Developmental

Theories and
Other Relevant
Theories
Presented By: BSEd Values 1 – Group 2

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 Theories to be discussed:
01.
Sigmund 02. 03.
Freud Jean Piaget Erik Erikson
Psychoanalytic Theory Stages of Cognitive Psycho-social Theory of
Development Development

04.
Lawrence 05. 06.
Urie
Kohlberg Lev Vygotsky Brofenbrenner
Stages of Moral Socio-cultural Ecological Theory
Development Theory
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 Sigmund
Freud’s
Psychoanalytic
Theory
Presented By: Reyna Masanque

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 Sigmund
Freud
- Austrian Neurologist and
Psychiatrist

PSYCHOANALYTIC THEORY (IDEAS AND

CONCEPT)
>One of his most enduring this ideas
is the concept of the unconscious
mind, and emotions that lie
outside awareness of the
conscious mind. He also proposed
the that personality was made up of
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 Our Past Experiences
influence our Present
Behavior

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 Structure of Personality

01. 02.
The 03.
The
ID Ego Superego
- Pleasure Principle - Reality Principle - Moral Principle
- In our unconscious part of - Mostly in the conscious - Conscience (what is right from
the mind that we are not (we are not aware of it) wrong)
aware of. - Ego Ideal (what and how we want
partly unconcious
- Basic Instinct (seeking to be)
pleasure, avoiding pain and - Both in the conscious and
suffering) unconcious

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 Neurotic
-Anxiety
The unconscious worry that
we will lose control of
ID’s urges, resulting in
punishment for
inappropriate behavior
- There is fear in Authority
and Punishment

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 Moral Anxiety
- Is based on a feeling that
one’s internalized values
are about to be
compromised.
- There is fear of self-
punishment or “GUILT”

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 Realistic
-Anxiety
a natural response to a
perceived threat or
danger in a person’s
environment

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 Defense
- Mechanism
Act of Repressing; State of being
Repressed. The rejection from
consciousness of painful or
disagreeable ideas, memories,
feelings, or impulses: Freud’s
approach to interpreting early
memories emphasizes what is
forgotten through the mechanism
of repression

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 Defense
- Mechanism
Reaction Formation is a
defense mechanism in which a
person unconsciously replaces
an unwanted anxiety–
provoking impulse with it’s
opposite, often expressed in a
exaggerated or showy way.

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 Defense
- Mechanism
Denial is the conscious refusal
to perceive that painful fact
exist.

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 Defense
Mechanism
- Sublimation is a mature type of
defense mechanism, in which
socially unacceptable impulses or
idealizations transformed into
socially acceptable actions or
behavior, possibly resulting in a
long-term conversion of the initial
impulse.

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 Main Purpose of this Theory

Psychoanalyctic aims to promote

awareness of unconscious and recurrent
patterns of emotion and behavior in
order to help a person address the root
causes of their psychological issues.

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 Jean Piaget’s
Stages of
Cognitive
Development
Presented By: Janelle Priel

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 Jean William
Fritz Piaget
- Born on August 9, 1896 Switzerland
and died on September 16, 1980 in
Geneva.
- A swiss psychologist known for his
work on child development
- Also known as the Father of
Psychology

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 Stages of Cognitive
Development
01. The Sensorimotor Stage of Cognitive
Development (Birth to 2 years)
- A child's entire experience at the earliest period of this stage occurs through basic reflexes,
senses, and motor responses.
Major characteristics and developmental changes during this
stage:
-Know the world through movements and sensations.

-Learn about the world through basic actions such as sucking, grasping, looking, and listening

-Learn that things continue to exist even when they cannot be seen (object permanence)

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 Stages of Cognitive
Development
01. The Sensorimotor Stage of Cognitive
Development (Birth to 2 years)

Differences:
-Unlike later stages, thinking is limited to immediate sensory
experiences and actions.

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 Stages of Cognitive
Development
02. The Preoperational Stage of Cognitive
Development
(2 to 7 years)
- Children become much more skilled at pretend play during this stage of development, yet
they continue to think very concretely about the world around them.

Major characteristics and developmental changes during this

stage:
- Begin to think symbolically and learn to use words and pictures to represent objects

- Tend to be egocentric and struggle to see things from the perspective of others

- Getting better with language and thinking, but still tend to think in very concrete terms

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 Stages of Cognitive
02. The Preoperational Stage of Cognitive
Development
Development
(2 to 7 years)

Differences:
- Thinking is more advanced than sensorimotor stage, but still
limited by egocentrism and logical operations.

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 Stages of Cognitive
Development
03. The Concrete Operational Stage of
Cognitive Development (7 to 11 years)
-While children are still very concrete and literal in their thinking at this point in development,
they become much more adept at using logic. The egocentrism of the previous stage begins
to disappear as kids become better at thinking about how other people might view a
situation.
Major characteristics and developmental changes during this
stage:

- Begin to think logically about concrete events.

- Begin to understand the concept of conservation.

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 Stages of Cognitive
Development
03. The Concrete Operational Stage of
Cognitive Development (7 to 11 years)

Differences:
-Whilethinking becomes more logical, it is still limited to
concrete, tangible concepts. Abstract is not yet developed.

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 Stages of Cognitive
Development
04. The Formal Operational Stage of
Cognitive Development (12 years and up)
- The final stage of Piaget's theory involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.

Major characteristics and developmental changes during this

stage:

- Begins to think abstractly and reason about hypothetical problems.

- Begins to use deductive logic, or reasoning from a general principle to specific information

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 Stages of Cognitive
Development
04. The Formal Operational Stage of
Cognitive Development (12 years and up)

Differences:
- This stage marks the ability to use abstract reasoning and
understand complex concepts that do not rely on concrete
experiences.

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 Erik Erickson’s
Psycho-social
Theory of
Development
Presented By: Cathleen Panganiban

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 Erik Erickson
- Born in Germany
- Single parent Family
- Danish Descent
- Jewish Family
- He proposed that individuals go through
eight stages of development from infancy to
adulthood, each characterized by a specific
conflict that must be resolved for healthy
psychological growth.
- His work extended Freud's theories by
focusing on social and cultural factors and
emphasized the importance of identity
formation and the influence of society on
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personal development.
 Eight Stages of Psycho-
social Development

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 8 Stages of Psycho-social
Development
01. Infancy, 0-1 year (Trust vs Mistrust):
- Infants learn to trust caregivers for basic needs. Successful resolution
leads to feelings of trust and security.
02. Early Childhood, 1-3 years (Autonomy vs
Shame and Doubt)
- Children develop a sense of personal control over physical skills and
independence. Success results in autonomy, while failure leads to feelings of
shame and doubt.

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 8 Stages of Psycho-social
Development
03. Preschool Age, 3-6 years (Initiative vs
Guilt):
- Children assert power and control through directing play and other social
interactions. Success leads to a sense of initiative, and failure results in guilt.

04. School Age, 6-12 years (Industry vs

Inferiority):
- Children need to cope with new social and academic demands. Success leads
to a sense of competence, while failure results in feelings of inferiority.

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 8 Stages of Psycho-social
Development
05. Adolescence, 12-18 years (Identity vs
Role Confusion)
-Teens explore different roles and ideas to develop a personal identity. Success
leads to a strong sense of self, while failure results in confusion about one’s
role in society.
06. Young Adulthood, 18-30 years (Intimacy vs
Isolation):
- Young adults form intimate, loving relationships with others. Successful
completion leads to strong relationships, while failure results in loneliness and
isolation.

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 8 Stages of Psycho-social
Development
07. Middle Adulthood, 31-65 years
(Generativity vs Stagnation)
-Adults need to create or nurture things that will outlast them, often through
parenting or contributing to society. Success leads to feelings of usefulness, while
failure results in shallow involvement in the world.
08. Maturity, 65 years and older (Integrity vs
Despair)
- As individuals reflect on their lives, a sense of fulfillment leads to feelings of
integrity, while regret and despair may result from a sense of unaccomplished
goals.

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 Erikson's theory emphasizes the
impact of social experience across
the whole lifespan, suggesting that
personal development is influenced
by the social environment and
relationships.
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 Lawrence
Kohlberg’s
Stages of
Moral
Development
Presented By: Jillian Gallardo

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 Lawrence
-
Kohlberg
Lawrence Kohlberg formulated a theory
asserting that individuals progress through
six distinct stages of moral reasoning from
infancy to adulthood.
- He grouped these stages into three broad
categories of moral reasoning, pre-
conventional, conventional, and post-
conventional. Each level is associated with
increasingly complex stages of moral
development.
- Kohlberg suggested that people move
through these stages in a fixed order and
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 Kholberg’s Levels of Moral
Development are as follows:
01. Preconventional level:
- children accept the authority (and moral code) of others. If an
action leads to punishment, it must be bad. If it leads to a reward, it
must be good. There is also a sense in which decisions concerning
what is good are defined in terms of what is good for us

02. The conventional level:

-children believe that social rules and the expectations of others
determine what is acceptable or unacceptable behavior. A social
system that stresses the responsibilities of relationships and social
order is seen as desirable and must, therefore, influence our views of
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 Kholberg’s Levels of Moral
Development are as follows:

03. The post-conventional level:

- here what is right is based on an individual’s understanding of
universal ethical principles. What is considered morally
acceptable in any given situation is determined by what is the
response most in keeping with these principles.

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 Kohlberg identified three levels of moral reasoning:
preconventional, conventional, and
postconventional. Each level has two sub-stages

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 LEVEL STAGE DEFINITION RESPONSE TO
HEINZ DILEMMA
PRE- 1. Avoiding Moral reasoning is Heinz should not steal
CONVENTIONAL based on direct the drug because
Punishment stealing is illegal, and
consequences
he could be punished

2. Self- interest Actions are seen in Heinz should not steal

terms of rewards the drug because
rather than moral stealing is illegal and
value he could be punished.
CONVENTIONAL 3. Good boy attitude Good behavior is Heinz should not
about living up to steal the drug
social expectations because, as a good
and roles husband, he is
expected to do
whatever he can to
save his wife

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 LEVEL STAGE DEFINITION RESPONSE TO
HEINZ DILEMMA
4. Law and order Moral reasoning Heinz should not steal
considers societal the drug because he
morality must uphold the law
laws
and maintain societal
order

Post 5. Social Rules are seen as Heinz should steal the

Conventional social agreements drug because
Contract that can be changed preserving human life
when necessary is a more
fundamental value
than property rights.
6. Universal Moral reasoning is Heinz should
based on universal consider non-violent
Principles ethical principles and civil disobedience
justice or negotiation with
the pharmacist.

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 LEVEL STAGE DEFINITION RESPONSE TO
HEINZ DILEMMA
The decision
reflects a conflict
between property
rights and the
sanctity of human
life.

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 Lev
Vygotsky’s
Socio-Cultural
Theory
Presented By: Reyna Masanque and Janelle
Priel
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 Lev Vygotsky
- “A mind cannot be independent on
the culture.”
- Known as Mozart of Psychology
- 1913 was admitted to Moscow
University
- Studied many disciplines
- At the age 37 he passed due to a
sickness called tuberculosis

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 Socio-cultural Five Key
The socio-cultural Concepts
theory plays a fundamental role in the
development of cognition, suggesting that learning is a deeply
social process

1. More Knowledgeable Other

- Vygotsky Believed that the cognitive
development of children is strongly influenced by
social interaction with more knowledgeable others.

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 Socio-cultural Five Key
Concepts
2. Zone of Proximal Development
- This concept refers to the difference between
what a learner can do without help and what they can
achieve with guidance and encouragement from a
skilled partner (the MKO)
3. Scaffolding
- Term coined by Jerome Bruner. Scaffolding
refers to the support given by the more
knowledgeable other when a student is learning
within the zone of proximal development.
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 Socio-cultural Five Key
2. Zone of Proximal Development
Concepts

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 Socio-cultural Five Key
Concepts
4. Private Speech
- Vygotsky viewed language as a critical tool for
cognitive development particularly as means for
internalizing knowledge.

3. Piaget Vs. Vygotsky

- While both Lev Vygotsky and Jean Piaget are
both developmental psychologist their approaches
in understanding cognitive development are
different.
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 Importance of this Theory
The theories emphasizes the crucial role of
social interaction and cultural context in
cognitive development. Vygotsky's ideas
have significantly influenced education,
promoting collaborative learning and the
need for culturally responsive teaching
practices.
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 Urie
Brofenbrenner
’s
Ecological
System Theory
Presented By: Jillian Gallardo and Cathleen
Panganiban
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 BRONFENBRENNER’S
ECOLOGICAL SYSTEMS
Bronfenbrenner'sTHEORY
ecological systems theory
suggests that an individual's
development is influenced by various
interconnected environmental systems,
including microsystems, mesosystems,
exosystems, macrosystems, and
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chronosystems.
 Key takeaways
• The theory views child development as
a complex system of relationships
affected by multiple levels of the
surrounding environment.

• Bronfenbrenner divided the

environment into five systems:
microsystem, mesosystem, exosystem,
macrosystem, and chronosystem.
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 Key takeaways
• The microsystem is the most influential
level, encompassing the child’s
immediate environment such as family
and school.

• The theory has significant implications

for educational practice and
understanding diverse developmental
contexts
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 Microsystem
- Bronfenbrenner's microsystem is
the child's immediate
relationships and
environments, including
parents, siblings,
classmates, teachers, and
neighbors. These bi-directional
relationships directly impact a
child's development, and the
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 Mesosystem
- The mesosystem is a
complex interconnected
system where individual
microsystems influence
each other, significantly
impacting a child's
development through
interactions within their
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 Exosystem
- Urie Bronfenbrenner's
ecological systems theory,
which includes exosystems
like local governments,
family, and mass media,
suggests that the
exosystem influences
microsystems, despite not
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 Macrosystem
- The macrosystem refers to the
societal and cultural
environment in which a child is
developing, encompassing
ideologies, attitudes, and
social conditions. It influences
a child's microsystems,
establishing norms and
values based on gender
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 Chronosystem
- Bronfenbrenner's ecological
systems theory's chronosystem
focuses on children's life
transitions, influenced by
environmental changes and
social expectations. The
chronosystem's support plays a
crucial role in children's
responses to expected and
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 “…development takes place
through the process of
progressively more complex
reciprocal interactions between
an active, evolving
biopsychological human
organism and the persons,
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objects, and symbols in its
 The Bioecological Model
-It is important to note that Bronfenbrenner (1994) later revised his theory
and instead named it the ‘Bioecological model
• Bronfenbrenner shifted his focus from
environmental influences to developmental
processes individuals experience over time,
focusing on enduring and persistent interactions
in the immediate environment.

• He also suggested that to understand the effect of

these proximal processes on development, we
have to focus on the person, context, and
developmental outcome, as these processes vary
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 The
• While hisBioecological
original ecological Model
systems
theory emphasized the role of
environmental systems, his later
bioecological model focused more closely
on micro-level interactions.

• The bioecological focus on evolving

person-environment interactions built
upon the foundation of his ecological
systems theory while bringing
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developmental processes to the forefront.
 Exploring How Children’s
Relationships And
Environment Interact To Help
Them Thrive.
What is the Bioecological
Model?

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 The bioecological model is based on the idea
that the relationships children have with
parents and caregivers impacts their
development – and that these relationships
are affected by their work, school, and
community settings, which are in turn
affected by broader social, cultural, and
policy conditions. These many layers of
relationships and environments interact with
each other – ultimately influencing how
children develop and become resilient. This
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theory of human development was originally
 That’s All!
Thank you
BSEd Values 1 – Group 2

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