Unit 3:

Developmental
Theories and
Other Relevant
Theories
MODULE 5-Freud
Psychoanalytic Theories
Prepared by: Mohayma L. Pendatun, LPT
 Learning
Outcomes

Explain Freud’s views about child and

adolescence
Draw implications of Freud’s theory to
education.
 5 Psychosexual stages of development
by Freud
1. Oral Stage- birth to 18 months
-child is focused on oral pleasure (sucking)
Erogenous zone- mouth
-too much or too little satisfaction can lead to an Oral
Fixation
or Oral Personality
This personality may be
 Oral receptive- have a stronger tendency to smoke, drink
alcohol, overeat
 Oral aggresive- tendency to bite his or her nails or use curse
words or even gossip.
 5 Psychosexual stages of development
by Freud
2. Anal stage- 18 months to 3 years
-child focus pleasure in this stage is the anus.
-child finds satisfaction in eliminating and retaining
feces

In terms of personality, fixation during this stage can result in being

Anal Retentive- an obsession with cleanliness, perfection,
and
control

Anal Expulsive- becomes messy and disorganized.

 5 Psychosexual stages of development
by Freud
3. Phallic Stage- 3 to 6 years old
- the pleasure or erogenous zone is the genitals
-they are become interested in what makes boys
and
girls different.
-boys develop unconscious sexual desire for their
mother. See their father as a rival for her
mother’s
affection.
Oedipus Complex
Electra Complex- girls develop unconscious sexual attraction
towards their father.
 5 Psychosexual stages of development
by Freud

4. Latency Stage- age 6 to puberty

-sexual urges remain repressed
-children focus in the acquisition of physical and
academic skills.
-boys usually relate more with boys and girls with
girls during this stage.
5. Genital Stage- puberty onwards
- sexual urges towards opposite sex peers, with
pleasure centered on the genitals.
 Freud Personality Components

Id- pleasure centered

Ego- reality centered
Superego- related to the ego ideal or conscience
 Topographical
Model

The
The
Subconsciou
Conscious
The s
Unconscious We can reach if
Most of what we go All we are aware of
prompted, but not in
through in our lives, our active conscious.
emotions, feelings,
and impulses deep
within
“The mind is like an iceberg, it floats
with one-seventh of its bulk above
water.”

— Freud
MODULE 6
Jean Piaget’s
Stages of
Cognitive
Development
 Learning
Outcomes

Describe Piaget’s stages in your own words.

Conduct a simple Piagetian Task interview with children
Match learning activities to the learner’s cognitive stage
 Piagetian Tasks

A research method conducted by Jean Piaget that involves

observing a small number of individuals as they responded to
cognitive Tasks that he designed.
Basic Cognitive
Concepts
Schema- refer to the cognitive structures by which
individuals intellectually adapt to and organize their
environment.
Assimilation- process of fitting a new experience into
existing or previously created cognitive structure or
schema.
Accommodation- process of creating a new schema
Equilibration- achieving proper balance between
assimilation and accommodation.
 Piaget Stages of Cognitive
Development
Sensory motor
Pre-operational
1 -Child stage
is initially reflective in
grasping, sucking and
2
-intelligence is intuitive in nature
reaching becomes more -Symbolic function
organized. -Egocentrism
-focuses on the prominence -Centration
of the senses. -Irreversibility
-object permanence -Animism
-Transductive Reasoning
Concrete –
3 operational stage Formal-
-the child can think logically but
only in terms of concrete
4 operational stage
objects. -they can now solve abstract
-Decentering problems and can hypothesize
-Reversibility -hypothetical reasoning
-Conservation -analogical reasoning
-Seriation -deductive reasoning
 Module 7
Erikson’s Psycho-Social
Theory of Development
 Learning
Outcomes

Explain the 8 stages of Life to someone you care about

Write a short story of your life using Erikson’s Stages as
framework
Suggest at least 6 ways on how Erikson’s theory can be
useful for you as a future teacher
 Introduction to the 8
stages
Erikson’s ‘psychosocial term is derived from the two source words-
namely psychological (or the root, ‘psycho’ relating to the mind,
brain, personality, etc) and social (external relationships and
environment)
Each stage involves a psychosocial crisis of two opposing
emotional forces.
If a stage is managed well, we carry away a certain virtue
If we don’t do so well, we may develop maladaptation and
malignancies. A malignancy is the worse of the two. It involves too
little of the positive and too much of the negative aspect of the task. A
maladaptation is not quite as bad and involves too much positive
and too little of the negative.
 8 Psycho-social Stages of
Development
STAGES CRISIS MALADAPTATIO VIRTUE MALINANCY
N
Stage One Trust versus Sensory Hope Withdrawal
Infancy Mistrust maladjustment
Stage Two Autonomy Willpower
Early childhood versus Impulsiveness or compulsiveness
Shame and determination
Doubt
Stage Three Initiative Ruthlessness Courage Inhibition
Early childhood versus Guilt
Stage Four Industry
School age versus Narrow virtuosity Competency Inertia
stage Inferiority
 8 Psycho-social Stages of
Development
STAGES CRISIS MALADAPTATION VIRTUE MALINANCY
Stage Five Identity versus Fanaticism Fidelity Repudiation
Adolescence role confusion

Stage Six Intimacy Promiscuity Love Exclusion

Young versus
Adulthood Isolation
Stage 7 Generatively Overextension Caring Rejectivity
Middle versus
Adulthood Stagnation
Stage Eight Integrity Presumption Wisdom Disdain
Late Adulthood versus
Despair
 MODULE 8
Kohlberg’s Stages of
Moral Development
 Learning
Outcomes

At the end of this Module, you should be able to:

Explain the stages of moral development
Analyze a person’s level of moral reasoning based on his
responses to moral dilemmas
Cite the theory of moral development can be applied to your
work as teacher later on.
 Kohlberg Theory of Moral
Level
Development
Stage Description
Preconventional Level Punishment/ Obedience
Moral reasoning is based on the 1 One is motivated by fear of
consequences /result of the act, not punishment . He will act in order to
on the whether the act itself is good avoid punishment.
or bad.

Mutual Benefit
2. One is motivated to act by the benefit
that one may obtain later. You scratch
my back, I’ll scratch yours.
 Kohlberg Theory of Moral
Level
Development
Stage Description
Conventional Societal Approval
Moral reasoning is based on the 3 One is motivated by what others
conventions or “norms” of the expect in behavior – good boy, good
society. This may include approval girl. The person acts because he/she
of others, law and order. values how he/she will appear to
others . He she gives importance on
what people think or say.
4 Law and Order
Post-conventional Moral
One is motivated to act in order to
reasoning is based on enduring or
uphold law and order. The person will
consistent principles . It is not just
follow the law because it is the law.
recognizing the law, but the
principles behind the law.
 Kohlberg Theory of Moral
Level
Development
Stage Description
Social Contract
5 Laws that are wrong can be changed.
One will act based on social justice and
the common good.
6 Universal Principles
This is associated with the development
of one’s own conscience. Having a set
of standards that drives one to possess
moral responsibility to make societal
changes regardless of consequences to
oneself. Examples of persons are
Mother Teresa, Martin Luther King, Jr.
MODULE 9
Vygotsky’s
Socio-Cultural
Theory
 Learning Outcome

At the end of this Module, you should be able to:

Explain why Vygotsky’s theory is called “Socio-cultural”
theory
Differentiate Piaget and Vygotsky’s views on cognitive
development.
Explain how scaffolding is useful in teaching a skill
 Vygotsky
Scaffoldi
ng
-is Vygotsky’s term for the appropriate assisstance by the
teacher to assist the learner accomplish a task.
Social interaction
and language
-central factors in cognitive development
 Piaget and
Vygotsky
Vygotsky worked on his theory around the same time as
Piaget in between 1920’s and 30’s but they had clear
differences in their views about cognitive development.
Piaget Vygotsky
More individual in focus More social in focus
Believed that there are Did not propose stages but
universal stages of cognitive emphasized on cultural factors in
development cognitive development
Did not give much emphasis Stressed the role of language in
on language cognitive development
Social Intercation. Learning happens through
participation in social activities, making the social context
of learning crucial.
Cultual factors . Vygotsky belived in the crucial role
that culture played on the cognitive development of
children.
Language. Language opens the door for learners to
acquire knowledge that others already have.
 Zone of Proximal Development
Zone of actual development (ZAD)
-a child can do without the help of others
Zone of Proximal Development (ZPD)
-The difference between what the child can accomplish
alone and what she can accomplish with the guidance of
another.
More Knowledgeable Other (MKO)
competent other, more advanced peer
Scaffolding- a support or assistance that lets the child
accomplish a task he cannot accomplish independently.
When the MKO scaffolds,
the process moves in
four levels.
1. I do, you watch.
2. I do, you help.
3. You do, I help.
4. You do, I watch.
 MODULE 10
Brofenbrenner’s Bio-
Ecological Sytems
 Learning Outcome

At the end of this Module, you should be able to:

Describe each layers of Brofenbrenner’s Bioecological Model
Identify factors in one’s own life that exerted influence on
one’s development
Use the bioecological theory as a framework to describe the
factors that affect a child and adolescent development.
 Bioecological System

Presents child
development
within the context It describes
of relationship multipart layers of
systems that environment that
comprise the has an effect on the
childs development of the
environment. child.
 Bioecological Model: Structure
of Environment
Microsystem is the layer nearest the child. It comprises
structures which the child directly interacts with.
-it includes structures such as one’s family, school and
neighborhood.
-bi-directional influences
-quite similar to what Erikson termed as “mutuality”

Mesosystem. This layer serves as the connection

between the structures of the child’s microsystem.
For example, the mesosystem will include the link or
interaction between the parents and teachers, or the
parent and health services or the community and the
church.
 Bioecological Model: Structure
of Environment

Exosystem. This layer refers to the bigger social system in

which the child does not function directly. This include city
government, the workplace, and the mass media.

Macrosystem. This layer found in the outermost part in the

child’s environment. Includes the cultural values, norms,
customs, and laws.
Cronosystem. Covers the element of time as it relates to a
child’s environment. This involves “patterns of stability
and change” in the child’s life.
 The schools and the
teachers can
The Role contribute stability
of and long-term
relationships, but
Schools only to support and
and not replace the
relationships in the
Teachers home.
Thank
You!