D.

ELABORATE

Freud’s Components of the Personality

Review the three components and write important concepts about them using the organizer below.

Id Ego Superego
Instincts Reality Morality
This type of personality is entirely The ego is the component of The superego holds the internalized
unconscious which responds directly personality that is responsible for values, moral standards and ideals
and immediately to basic needs and dealing with reality and direct that acquired from one’s parents
desires influence and society

Freud’s Psycho-Sexual Stages of Development

Write the description, erogenous zone and fixation of each of the stages below.

Age Range: Birth through the first year

Description: During the oral stage, mouth is the primary

source of infant’s interaction and pleasure, so the rooting
and sucking reflex is especially important. The mouth is
essential for eating and the infant gains pleasure from
oral stimulation through exploring activities such as
Oral Stage tasting and sucking.

Erogenous Zone: Mouth

Fixation: An unresolved fixation at this stage would have

the issues with dependency or aggression and deficiency
of the libidinal energy needed to cope with some
stressful period of adulthood.

Age Range: From age 1 to 3 years old

Description: During the anal stage, the primary focus of

the libido was on controlling bladder and bowel
movements. The child has to learn the ability to control
their bodily needs, retain and expel feces. Developing
this control leads to a sense of accomplishment and
Anal Stage independence.

Erogenous Zone: Bowel and Bladder Control

Fixation: If issues are not resolved at this stage, then

fixation will occur resulting in an unhealthy personality
which can result in a personality that is too rigid or one
that is too disordered.
 Age Range: From age 3 to 5 years old

Description: During this third stage, the primary focus of

the libido is on the genitals. At this age, children will
become aware of their bodies and bodies of others and
will begin to discover the differences between males and
Phallic Stage females.

Erogenous Zone: Genitals

Fixation: An unresolved fixation in the phallic stage

could lead to egoism, low self-esteem, flirtatious and
adult personalities that are overly vain, exhibitionistic,
and sexually aggressive.

Age Range: From age 6 to puberty

Description: During this stage, no psychosexual

development takes place and the superego continues to
develop while the instinctual drives of id's energies are
Latency Stage inaccessible. Children develop social skills, values and
relationships with peers and adults outside of the family.

Erogenous Zone: Sexual Feelings Are Inactive

Fixation: Fixation at this stage can result in immaturity

and an inability to form fulfilling relationships as an adult.

Age Range: From puberty throughout adulthood

Description: During this stage, the onset of puberty

causes the libido to become active once again. At the
final stage of human psychosexual development, the
individual develops a strong sexual interest in the
opposite sex. This stage begins during puberty but last
Genital Stage throughout the rest of a person's life.

Erogenous Zone: Maturing Sexual Interests

Fixation: fixation at this stage will hamper the

development of normal sexual relationships. This conflict
may lead to consequence that sexual perversions may
develop.
Erickson’s Psycho-Social Stages of Development

Review the psychosocial stages and fill out the matrix below.

Stage Approximate Age Crisis Characteristics

1 Birth – 18 months Trust vs. Mistrust Appreciation of interdependence and
Infancy relatedness

2 18 months – 3 years Autonomy vs. Shame/Doubt Acceptance of the cycle of life, from
Early Childhood integration to disintegration

3 3 – 5 years Initiative vs. Guilt Humor, empathy, and resilience

Play Age

4 5 – 13 years Industry vs. Inferiority Humility, acceptance of the course of

School Age one’s life and unfulfilled hopes

5 13 – 21 years Identity vs. Role Confusion Sense of complexity of life, merging

Adolescence of sensory, logical and aesthetic
perception

6 21 – 39 years Intimacy vs. Isolation Sense of the complexity of

Early Adulthood relationships, value of tenderness
and loving freely

7 40 – 65 years Generativity vs. Stagnation Caritas, caring for others, and agape,
Adulthood empathy and concern

8 65 and older Ego Integrity vs. Despair Existential identity, a sense of

Maturity integrity strong enough to withstand
physical disintegration
Piaget’s Stages of Cognitive Development

Fill in the needed information.

Stage Age Range What Happens at this Stage

Sensorimotor 0 – 2 years old The infant explores the world
through direct sensory and motor
contact. Object permanence and
separation anxiety develop during
this stage
Preoperational 2 – 7 years old The child uses symbols, to represent
objects but does not reason logically.
The child also has the ability to
pretend. During this stage, the child
is egocentric
Concrete Operational 7 – 11 years old The child can think logically about
concrete objects and can thus add
and subtract. The child also
understands conversation
Formal Operational 11 years old and older Theoretical, hypothetical, and
counterfactual thinking. Abstract
logic and reasoning. Strategy and
planning become possible. Concepts
learned in one context can be
applied to another

Kohlberg’s Stages of Moral Development

Review the moral stages and describe each using the graphic organizer below.

Pre-Conventional Stage 1 Punishment and Obedience Orientation

Whatever leads to punishment is wrong.
Stage 2 Instrumental-Relativist Orientation
The right way to behave is the way that is rewarded.
Conventional Stage 3 Interpersonal Concordance Orientation
Behaving in ways that conform to good behavior.
Stage 4 Law and Order Orientation
Importance of doing one’s duty.
Post Conventional Stage 5 Social Contract Orientation
Emphasis and recognition on individual rights.
Stage 6 Universal Ethical Principle
Takes account of likely views of everyone affected by
moral decision.
Vygotsky’s Socio-Cultural Theory

Define or describe the words below.

More Knowledgeable Other Zone of Proximal Development Scaffolding

(MKO) (ZPD)

It refers to someone who has a It refers to the difference between It consists of the activities provided
better understanding and knowledge what a learner can do without help by the educator, or instructor to
or advanced ability level than the and what they can achieve with support the learner’s development
learner, with respect to a particular guidance and encouragement from a and providing support structures to
task, process, or concept and ideas. more capable and skilled peers. get to the next stage.

Bronfenbrenner’s Bio-Ecological Theory

Describe each of the systems in the theory.

Macrosystem The fourth and outer layer of the bio-ecological model, it

includes cultural and societal beliefs, socioeconomic
status of the individuals and programming that influences
an individual’s development.

Exosystem/Mesosystem Exosystem/mesosystem is the third layer of the bio-

ecological model that involves linkage between home
and school and between family and community. Also,
elements and relationship between microsystem which
does not affect the children directly, but may do so
indirectly.
Microsystem/Chronosystem The second layer of the bio-ecological model. It involves
socio-historical contexts that may influence both change
and constancy in the children’s environments, direct
interactions between different relationships, interpersonal
and immediate surroundings.
The Individual The first and most immediate layer of the bio-ecological
model. Gender, age, appearance, personality, empathy,
and morality.
V. EVALUATE

Identify 1-3 concepts from the theories reviewed and describe how this can be applied in teaching and learning.

Theory/Concept Application
Freud’s Components of the Personality The Freud’s Components of the Personality theory will
create a proper environment for education of students.
This can be applied in teaching which may give the
educators an insight of the importance of unconscious
feelings and motivate some student behavior and help
students to develop their whole personality.
Erickson’s Psycho-Social Stages of Development Applying the theory of Psycho-Social Stages of
Development in teaching will create an environment
where student feels respected, appreciated and
comfortable with learning new skills/abilities and building
relationships and confidence with others without fear.
Kohlberg’s Stages of Moral Development Kohlberg's theory of Moral Development is an important
part of learner’s socialization process. This can help
teaching and to have a better understand of the students
and help them strengthen and guide in their moral
reasoning, growth and development.
VI. REFLECTION

From the review of theories related to learner’s development, I realized that the learning design will have a
big impact applying the influence of concepts and principles of the major development theories. This development will
consider this establish and form those theories because this provides us a support to better understand how learners
acquire, receive, process, and retain knowledge and how it analyze, describe, explain and predict learning in different
environmental influences. Also, theories provide educators a frameworks interpreting environmental observation and
serves as a bridge between principles and teaching and learning.

From the stated concepts and principles of the major development theories in teaching-learning, and with
the different content areas, most of them are focus mainly on incorporating on developing the student’s learning
process. From the general assumptions and guiding principles, this will serve as foundation that will help link in terms
of learning and teaching process. In that regard, applying the concepts and principles of theories in teaching-learning
will help us make more informed decisions around the plan, design, development and delivery of learning and for the
students to be able to motivates and engaged them in new learning environment to develop their own skills and
awareness.