items from #2

1. As you read through Freud‘s theory, complete the table below:

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CHARACTER DESCRIPTION PIAGETIAN CONNECTION

Mother: What is her stage of cognitive

Children: What is his/her stage of cognitive

Other Characters: What is his/her stage of cognitive

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