 the child becomes interested in
PED 11: THE CHILD AND ADOLESCENT
LEARNER AND LEARNING PRINCIPLES
THE DEVELOPMENTAL THEORIES
SIGMUND FREUD: PSYCHOSEXUAL
THEORY AND PSYCHOANALYTIC
THEORY
Freud’s theory remains to be one of the most
influential in psychology. His theories sparked
the ideas in the brilliant minds of other theorists,
and thus became the starting point of many
theories.
Psychosexual Theory of Development
As a person grows, the personality is also
formed.
erogenous zone - specific “pleasure areas” that
become focal points for each stage
fixation - an unhealthy attachment in adult life
when needs are not met along the area
1. oral stage
 birth to 18 months
 e.z.: mouth
 the child is focused on oral
pleasures
 oral receptive: having a strong
tendency to smoke, drink
alcohol, overeat
 oral aggressive: tendency to bite
his or her nails, use curse words,
gossip
 these persons may become too
dependent on others
2. anal stage
 18 months to 3 years
 e.z.: anus
 the child finds satisfaction in
releasing and retaining feces
 anal retentive: obsession with
cleanliness
 anal expulsive: messy and
disorganized
3. phallic stage
 3 to 6 years
 e.z.: genitals
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what makes boys and girls
different
 Oedipus complex: boys develop
an unconscious sexual desire for
their mothers
 Electra complex: girls develop
and unconscious sexual desire
for their fathers
4. latency stage
 12 and 15 years
 sexual urges are repressed
5. genital stage
 puberty onwards
 e.z: genitals
 the sexual urges are turned on
Freud’s Personality Components
Freud described the personality structures as
having three components, the id, ego and
superego.
ID- a child is born with the id
 as a baby, it works so that the baby’s
essential needs are met
 operates on the pleasure principle
 focuses on immediate gratification or
satisfaction of its needs
 nothing else matters to the id except the
satisfaction of its own needs
EGO
 the ego begins to emerge as the baby
turns into a toddler, when he/she relates
more to the environment
 operates on the reality principle
 it is the deciding agent of the personality
 it functions to help the id meet its needs,
it always considers the reality of the
situation
SUPEREGO
 develops near the end of the preschool
years
 embodies a person’s moral aspect
  likened to “conscience” because it exerts
influence on what one considers right
and wrong
Freud said that a well-adjusted person is one
who has strong ego, who can help satisfy the
needs of the id, without going against the
superego, maintaining the person’s sense of
what is logical, practical, and real.
The Iceberg Metaphor
The Unconscious. Freud said that most of what
we go through in our lives, emotions, beliefs,
feelings, and impulses deep within are not
available to us at a conscious level. He believed
that most of what influence us is our
unconscious.
The Conscious. All that we are aware of is
stored in our conscious mind. Our conscious
mind only comprises a very small part of who
we are so that, in our everyday life, we are only
aware of a very small part of what makes up our
personality.
The Subconscious (or Preconscious). This is
the part of us that we can reach if prompted but
is not in our active conscious.
The Nonconscious. This is all that we are aware
of, have not experienced, and that has not been
made part of our personalities.
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JEAN PIAGET: COGNITIVE THEORY OF
DEVLOPMENT
Jean Piaget’s cognitive theory of development
focuses on how individuals construct knowledge.
Piagetian tasks – cognitive tasks Piaget designed
to help us understand how children understand
things at different ages. The tasks also show us
how a child’s understanding changes as he gains
life experience in the world that surrounds him
Basic Cognitive Concepts
schema (sing. schemata)
 refers to the cognitive structures by
which individuals intellectually adapt to
and organize their environment
 it is an individual’s way to understand or
create meaning about a thing or
experience
assimilation
 the process of fitting a new experience
into an existing or previously created
cognitive structure or schema
accommodation
 the process of creating a new schema
equilibration
 achieving proper balance between
assimilation and accommodation
cognitive disequilibrium- there is a
discrepancy between what is perceived
and what is understood
Piaget’s Stages of Cognitive Development
Stage 1. Sensori-motor Stage.
 corresponds from birth to infancy
 a child who is initially reflexive in
grasping, sucking, and reaching
becomes more organized in his
movement and activity
 in working with children in the sensori-
motor stage, teachers should aim to
 provide a rich and stimulating
environment with appropriate objects to
play with
object permanence- ability of a child to
know that an object still exists even
when out of sight
Stage 2. Pre-Operational Stage.
 2-7 years old
 corresponds to the preschool years
 intelligence at this stage is intuitive in
nature
 the child is closer to using symbols
symbolic function- ability to represent
objects and events
egocentrism- the tendency of a child to
only see his point of view and to assume
that everyone also has his same point of
view
centration- the tendency of a child to
only focus on one aspect of a thing or
event and exclude other aspects
irreversibility- the child still cannot
reverse their thinking
animism- tendency of children to
attribute human like traits or
characteristics to inanimate objects
transductive reasoning- the child’s type
of reasoning is neither inductive or
deductive; the tendency of a child to see
a connection between unrelated
instances
Stage 3. Concrete-Operational Stage
 8-11 years
 characterized by the ability of a child to
think logically but only in terms of
concrete objects
decentering- this refers to the inability
of the child to perceive different features
of objects and situations
reversibility- the child can now follow
that certain operations can be done in
reverse
conservation- the ability to know that
certain properties of objects like number,
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mass, volume, or area do not change
even if there is a change in appearance
seriation- the ability to order or arrange
things in a series based on one
dimension such as weight, volume, or
size
Stage 4. Formal Operational Stage
 12 and 15 years
 thinking becomes more logical
hypothetical reasoning- ability to come
up with different hypothesis about a
problem and to gather and weigh data in
order to make a final decision or
judgement
analogical reasoning- ability to
perceive the relationship in one instance
and then use that relationship to narrow
down possible answers in another
similar situation or problem
deductive reasoning- ability to think
logically by applying a general rule to a
particular instance or situation
ERIK ERIKSON: PSYCHO-SOCIAL
THEORY OF DEVELOPMENT
Psychosocial crisis- two opposing emotional
forces for each stage
Syntonic- first listed positive disposition
Dystonic- second listed negative disposition
Virtue- a psychosocial strength which will help
us through the rest of the our lives
 Successfully passing through each crisis
involves achieving a healthy ratio or
balance between the two opposing
dispositions that represent each crisis
Malignancy- involves too little of the positive
and too much of the negative aspect of the task
Maladaptation- involves too much of the
positive and too little of the negative
Stage 1 (infancy)
Psychosocial Crisis: Trust vs. Mistrust
Maladaptation: sensory maladjustment
Malignancy: withdrawal
Virtue: hope
Stage 2 (18 mos. To 3 or 4 years old) LAWRENCE KOHLBERG: STAGES OF
Psychosocial Crisis: Autonomy vs. Shame and MORAL DEVELOPMENT
Doubt
Maladaptation: impulsiveness Level Stage Description
Malignancy: compulsiveness Preconventional 1 Punishment/Obedien
Virtue: willpower or determination Level ce. One will act in
order to avoid
Stage 3 (3 or 4 to 5 or 6 years old) punishment.
2 Mutual Benefit. One
Psychosocial Crisis: Initiative vs. Guilt
is motivated to act by
Maladaptation: ruthlessness the benefit that one
Malignancy: inhibition may obtain later.
Virtue: courage Conventional 3 Social Approval.
Level One is motivated by
Stage 4 (6 to 12 years old) what others expect in
Psychosocial Crisis: Industry vs. Inferiority behavior- good boy or
Maladaptation: narrow virtuosity good girl.
Malignancy: inertia 4 Law and Order. One
Virtue: competency is motivated to act in
order to uphold law
and order.
Stage 5 (puberty to 18 or 20 years old)
Post- 5 Social Contract. One
Psychosocial Crisis: Ego Identity vs. Role Conventional will act based on
Confusion Level social justice and
Maladaptation: fanaticism common good.
Malignancy: repudiation 6 Universal Principles.
Virtue: fidelity One will act because
on one’s conscience.
Stage 6 (18 to 30 years old)
Psychosocial Crisis: Intimacy vs. Isolation
Maladaptation: promiscuity LEV VYGOSTSKY: SOCIO-CULTURAL
Malignancy: exclusion THEORY
Virtue: love
 Social interaction and language are the
Stage 7 (middle adulthood) two central factors in cognitive
Psychosocial Crisis: Generativity vs. Stagnation development
Maladaptation: overextension
Malignancy: rejectivity Social interaction
Virtue: care - the social environment or the community takes
one major role in one’s development.
Cultural factors
Stage 8 (late adulthood or maturity) - Vygotsky looked into the wide range of
Psychosocial Crisis: Ego Integrty vs. Despair experiences that culture would give to a child
Maladaptation: presumption Language
Malignancy: disdain -language opens the doors for learners to acquire
Virtue: wisdom knowledge that others already have.

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zone of actual development
- the abilities that a child can perform
independently
more knowledgeable other (MKO)
-a competent adult or advanced peer who
provides critical guidance and instruction during
the sensitive learning period
zone of proximal development (ZPD)
-the abilities that the child can perform with
assistance but cannot yet perform independently
scaffolding
-the appropriate assistance given by the teacher
to assist the learner accomplish a task
scaffold and fade-away technique
-the act of withdrawing the guidance and letting
the learner accomplish the task
actual level
-level that the learner achieves when alone
potential level
- level that the learner achieves with the
assistance of the teacher or a more advanced
peer
exosystem
- pertains to the linkages that may exist between
two or more settings, one of which may not
contain the developing children but affect them
indirectly
macrosystem
-the largest and most distant collection of people
and places to the children that still have
significant influences on them
- includes the cultural values, and customs
chronosystem
- covers the element of time
- changes over time
- may include a change in family structure,
address, parents’ employment status, as well as
immense society changes such as economic
cycles and wars.
 Bronfenbrenner’s theory helps teachers
look into every child’s environmental
systems in order to understand more about
the characteristics and needs of each child,
each learner.

URIE BRONFENBRENNER:
ECOLOGICAL THEORY

 Bronfenbrenner’s model is also known as

the Bioecological Systems Theory
 This theory presents the child’s
development within the context of
relationship systems that comprise the
child’s environment.
 this theory helps us understand why we may
behave differently when we compare our
behavior in the presence of our family and Prepared:
our behavior when we are in school or at
work
ZYNN NIÑA J. BAYRON
Instructor
microsystem
-The layer nearest the child
-It comprises the structures which the child
directly interacts with Checked and verified:
-includes the family, school, neighborhood
mesosytem
-encompasses the interaction of the different ROGELIO A. MURRO, Ed.D.
microsystems which children find themselves in Unit Head, Instructional Materials Development
- system of microsystems

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