PART 2:

FOCUS ON THE LEARNER

Topic:
REVIEW OF THEORIES RELATED
TO THE LEARNERS' DEVELOPMENT
OBjectives:

1. EXPLAIN THE SALIENT CONCEPTS AND

PRINCIPLES OF THE MAJOR DEVELOPMENT
THEORIES
2. APPLY THESE THEORIES TO TEACHING-
LEARNING SITUATIONS.
 INTRODUCTION

THE EDUCATIONAL TREND BROUGHT OUT BY A NUMBER OF

GROUND- BREAKING RESEARCHES TELLS THAT ONE CAN BE AN
EFFECTIVE FACILITATOR OF LEARNING IF ONE HAS A GOOD
WORKING KNOWLEDGE OF THE LEARNERS' DEVELOPMENT.
PREVIOUSLY IN YOUR CHILD AND ADOLESCENT DEVELOPMENT
COURSE, THE FOUNDATIONAL THEORIES RELATED TO THE
LEARNERS DEVELOPMENT WERE DISCUSSED. THIS MODULE AIMS
TO HELP YOU THINK ABOUT AND REVIEW THESE THEORIES THAT
YOU HAVE TAKEN UP AND CONNECTS THEM TO LEARNING.
 PIAGET 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."
PIAGET'S THEORY CENTERED ON THE STAGES OF
COGNITIVE DEVELOPMENT.
 Piaget's theory of cognitive development is a
comprehensive theory about the nature and development
of human intelligence. It was originated by the Swiss
developmental psychologist Jean Piaget (1896-1980). The
theory deals with the nature of knowledge itself and how
humans gradually come to acquire, construct, and use it.¹
Piaget's theory is mainly known as a developmental stage
theory.
In 1919, while working at the Alfred Binet Laboratory
School in Paris, Piaget "was intrigued by the fact that
children of different ages made different kinds of mistakes
while solving problems". His experience and observations
at the Alfred Binet Laboratory were the beginnings of his
theory of cognitive development.
 To Piaget, cognitive development was a progressive
reorganisation of mental processes resulting from biological
believed that children construct an understanding of the world
around them, experience discrepancies between what they
already know and what they discover in their environment, then
adjust their ideas accordingly. Moreover, Piaget claimed that
intelligence. Piaget proposed four stages to describe the
development process of children: sensorimotor stage, pre-
operational stage, concrete operational stage, and formal
operational stage. Each stage describes a specific age group. In
each stage, he described how children develop their cognitive
skills. For example, he believed that children experience the
world through actions, representing things with words, thinking
logically, and using reasoning.
 Lawrence Kohlberg was, for many years, a professor at Harvard
University. He became famous for his work there beginning in the
early 1970s. He started as a developmental psychologist and then
moved to the field of moral education. He was particularly well-
known for his theory of moral development which he popularized
through research studies conducted at Harvard's Center for Moral
Education.

His theory of moral development was dependent on the thinking of the

Swiss psychologist Jean Piaget and the American philosopher John
Dewey. He was also inspired by James Mark Baldwin. These men had
emphasized that human beings develop
philosophically and psychologically in a progressive fashion.
 Kohlberg's theory of moral development is a
theory that focuses on how children develop
morality and moral reasoning.

Kohlberg's theory suggests that moral

development occurs in a series of six stages and
that moral logic is primarily focused on seeking
and maintaining justice.
 Kung number 1,
Mas nakatuon ang pansin mo sa iyong sarili at mga kahihinatnan ng
mga ginawa mo. At dahil kaparusahan ang resulta ng ginawa mo,
naniniwala kang mali ang magnaka
Kung number 2,
Nakatuon ang paningin mo sa kung alin ang makakabuti para sa
sarili mo. Kung nakikinabang ka sa resulta ng iyong mga ginagawa,
para sa iyo ay tama ang mga iyan. Kaya malamang isipin mo na ok lang
magnakaw.
Kung number 3,
Mas gusto mong mabuhay ayon sa expoectations ng iba para sa iyo.
Para sa iyo tama at mabuti ang mga ginagawa mo kung nagigng ok ang
relationships mo sa iba. At dahil gusto mong maging mabuting asawa
gaya ng inaasahan nila sa yo, kaya ok lang din sa yo ang magnakaw.
 Kung number 4,
Alam mong mali ang lumabag sa batas. Mahalaga at
kailangang sundin ang mga ito. Dahil kapag pinayagn
natin si Heinz, gagawin na rin ng ibang tao ang
magnakaw.
Kung number 5,
Dito naniniwala kang ang mga batas ay bahagi ng
social contracts natin sa isat isa at hindi ito dapat
mahigpit lalo na kung ang paguusapan ay pagligtas ng
buhay.
Kung number 6,
Nasa pinakamataas ka nang level ng Moral
Development
 Vygotsky SAID, "THE TEACHER MUST ORIENT
HIS WORK NOT ON YESTERDAY
DEVELOPMENT IN THE CHILD BUT ON
TOMORROW'S" VYGOTSKY EMPHASIZED THE
ROLE OF SOCIAL INTERACTION IN LEARNING
AND DEVELOPMENT. SCAFFOLDING IS THE
SYSTEMATIC MANNER OF PROVIDING
ASSISTANCE TO THE LEARNER THAT HELPS THE
LEARNER TO EFFECTIVELY ACQUIRE A SKILL.
HE BELIEVED THAT GUIDANCE FROM A MORE
KNOWLEDGEABLE OTHER (MKO) WOULD LEAD A
LEARNER TO A HIGHER LEVEL OF
PERFORMANCE THAN IF HE WERE ALONE. HIS
HIGHER LEVEL OF PERFORMANCE THEN
EVENTUALLY BECOMES THE LEARNER'S
ACTUAL PERFORMANCE WHEN HE WORKS
INDEPENDENTLY IN THE FUTURE. HIS CONCEPT
OF ZONE OF PROXIMAL DEVELOPMENT (ZPD)
ILLUSTRATES THIS.
Vygotsky's scaffolding is a
theory that focuses on a
student's ability to learn
information through the
help of a more informed
individual.