Running head: DEVELOPMENTAL LEARNING THEORY

Developmental Learning Theory

Angelica Rinebarger
Northern Arizona University
December 10th, 2014

DEVELOPMENTAL LEARNING THEORY

Developmental Learning Theory

When referring to Ms. Ortegas class, an understanding of multiple developmental
theories would help her to acknowledge the significance of her students behavior and the
appropriate actions to take. Piagets idea of assimilation would help Ms. Ortega to
understand the childs observation that the rock is sweating. Assimilation is the
understanding of new experiences in terms of existing schemes (Jean Piaget as referenced
in Slavin, 2014). The child knew from experience that when she had droplets of water on
her skin, she was sweating because it was hot. She assumed the rock was sweating
because of her previous experience, or scheme, with sweating when its hot. The child
understood the new experience in terms of her existing schemes, therefore using Piagets
idea of assimilation to enhance her perception.
Referencing Vygotskys view of self-talk would help Ms. Ortega understand
what is happening in the puzzle center. Self-talk is childrens private speech that guides
their thinking and action (Lev Vygotsky as referenced in Slavin, 2014). Self-talk is
eventually internalized as silent inner speech. When faced with difficult tasks, children
often use self-talk to direct their thinking. The children in Ms. Ortegas classroom were
talking out loud in order to help themselves comprehend what they were doing with the
puzzle pieces.
Accessing Kohlbergs theory of moral reasoning would help Ms. Ortega
understand the discussion about lying. The children in Ms. Ortegas class determine
goodness or badness by the physical consequences of the action, therefore they are in the
preconventional level and stage one of Kohlbergs moral reasoning. Children in this
stage simply obey authority figures to avoid being punished (Lawrence Kohlberg as

DEVELOPMENTAL LEARNING THEORY

referenced in Slavin, 2014). Ms. Ortegas students are only developmentally capable of
knowing if an action is bad when they are punished for doing the action. Therefore, if
they are not punished for the action, they do not think the action is bad.
An understanding of Eriksons Psychosocial Stages would be generally
supportive of Ms. Ortegas decision about how to handle the castle building. Since the
children in Ms. Ortegas class are in stage three of Eriksons Psychosocial Stages, they
are deciding between initiative versus guilt. Children in this stage have a growing sense
of initiative that can be encouraged by permitting them to run, jump, play, slide, and
throw (Erik Erikson as referenced in Slavin, 2014). Ms. Ortega is unknowingly allowing
her students to take initiative and to be independent in their play. By not letting the
children play with the books, Ms. Ortega might make them feel guilty about their newly
developed sense of initiative.
Although developmental theories may help teachers understand some typical
behavior patterns for different ages, teachers should be cautious about making general
statements such as This is what first graders are like developmentally. Teachers should
be tentative about making these general statements because even though all children must
meet all stages, some children progress faster than others so not all children in the same
grade will always be at the same level developmentally. Its important for teachers to
understand this because they shouldnt generalize their class and think all students are
able to understand a new concept just because a few can. In every classroom there are
individual differences in students and the rate of their development is not always at the
same rate as their classmates. Teachers need to treat every child as an individual and take

DEVELOPMENTAL LEARNING THEORY

the time to learn where each of their students is developmentally in order to help them
succeed in all areas of the classroom.

DEVELOPMENTAL LEARNING THEORY

References
Slavin, R. (2014). Educational psychology: Theory and practice (10th ed.). Boston:
Pearson Education.

ORIGINAL WORKS
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.
Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.
Erikson, E. H. (1980). Identity and the life cycle (2nd ed.). New York: Norton.
Kohlberg, L. (1963). The development of childrens orientations toward moral order. I:
Sequence in the development of human thought. Vita Humana, 6, 11-33.
Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to
socialization. In D.A. Golsin (Ed.), Handbook of socialization theory and
research (pp. 347-380). Chicago: Rand McNally.
Kohlberg, L. (1978). Revisions in the theory and practice of moral development. In W.
Damon (Ed.), New directions for child development (No. 2, pp. 83-87). San
Francisco: Jossey-Bass.
Kohlberg, L. (1980). High school democracy and educating for a just society. In M.L.
Mosher (Ed.), Moral education: A first generation of research and development
(pp. 20-57). New York: Praeger.
Piaget, J. (1952a). The language and thought of the child. London: Routledge and
Kegan-Paul.

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Piaget, J. (1952b). The origins of intelligence in children. New York: Basic Books.
Piaget, J. (1964). The moral judgement of the child. New York: Free Press.
Vygotsky, L. S. (1978). Mind in society. (M. Cole, V. John-Steiner, S. Scribner, & E.
Souberman, Eds.). Cambridge, MA: Harvard University Press.