Developmental

Dimensions of
Learning
Prepared by:

dela Cruz, Ian Niel B.

Unit Earner, Northern Mindanao Colleges, Cabadbaran City, Agusan del
Norte
As individuals develop, there are different
opportunities and constraints for learning.

Learning is most effective when differential

development within and across physical, social,
intellectual and emotional domains is taken into
account.

Individuals learn best when material is appropriate to

their developmental level.

Cognitive, emotional and social

development of individual learners and
how they interpret life experience are
affected by:
1. Prior Schooling
(school experiences, stock knowledge and moral
values)

2. Home
(family’s relationship, upbringing, demeanour and
principles)

3. Culture and Community

Norms, folkways, beliefs, religion, social group,
rules and law)
Jean Piaget’s
contributions to our
understanding of the
learning process, are as
important as his
contributions to our
understanding of stages
of development.
It lasts from birth to approximately 24
months. In this stage, the child learns
about the world primarily through
sensory experiences and movement.

The child knows that an object still

exist even when out of sight (object
permanence).

Infants and toddler intelligence should

not be underestimated. They
understand such concepts as causality
and reversibility through sensorimotor
intelligence.

Sensorimotor Stage
 From 2 to approximately or
6 years of age.

The child develops the

important skill of using
symbols, but is not yet
capable of mentally
manipulating them in logical
order.

Pre-operational Stage
Symbolic Function – The symbol system include
using pictures and spoken words to represent
objects and ideas, using letters to represent
sounds, and then moving a stop further and
using the written words to represent the
meaning.

Pre-operational Stage
 Egocentrism – the tendency of the
child to see only his point of view
and to assume that everyone as
also the same point of view.

Pre-operational Stage
Centration – the child
focuses only on one
aspect of thing or event
and exclude others.

Pre-operational Stage
Irreversibility - the children still have the
inability to reverse their thinking.

Pre-operational Stage
Animism – the child attribute human-like traits
or characteristic to inanimate object.

Pre-operational Stage
 Transductive Reasoning
– the child’s type of
reasoning that is neither
inductive nor deductive.

Pre-operational Stage
From approximately 6 to 11 or 12 years of age.

Children become capable to mental operations and

applying thought to concrete objects and situations.
However at this stage, children’s use of mental
operations and their ability to apply logic is effective
only if they have concrete, tangible object to which
they can refer.

Children begin to manipulate data mentally.

Concrete Operational Stage

Concrete Operational Stage
Decentering - ability of the child to perceive
different features of object and situation. They
are no longer focused or limited on one aspect
or dimension.

Concrete Operational Stage

Reversibility – the child now can follow certain
operations that can be done in reverse.

Concrete Operational Stage

Conservation – ability to know that certain
properties of objects like number, mass, volume
or area do not change even if there is a change
in appearance.

Concrete Operational Stage

 Seriation – refers to the ability of
the child to arrange things in
series based on one dimension
like weight, height, volume or
size.

Concrete Operational Stage