Module 03 – Lesson 01 –

Review of Theories
Related to the Learners
Development
By Dr. Cecille C. Cerezo
 In this module, the students are challenged to attain the
following outcomes:
 Explain the salient (important) concepts, and principles of the
major development theories.
 Apply these theories to teaching-learning situations

In educational trend, it is said that one can be an effective

facilitator of learning if he/she has a good working knowledge
of the learner’s development. Previously in your child and
adolescent development course, the foundational theories
related to the learner’s development were discussed. So, this
module aims to help you think about and review these theories
you have already taken up and connect them to learning.
 Freud
Erikson Piaget
3 Components of
8 Psycho-social Stages 4 Stages of Cognitive
Personality
of Development Development
5 Psychosexual Stages of
Development

Theories
Related to the
Learners’
Development

Kohlberg Vygotsky
3 Levels and • On Language Bronfenbrenner
6 Substages of Moral • Zone of Proximal Bio-Ecological Systems
Development Development
 The ideas of these theorists, Freud,
Erikson, Piaget, Vygotsky, ang
Bronfenbrenner remains to be
foundational in the teacher’s
understanding of the learner’s
development.
Highlights of their
theories
1. Sigmund Freud
• “The mind is like an iceberg, it flows with
of its bulk above water.”
• This is the very famous analogy that
Freud referred to when he explained the
subconscious mind. He believed that much of
what the person is really about is not what we
see in the outside and what is conscious, but
what is there hidden in the subconscious mind.
• Freud also emphasized the three
components that make up one’s personality.
1. Id – pleasure – centered
2. Ego – reality – centered
3. Superego – related to the ego ideal or
conscience.
• Freud also believed that an individual
goes through five psychosexual stages of
development.
o Erogenous zone – is an area of the body with heightened
sensitivity that can produce a sexual response when
stimulated.
Freud’s Five Psychosexual Stages
1. Oral Stage – birth to 1 year
Erogenous zone – mouth
2. Anal Stage – 1 to 3 years
Erogenous zone – bowel & bladder control
3. Phallic Stage – 3 to 6 years
Erogenous zone – genitals
4. Latency or Latent Stage – 6 to puberty
Erogenous zone – libido inactive
5. Genital Stage – puberty to death
Erogenous zone – maturing sexual interests
2. Erik Erikson
• “Healthy children will not fear life if their
elders have integrity enough not to fear
death.”
• He presented a very comprehensive
framework of eight (8) Psychosocial Stages of
Development.
8 Psychosocial Stages of Development
Age Crisis Virtue (-) Outcome

1. 1 yr. Trust vs Mistrust Hope Fear, suspicion

2. 2 yrs. Autonomy vs Doubt Will Shame

3. 3-5 yrs. Initiative vs Guilt Purpose Inadequacy

4. 6-12 yrs. Industry vs Inferiority Competence Inferiority

5. 12-18 yrs. Identity vs Role Confusion Fidelity Rebellion

Isolation,
6. 18-40 yrs. Intimacy vs Isolation Love
unhappy

7. 40-65 yrs. Generativity vs Stagnation Care Unproductive

8. 65 yrs. Integrity vs Despair Wisdom Dissatisfaction

3. Jean Piaget
• “The principal goal of education is to create
men who are capable of doing new things, not
simply repeating what other generations have done
– men who are creative, inventive and disceous.”
• His theory centered on the stages of cognitive
development. He described 4 Stages of Cognitive
Development; the sensory-motor, pre-operational,
concrete-operational, and formal operational
stages. Each has characteristic ways of thinking
and perceiving that shows how one’s cognitive
abilities develop.
4 Stages of Cognitive Development
1. Sensorimotor (from birth to 2 years old) – Infants discover
relationships between their bodies and the environment.
Important Concept:
o Object Permanence – is the ability of the child to know
that objects continue to exist even though they can no
longer be seen or heard; achieved between 8-9 months of
age
2. Preoperational (2 to 7 years old) – Objects are
represented symbolically in the mind.
Important Concept:
○ Egocentrism ○ Animism
○ Pretend Play ○ Irreversibility
 3. Concrete Operational (7 to 11 years old) – the child
is concerned only with what happens and cannot
consider possibilities that are not real.
Important Concept:
○ Conservation – is the understanding that something
stays the same in quantity even though the appearance
changes.
4. Formal Operational (11 years old to adulthood) –
The child grows with the ability to think
hypothetically and abstractly.
5. Role Confusion – a condition when the individual
becomes uncertain about himself/herself and
his/her role in the society.
4. Lawrence Kohlberg
• “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.”
• The proposed thou levels of moral
development (pre-conventional, conventional,
and post-conventional which are further
subdivided into the stages.
4. Lev Semyonovich Vygotsky
• “The teacher must orient his work notion
yesterday’s development in the child but on
tomorrow’s.
• He emphasized the role of social interaction in
learning and development. Scaffolding is the
systematic manner of providing assistance to the
learner that helps him 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 eventually becomes the
learner actual performance when he works
independently in the future. His concept of Zone of
Proximal (ZPD) illustrate this.
4. Urie Bronfenbrenner - a Russian-born
American psychologist – known for his ecological
systems theory.
• “We as a nation need to be reeducated
about the necessary and sufficient condition for
making human beings human.”
• His model known as the Biological Systems
Theory presents child development within the
concept of relationship systems that compromises
the child’s environment. This model is composed of
microsystem, mesosystem, exosystem,
macrosystem and the chromosystem. Is layer is
made up of different structures. The term
 “biological” points out that a child’s own
biological make-up impacts on his development.
The child’s growing and developing body and the
interplay between his immediate
family/community environment, and the societal
landscape fuel and steer his development changes
or conflicts in any one layer will ripple throughout
other layers. To study a child’s development
then, we must look not only at the child and his
immediate environment, but also at the larger
environment with which the child interacts.