HOLY TRINITY COLLEGE OF CAM. SUR, INC.

Don Domingo Fortuno St. Santiago, Bato, Camarines Sur

(054) 2774296 –htca_1964@ymail.com
COLLEGE OF TEACHER EDUCATION

NAME: MA. CHESKA KAYE B. BENDAL

SUBJECT: PROF. ED 5
YEAR LEVEL/BLOCK: BSED ENGLISH 3-B
INSTRUCTOR: DR. MERCY SAMANIEGO BO

Module 3; REVIEW OF THEORIES RELATED TO THE LEARNER'S DEVELOPMENT

(Extend with synapse strengtheners)

SIGMUND FREUD
Freud had plenty to say about neurosis (inverted impulses via repression), perversions,
psychosexual development (oral, anal, and phallic development and fixations), and the role of
culture to influence the formation of the conscience (superego) to offset primitive impulses
(I'd), all of which to be mediated by conscious synthetic functions (ego) with shameful material
to be repressed into the unconscious.
Freud's thinking on personality could be considered oversexualized with not enough
attention given to what makes relationships work between two people, groups, and cultures on
the more fundamental levels of trust and interdependence. His preoccupation with the death
drive in later years was also pessimistic. However, if he were alive today he'd still defend his
position, pointing to evolutionary genetics and the selfish gene. Emphasis on sexuality could still
be justified as the priority life instinct, consistent with the current sentiment that the main
purpose of an egg is to create a chicken to create another egg.
ERIK ERIKSON
Erikson theorizes stages of specific learning conflicts a person goes through from
birth to death- each stage (look them up if you want a recap) is an internal challenge with
observable behaviors during emotional conflict that ultimately result in either a core level
developmental achievement and emotional growth or, if not resolved, an issue which follows
through life until resolved. Generally, the lessons are core and not part of our conscious
thought. Each successfully navigated stage of development leads into the next however being
stuck in one stage doesn't stop the next from beginning since they are presumed to be age
related. That's what his theory explains- if you’re interested in the implications of the success or
failure of the stages he names- that's a long answer and specific to individual resiliency and the
entirety of their surrounding life factors.
 HOLY TRINITY COLLEGE OF CAM. SUR, INC.
Don Domingo Fortuno St. Santiago, Bato, Camarines Sur
(054) 2774296 –htca_1964@ymail.com
COLLEGE OF TEACHER EDUCATION

JEAN PIAGET
Piaget's theory focuses on children. it deals with how children develop their
cognitive and mental abilities. He considered that children were not less intelligent than adults,
they simply think differently. The main purpose of Piaget’s theory is to make people
understand that development in child follows a pattern and the child develops gradually
with the age. That is why he has classified development in four stages. He has explained that
a child is ready to learn different things according to his age so we as an educator should
keep those pointers in mind and we should teach them accordingly.

LAWRENCE KOHLBERG
Kohlberg believed that individuals could only progress through these stages one
stage at a time. That is, they could not "jump" stages. They could not, for example, move from
an orientation of selfishness to the law and order stage without passing through the good
boy/girl stage. They could only come to a comprehension of a moral rationale one stage above
their own. Thus, according to Kohlberg, it was important to present them with moral dilemmas
for discussion which would help them to see the reasonableness of a "higher stage" morality
and encourage their development in that direction. The last comment refers to Kohlberg's
moral discussion approach. He saw this as one of the ways in which moral development can be
promoted through formal education. Note that Kohlberg believed, as did Piaget, that most
moral development occurs through social interaction. The discussion approach is based on the
insight that individuals develop as a result of cognitive conflicts at their current stage.
LEV VYGOTSKY
The main theme of Vygotsky's theory of cognitive development becomes more apparent
when considering it from a sociocultural perspective. Vygotsky’s theory of cognitive
development is essentially that of human learning which suggests that learning is a social
process and as such forms the origin of human intelligence within a society and/or culture.
URIE BRONFENBRENNER
The exosystemic level in Bronfenbrenner is where there is affect without intentional
participation. Moving to accommodate a parent’s new career, for example. It will profoundly
affect the child, even though the child is collateral to the choice and becomes embroiled in
change nonetheless. Any event or decision that has a significant level of disruption in another
person’s sphere of influence is defined as existing in Bronfenbrenner’s exosystemic level of
being.