The Child and Adolescent Learner and

2 Learning Principles
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UNIT 2: DEVELOPMENTAL AND OTHER RELEVANT THEORIES OF

HUMAN DEVELOPMENT
2.0. Intended Learning Outcomes
a. Identify important concepts of the different theories that explain the development of learners.
b. Recognize the implications of the different developmental theories to the learning of self and as a
future teacher.
c. Apply the various theories in the development of learners at various life stages.

2.1. Introduction
Unit 2 is dedicated to the different theories that explain human development particularly in some
of its aspects. This time, we will discuss six (6) prominent theories of development explaining the various
facets of our individuality – from our personality to cognition and to our moral development. We will kick
off this unit with the theory proposed by Sigmund Freud. It provided for us a possible explanation as to why
and how every unique personality is the way they are.
I will try my best to make this as simple as I can for easier digestion of the many concepts and ideas
provided in every theory. If you ever encounter any need for clarification and have some questions, you may
reach me through our respective class’ GC or the various means I had provided on the Preface.
Activities as usual, are provided so you can assess your learning as we go along with the discussion
in this course. I hope you enjoy learning (like I do!) about these theories not just because these are staple
sources of questions during the Licensure Examination for Teachers (LET) but because you have developed
a genuine appreciation for their contribution in our lives and the lives of your students (and children) in the
future. That said, let’s do this! 

2.2. Theories Relevant to Learners’ Development

 Lawrence Kohlberg’s Theory of Moral Development

2.2..1. Let’s Take Part

Read carefully the following case. Think about the dilemma of Heinz and then weigh your decision as
you put yourself in his situation. What would you do if you were Heinz? Write your answer/ decision in a yellow
sheet of paper.

Heinz’s wife is dying from a particular type of cancer. Doctors said a new drug might save her. A
local chemist discovered the drug and Heinz tried desperately to buy some, but the chemist was charging
ten times the money it cost to make the drug and this was much more than Heinz could afford. Heinz
could only raise half the money, even after help from family and friends. He explained to the chemist
that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later.
The chemist refused, saying that he had discovered the drug and was going to make money from it. The
husband was desperate to save his wife, so later that night; he broke into the chemist’s house and stole
the drug.

2.2..2. Let’s Explore More

In the same yellow paper, answer the following questions.
1. Was Heinz right or wrong in stealing the drug? Justify.
2. Would it change anything if Heinz did not love his wife?
3. Should the police arrest the chemist for murder if the wife died?
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Discussion
The case story given in the Activity portion of this unit is one of the best-
known stories of Lawrence Kohlberg (October 25, 1927— January 17, 1987). He was
an American psychologist and educator known for his theory of moral development
(Doorey, 2021).
The youngest of four children of Alfred Kohlberg, a Jewish silk merchant,
and Charlotte Albrecht- Kohlberg, a skilled chemist, Lawrence chose to be with his
father when his parents decided to get a divorce after 11 years of marriage (Doorey,
2021).
He served in the US merchant marine before working on a ship hired by
a military organization to smuggle Jewish war refugees into Palestine, past the
British blockade. The ship was intercepted however, leading to his imprisonment in www.totallyhistory.com
Cyprus. After gaining his freedom, he went back to the US in 1948 where he enrolled
at the University of Chicago, where he completed his BA in Psychology in just one
year and a Ph.D. in psychology in 1958. He held teaching positions in various
institutions before becoming one of the faculty at Harvard University in 1968.
(Doorey, 2021).
He got some of the ideas for his theory from the findings of Jean Piaget while pursuing his
doctorate degree. He also believed that it was through the development of our logic and reasoning that we
derive our sense of what is right and wrong. Whereas Piaget had his Piagetian tasks, Kohlberg had his moral
dilemmas (Kohlberg dilemmas). He presented them to different boys at different ages and tried to examine
closely the reasons why each individual gave that particular answer. Rather than focusing on the soundness
of judgment of each participant (whether their answers are right or wrong), Kohlberg was more interested
on the moral reasoning behind each answer. He was able to identify six stages of moral reasoning grouped
into three major levels. He was also able to find that the process of attaining moral maturity took longer and
occurred slowed than Piaget had thought (Corpuz, 2018).
In 1971, while doing research in Belize, Kohlberg allegedly contracted a parasitic infection causing
him physical illness and depression. In 1987, while on leave from the Massachusetts hospital where he was
receiving treatment for his illness, he committed suicide by drowning himself in Boston Harbor. He was 59
years old.

KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Kohlberg’s theory was highly influential, especially in

psychology and education. No other account had provided such a
detailed explanation of children’s moral development. Moreover,
during a time when most psychologists were behaviorists,
Kohlberg’s work broke new ground by concentrating on cognitive
phenomena (Doorey, 2021).
Kohlberg proposed that moral development occurs in three
(3) major levels, with two (2) stages each (See image on the right). He
suggested that we move through these levels in a fixed order and that
Kohlberg’s Stages of Moral Development. Image
our moral reasoning is linked to our cognitive development credits:
(McLeod, 2013). https://www.slideshare.net/charlenebuno/kohlbergs-
theory-of-moral-development-
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Level Stage Description

This is common among individuals 9 years old and below. At this stage,
1. Punishment/ an individual has no moral code yet. What is considered correct is
1. Pre- Obedience based on the consequences of the actions. If one is punished then that
conventional Orientation means their actions are wrong. Thus, one obeys the rules to avoid
Level punishment.
(9 – years old At this stage, individuals do what is right because of the rewards that
and below) 2. Mutual Benefit they can get or out of the personal interest, that is driving them.
Orientation For example, a girl will give a candy to her classmate so that her
classmate will also give her something in return.
At this stage, one begins to internalize the moral standards of valued
1. Social Approval or adult role models. One do what is right so that they will be labeled as
a “good boy” or a “good girl”.
the Good Boy/ Girl
For example, you found a wallet in the canteen. You turned it over to
Orientation
the Guidance office so that people will see you as a good/ model
2. Conventional student.
Level At this stage, there is an internalization of authority but not
(Most adolescents questioning it. Reasoning is based on the norms of the group to which
and adults) the person belongs. One upholds laws and social rules to avoid
2. Law and Order/ censure of authorities and feelings of guilt about not ‘doing one’s
Orientation duty’.
For example, one follows the traffic rules because of the presence of
traffic enforcers but disregard them when no one is around to enforce
the law.
At this stage, individual judgment is based on self- chosen principle,
and moral reasoning is based on individual right and justice. One’s
actions are guided by principles commonly agreed upon as essential
to public welfare. And while there are laws that is for the good of
1. Social Contract everybody, there are times when it will go against the interest of a
Orientation particular individuals.
For example, an individual believes that 4Ps beneficiaries should be
chosen well by the authorities. Therefore, one would feel outraged
3. Post – knowing that there are people who are included when they should not
conventional be and act accordingly.
Level The last stage of moral development, Kohlberg said that not all can
attain/ reach this level. Behavior is driven by internal moral principles.
Actions are guided by self- chosen ethical principles which usually
2. Universal Ethical values justice, dignity and equality. Principles are upheld to avoid self-
principle condemnation or one’s conscience. There are times that one should
Orientation act according to the dictates of one’s conscience even if it means going
against the law or the common standards set by the society.
Example of the people who were able to exhibit achieving this stage
of moral development are Mother Teresa and Martin Luther King, Jr.

An online summative test on the theories discussed, so far, will be given thru
Google Forms at a specified time and schedule per program, class and section.
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2.3. References

Corpuz, B. B., Lucas, M. R. D., Borabo, H. G. L., & Lucido, P. I. (2018). The Child and Adolescent
Learners and Learning Principles. Lorimar Publishing, Inc.

Ciccarelli, S., K. & White, J.N. (2012). Psychology. (3rd Ed). Pearson Education, Inc.

Nolen-Hoeksema, S., Fredrickson, B.L., Loftus, G. R. and Wagenaar, W. A. (2009). Atkinson &
Hilgard’s Introduction to Psychology. (15th Ed.). Cengage Learning EMEA.

Rathus, S. A. (2018). Child and Adolescent Development. Cengage Learning.

Online Sources:

American Psychological Association (2002). Eminent psychologists of the 20th century. Monitor on
Psychology. 2002; 33 (7):29.

Cherry, K. (2020, April 15). Jean Piaget's Life and Contributions to Psychology. Very Well Mind.
https://www.verywellmind.com/jean-piaget-biography-1896-1980-2795549

Cherry, K. (2018). Lev Vygotsky. http://verywellmind.com/lev-vygotsky

Doorey, M. (2021, January 13). Lawrence Kohlberg. Encyclopedia Britannica.

https://www.britannica.com/biography/Lawrence-Kohlberg

jenningh. (2007, June 3). Egocentrism [Video]. Youtube. https://youtu.be/OinqFgsIbh0

Lawrence Kohlberg. (n.d.). http://totallyhistory.com/lawrence-kohlberg/.

McLeod, S. (2018, September 03). Erik Erikson's Stages of Psychosocial Development.

https://www.simplypsychology.org/Erik-Erikson.html

McLeod, S. (2018). Jean Piaget's Theory and Stages of Cognitive Development. Simply Psychology.
https://www.simplypsychology.org/piaget.html

McLeod, S. (2013). Kohlberg. www.simplypsychology.org/kohlberg.html.

McLeod, S. (2018). The Preoperational Stage of Cognitive Development. Simply Psychology.

https://www.simplypsychology.org/preoperational.html

Rambles, B. (2017, February 13). The Psychosocial Theories of Erik Erikson: A Basic Understanding.
https://owlcation.com/social-sciences/The-Psychosocial-Theories-of-Erik-Erikson-A-Basic-
Understanding

"Three Mountain Task" (2020, September 10). Child Development. Encyclopedia.com:

https://www.encyclopedia.com/children/applied-and-social-sciences-magazines/three-
mountain-task

Zierten, E. A. (2018, September 21). Urie Bronfenbrenner. Retrieved from

www.britannica.com.

2.4. Acknowledgment
The images, tables, figures and information contained in this module were
taken from the references cited above.