LEARNING MODULE:

UNIT 3 DEVELOPMENTAL THEORIES AND

OTHER RELATED THEORIES

MODULE 5: FREUD’S PSYCHOANALYTIC

THEORY OF DEVELOPMENT

READY…
Before we begin, keep in mind the outcomes you
must achieve from this module:
- Explain Freud’s views about child and
adolescent development
- Draw implications of Freud’s Theory to
Education (Source:Psychologytoday.com)

SET…
(Introduction)
Have you heard the name SIGMUND FREUD? Of course you have!
Sigmund Freud’s views about human development are more than a century old.
He can be considered the most well-known psychologist because of his very interesting
theory about the unconscious and the sexual development. Although a lot of his views
were criticized and some considered them debunked, (he himself recanted some of the
earlier views). Freud’s theory remains to be one of the most influential in Psychology.
His theory sparked the ideas in the brilliant minds of other theorists and thus became
the starting pint of many other theories, notable of which is Erik Erikson’s Psychosocial
Theory which you will read about later on.

Go!
FREUD’S PSYCHOANALYTIC THEORY
Stages:
1. Oral Stage ( Birth- 18 months)
2. Anal Stage (18 months- 3years old)
3. Phallic Stage (3-6 years old)
4. Latency Stage (6-puberty)
5. Genital Stage (puberty onwards)
To make it more interesting for you, I have collected some videos which I know,
explains his theory in a comprehensive, logical and interesting manner. Hope you like
it. I’m sure you will learn a lot!
https://www.youtube.com/watch?v=zmwsTac-CoU
https://www.youtube.com/watch?v=Gfrrl8_U1Ac
https://www.youtube.com/watch?v=bFA0pHpR9Ug

Recall a recent incident when you had to make a

big decision in your life. Narrate the situation
below and what you have decided to do.
As Analysis, what factors influenced you in
making that decision? Which factors did you consider most in making the decision:
what makes you satisfied, what is most beneficial or practical, or what you believed was
the most moral thing to do? Elaborate your answer.

Recently, I've had to make decisions about stuff I wish to buy, such as make up
foundation and beauty product. I understand that this is not necessary to use;
nonetheless, I understood that if I need money for bills or tuition, I will make that
decision. The considerations reflect what the decision was about; it comes to mind that I
will buy something because I like the goods, despite the fact that they are not necessary
or fundamental needs.
My ego, which urges me to buy something, was one of the factors that influenced my
decision. Because I used to have it, I make it satisfied and most valuable or functional. I
believe that the most moral thing I can do is to make sure that the decision I make, do
not put me in danger or at risk.

Let’s get to know Sigmund Freud even more. Let’s visit the Library of Congress in
Washington DC. Ready? Here we go!
1. Go to www.loc.gov
2. Type “Exhibitions” in the
search

bar, as seen on the photo.

3. Once entered, it will lead you here.
Double Click on “Exhibitions: Library of
Congress”

4. Then, select “All Exhibitions” from the selections on the left.

5. Double click on the letter “S”.

Then, choose “Sigmund Freud:
Conflict and Culture”.

There! Enjoy the virtual tour!

LEARNING MODULE:
UNIT 3 DEVELOPMENTAL THEORIES AND OTHER
RELATED THEORIES

MODULE 6: PIAGET’S STAGES OF COGNITIVE

DEVELOPMENT

READY…
Before we begin, keep in mind the outcomes you must
achieve from this module:
- Describe Piaget’s stages and match learning
activities to learner’s cognitive stages
- Conduct a simple Piagetian task interview with
children
(source:psychology.sunysb.edu)

SET…
(Introduction)
Jean William Fritz Piaget’s (Born: Neuchatel, Switzerland) Cognitive Theory of
Development is truly a classic in the field of educational psychology. This theory fueled
other researches and theories on development and learning. Its focus is on how
individuals construct knowledge.
Sounds interesting, right? You, as a future educator, I’m sure you would like to know
how your students construct knowledge. Why don’t we go ahead and find out how?

GO!
Perhaps no one has influenced the field of cognitive development more than Jean
Piaget. As you read through the module, you will come to understand cognitive
development of children and adolescents and also identify ways of applying this
understanding in the teaching of learners.
For 60 years, Jean Piaget conducted research on cognitive development. His research
method involved observing a small number of individuals as they responded to cognitive
tasks that he deigned. These tasks were later known as PIAGETIAN TASKS.

Piaget called his general theoretical framework “genetic epistemology” because he was
interested in how knowledge developed in human organisms. Piaget was initially into
biology and he also had a background in Philosophy. Knowledge from both of these
disciplines influenced his theories and research of child development. Out of his
researches, Piaget came up with the stages of cognitive development. Piaget
examined the implications of his theory not only to aspects of cognition but also to
intelligence and moral development. His theory has been applied for teaching and
curriculum design specially in the preschool and elementary curricula.
To make it more interesting for you, I have collected some videos which I know,
explains his theory in a comprehensive, logical and interesting manner. Hope you like
it. I’m sure you will learn a lot!

BASIC COGNITIVE CONCEPTS

1. Schema- refers to the cognitive structures by which individuals intellectually adapt to
and organize their environment, to understand or create meaning about an experience.
2. Assimilation – a process of fitting a new experience into an existing or previously
created cognitive structure or schema.
3. Accommodation- creating a new schema
4. Equilibration – Piaget believed that people have the natural need to understand how
the world works and to find order, structure and predictability in their life. When our
experiences do not match our schema or cognitive structures, we experience cognitive
disequilibrium.
https://www.youtube.com/watch?v=fudKZb0mDLs
https://www.youtube.com/watch?v=gnER-V8yq1I

STAGES OF COGNITIVE DEVELOPMENT

Stage 1. (Birth-Infancy) Sensory-Motor Stage- focuses on the prominence of the
senses and muscle movement through which the infant comes to learn about himself
and the world.
Oral Permanence. Ability of the child to know that an object still exists even when
out of sight.
Stage 2. (2-7 years old) Pre-Operational Stage. Intelligence at this stage is intuitive in
nature.
Symbolic Function. The ability of a child to represent objects and events, through
a drawing, a written or spoken words

Egocentrism. The tendency of the child to only see his point of view and to
assume that everyone also has his same point of view.
Centration. The tendency of the child to only focus on one aspect of a thing or
event, and exclude other aspects.
Irreversibility. The inability to reverse thinking. Example, they can understand
2=1 is 3, but not 3-1 is 2.
Animism. Tendency of children to attribute human characteristics to inanimate
(non-living) objects. Example “Mr. Moon is looking and smiling at me.”
Transductive Reasoning. A type of reasoning that is neither inductive nor
deductive.
Stage 3. (8-11 years old) Concrete-Operational Stage. This is characterized by the
ability of the child to think logically but only in terms of concrete objects. It is marked by
the following:
Decentering. The ability 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,
mass, volume or area do not change even when there is a change in appearance.
Seriation. The ability to order or arrange things in sizes in a series based on one
dimension.

Stage 4. (12-15 years old) Formal Operational Stage. In this stage, thinking becomes
more logical. It is characterized by the following:
Hypothetical reasoning. The ability to come up with different hypothesis about a
problem and to gather and weigh data in order to make a final decision.
Analogical reasoning. The ability to perceive the relationship in one instance
then use this relationship to narrow down possible answers.
 Deductive Reasoning. The ability to think logically by applying a general rule to a
particular instance or situation
https://www.youtube.com/watch?v=wLDyAcff_LQ

Here is a sample of a Piagetian Task Interview.

In this case, the task is on Conservation (Stage
3). After watching the interview, feel free to do
one on your own. You have the freedom to select
which age/ cognitive stage, and which task to do
for the interview.

https://www.youtube.com/watch?v=gnArvcWaH6I
Name of the Child: Eunice Maranan Age: 4
Task: Irreversibility
Overall Attitude of the Child:
She is very confident when she answered my questions even though her answer
is wrong. But she followed the rules and regulations I gave.
Findings/ Your Realizations from the Activity
I realized that children at Preoperational Stage are thinking at a symbolic level but
are not yet using cognitive operations.
Congratulations!!!
BEFORE WE GO…
Here is a summary of Piaget’s findings on his comprehensive theory:
1. Children will provide different explanations of reality at different stages of
development.
2. Cognitive development is facilitated by providing activities or situations that engage
learners and require adaptation.
3. Learning materials and activities should involve the appropriate level of motor or
mental operations for a child at any given age; avoid asking students to do tasks that
are beyond their current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges.
LEARNING MODULE:
UNIT 3 DEVELOPMENTAL THEORIES AND OTHER
RELATED THEORIES

MODULE 7: ERIKSON’S PSYCHO-SOCIAL THEORY

OF DEVELOPMENT

READY…
Before we begin, keep in mind the outcomes you must
achieve from this module:
- Explain the 8 Stages of Life
- Relate Erikson’s Theory to teaching

(source:erikson.edu)

SET…
- (Introduction) Visit https://www.erikson.edu/about/history/erik-
erikson/ to learn more about his life and his theory

GO!
ERIKSON’S EIGHT PSYCHOSOCIAL STAGES OF DEVELOPMENT
Stage 1. Trust vs. Mistrust (Infancy – Early Childhood) Virtue: HOPE
Stage 2. Autonomy vs. Shame and Doubt (Infancy and Childhood) Virtue: WILL
Stage 3. Initiative vs. Guilt (Age 3-6 years old) Virtue: PURPOSE
Stage 4. Industry vs. Inferiority (Age 6-12 years old) Virtue COMPETENCE
Stage 5. Identity vs. Role Confusion (Adolescence 12-18 years old) Virtue FIDELITY
Stage 6. Intimacy vs. Isolation (Young Adulthood 20’s – early 40’s) Virtue LOVE
Stage 7. Generativity vs. Stagnation (Middle Adulthood 40’ – mid-60s) Virtue CARE
Stage 8. Ego Integrity vs. Despair (Maturity mid-60s to death) Virtue WISDOM
Here are some videos that will add more knowledge regarding the theory.
https://www.youtube.com/watch?v=fz3oxFPyIh0
https://www.youtube.com/watch?v=u4MLCaZfg6c
https://www.youtube.com/watch?v=xdvgsvkcciQ

Would you like to try to create your own life story based on Erikson’s theory? Sounds
interesting, right? To make it even more detailed, you may ask for additional information
from your parents, older relatives and siblings.
Out of the 8 stages, which stage should a teacher be very careful handling of? Why?

- I think the Stage 6 which is the Intimacy vs. Isolation, because during this
stage, the major conflict centers on forming intimate, loving relationships with
other people. We begin to share ourselves more intimately with others. We
explore relationships leading toward longer-term commitments with someone
other than a family member.

Out of the 8 virtues, which one do you think is the most important? Why?

- For me the most important of the 8 virtues is the Identity vs. Role Confusion,
because it’s the transition from childhood to adulthood. This stage children
are becoming more independent, and begin to look at the future in terms of
career, relationships, families, housing, etc. The individual wants to belong to
a society and fit in.

Lovely Marasigan