Chapter 3

Review of Theories Related to the Learners’ Development

Franz Simeon Vincent E. Cheng

Name: _____________________________________________________ 09/12/21
Date: _____________
Course & Section: _________________________________________Score:
BPEd-3A ______________

Activity

I. Who said what?

D
__________ 1. "The teacher must orient his work A. Sigmund Freud
not on yesterday’s development in
the child but on tomorrow’s.”
F
__________ 2. “Healthy children will not fear life B. Urie Bronfenbrenne
their elders have integrity enough
not to fear death.”
E
__________ 3. “Right action tends to be defined in C. Jean Piaget
terms of general individual rights and
standards that have been critically
examined and agreed upon by the
whole society.”
C
__________ 4. “The principal goal of education in D. Lev Vygotsky
the schools should be creating men
and women who are capable of
doing new things, not simply
repeating what other generations
have done.”
A
__________ 5. “The mind is like an iceberg, it floats E. Lawrence Kohlberg
with one-seventh of its bilk above
water.”
B
__________ 6. “We as nation need to be reeducated F. Erik Erikson
about the necessary and sufficient
conditions for making human beings
human. We need to be reeducated
not as parents-but as workers, neighbors,
and friends; and as member of the G. Robert Havighurst
organizations, committees, boards-
and, especially the informal networks
that control our social institutions and
thereby determine the conditions of
life for our families and their children.”

II. Challenges your stock knowledge! After answering the short exercise above, write what
you remember most about the ideas of the following theorists. Focus on what you think
are their most important ideas about the development of learners.

Sigmund Freud

Freud is the most well-known and controversial psychologist who studied the
development of personality. His theory of psychosexual development is divided into five stages.
According to Freud, a person passes through the sequence of these five phases, with needs being
satisfied along the way. Whether or not these needs are met affects whether or not a person
develops a healthy personality. Many people are impressed by Freud's theory since he identified
unique erogenous zones for each stage of development. These are specific "pleasure areas" that
serve as focal points for a particular stage. A fixation arises when needs in the area are not
satisfied. As an adult, the person will manifest behaviors associated with this erogenous zone.

Erik Erikson

Erikson’s Stages of Psychosocial Development is a very relevant, highly regarded, and

meaningful theory. Life is a never-ending process of learning and difficulties that help us
develop. Erikson's enlightening theory guides us and helps to explain why. Erikson’s eight stages
theory is a tremendously powerful model. It is very accessible and obviously applicable to
modern life from a variety of viewpoints for understanding and describing how people's
personalities and behaviors evolve. As such, Erikson's theory is beneficial for teaching,
parenting, self-awareness, managing, and coaching, dealing with conflict, and generally for
understanding self and others.

Jean Piaget

Jean Piaget’s Cognitive Theory of Development is truly a classic in the field of

educational psychology. This theory fueled other research and theories of development and
learning. Its emphasis is on how individuals build knowledge. Out of his research, Piaget came
up with the stages of cognitive development. He investigated the implications of his theory not
only for aspects of cognition but also for intelligence and moral development. His theory has
been widely used in teaching and curriculum design, especially in preschool and primary
curricula.

Lawrence Kohlberg

Lawrence Kohlberg was fascinated by studying the development of moral reasoning. He

based his theory on the findings of Piaget in studying cognitive development. Our ability to
understand and reason rationally is linked to our ability to choose right from wrong. Lawrence
Kohlberg expanded on Piaget's work, setting the basis for the current debate in psychology over
moral development. Kohlberg studied the development of moral judgment and extended the ages
covered by Piaget, discovering that the process of reaching moral maturity took longer and
occurred at a slower rate than Piaget had thought.

Lev Vygotsky

The key theme of Vygotsky’s theory is that social interaction plays a very important role
in cognitive development. He believed that individual development could not be understood
without looking at the social and cultural context within which development happens.
Scaffolding is Vygotsky's term for the teacher's appropriate support in assisting the student to
complete a task. His interest in literature and his job as a teacher led him to see social interaction
and language as two central factors in cognitive development. His theory was later known as the
Socio-Cultural Theory of Development.

Urie Bronfenbrenner

Bronfenbrenner devised a simple yet effective paradigm for illustrating the different
factors that impact an individual's development. It points out the ever-widening circles of
influence that form each individual, from his or her immediate family to the neighborhood, the
country, and even the world. Bronfenbrenner's theory, commonly known as the Bioecological
Systems theory, situates child development within the framework of the relationship systems that
comprise the child's environment.

Synapse Strengtheners

Freud’s Components of the Personality

 III.
Review the three components and write important concepts about them in the spaces
provides.

Id Ego Superego
 The id is important in one's  As the baby turns into a  Near the end of the
personality since, as a toddler and then into a preschool years, or the end
newborn, it strives to preschooler, they become of the phallic stage, the
ensure that the infant's more aware of their superego develops.
basic needs are met. surroundings, and the ego
gradually emerges.  The superego embodies a
 The pleasure principle person’s moral aspect.
governs the id. It is  The ego operates using the This stems from what the
preoccupied with reality principle. It is aware parents, teachers, and
immediate gratification or that others have needs that other persons who exert
the satisfaction of its must be fulfilled as well. influence to be good or
demands. So, whatever moral.
feels good right now is  It is practical because it
what it will pursue, understands that being  The superego is likened to
regardless of the situation's impulsive or selfish might conscience because it
reality, logic, or have negative consequences exerts influence on what
practicality. later, so it considers and one deems right and wrong.
reasons about the
 As an example, suppose a appropriate response to
baby is hungry. Its id situations.
desires food or milk,
causing the infant to cry.  As such, it is the
The id cries when the child determining agent in one's
needs to be changed. When personality. Although it
a child is in discomfort, functions to help the id in
pain, is too hot or cold, or meeting its needs, it always
just wants attention, the id takes into account the reality
speaks out until their needs of the circumstance.
are satisfied.

 Nothing else matters to the

id except the satisfaction of
its own needs. It is not
oriented towards
considering reality nor the
needs of others. When the
id wants something, it
wants it now and it wants it
fast.

Freud’s Psycho-Sexual Stages of Development

IV. Write the description, erogenous zone and fixation of each of the stages below.

ORAL STAGE
Description: (birth to 18 months) During the oral
stage, the child is focused on oral pleasures
(sucking).

Erogenous zone: Mouth

ANAL STAGE

Description: (18 months to 3 years) The child finds

satisfaction in eliminating and retaining feces.

Erogenous zone: Anus

Fixation: In terms of personality, fixation during

this stage can result in being anal retentive, an
obsession with cleanliness, perfection, and control;
or anal expulsive where the person may become
messy and disorganized.
Erikson’s Psychological Stages of Development

V. Review the psycho-social stages and fill out the matrix below.
PHALLIC STAGE
Maladaptatio
Description: (ages 3 to 6)Malignancy
During the preschool Virtue
age,
Significan
Stage Crisis childrennbecome
(include interested.(include
in what makes boys (include
and
t Person
description)
girls different. description) description
1. Infancy Trust Parents, Sensory Withdrawal: Hope: the
(1st year/ Vs. other Erogenous
maladjustment
zone: Genitalscharacterized strong belief
year & a Mistrust family : overly by depression, that, even
half of life) Fixation:
members, A fixation
trusting, even atparanoia,
this stage andcouldwhen
result inthings
and sexualgullible,
deviancies this (both
possiblyoverindulging are notandgoing
caregivers person cannot psychosis.
avoidance) and weak or confused sexual well, they will
identity
believe anyone to
according work out well
psychoanalysts.
would mean in the end.
them ham, and
will use all the
defenses at
their command
to find an
explanation or
LATENCY STAGE excuse for the
Description:
person (age who6 to puberty) It is during this
did him
stage that sexual urges remain repressed. The
wrong.
children’s focus is the acquisition of physical and
2. Early Autonomy Parents,academicImpulsiveness:
skills. Compulsivenes Willpower or
Childhood Vs. other a sort of s: the determination:
(18 months Shame & family Erogenous
shameless
zone: Dormant sexual feelingsone of the
compulsive
to 3/4 years Doubt members, willfulness person feels as most
old) and Fixation: Fixation at if this
that leads you, theirstage
entire
can admirable
result in -and
caregivers in later being rides
immaturity and an inability to form fulfillingon frustrating
childhood and everything they things about
relationships as an adult.
even do, and so two and three-
adulthood, to everything must year olds is
jump into be done their
things without perfectly. determination.
proper “Can do” is
consideration their motto.
of your
GENITAL STAGE abilities.
3. Middle Initiative Description:
Parents, (puberty Inhibition:
Ruthlessness: onwards) ThethefifthPurpose:
stage of a
Childhood Vs. other psychosexual
the development
ruthless begins
inhibited at the
person start of of
sense
(3/4 to 5/6 Guilt family puberty when takes
person sexualwillurges
not aretry once
purposeagain is
years old) members, the
awakened. initiative things because something
and alright. It is “nothing many people
caregivers just that
Erogenous zone:they ventured,
Maturing sexual interestscrave for in
do not care nothing lost” their lives, yet
Fixation:
whoFixation
they step and and,
conflict may prevent many sexual
do not
on to achieve
relationships with theparticularly,
consequence that realize
sexual that
their goals.
perversions may develop. nothing to feel they
guilty about. themselves
make their
purposes,
through
imagination
and initiative.
4. School Industry Parents, Narrow Inertia: this Competency: a
Age (6 to Vs. other virtuosity: we includes all of happier thing
12 years Inferiority family see this in us who suffer is to develop
old) members, children who from the the right
teachers, are not “inferiority balance of
peers, and allowed to “be complexes” industry and
other children,” the Alfred Adler inferiority
members ones that talked about. If -that is, mostly
of the parents or at first you do industry with
communit teachers push not succeed, do just a touch of
y into one area not ever try inferiority to
of again. keep us
competence, sensibly
without humble.
allowing the
development
of broader
interests.
5. Identity Members Fanaticism: a Repudiation: to Fidelity:
Adolescenc Vs. of society fanatic repudiate is to fidelity means
e Role believes that reject. They loyalty, the
(Puberty to Confusion his way is the reject their ability to live
18/20 years only way. membership in by societies
old) the world of standards
adults and, even despite their
more, they imperfections
reject their need and
for an identity. incompletenes
s and
inconsistencies
.
6. Young Intimacy Lover and Promiscuity: Exclusion: Love: love, in
Adulthood Vs. friends referring refers to the the context-of
(18 to 30 Isolation particularly to tendency to Erikson’s
years old) the tendency isolate oneself theory, means
to become from love, being able to
intimate too friendship, and put aside
freely, too community, and differences
easily, and to develop a and
without any certain antagonisms
depth to your hatefulness in through
intimacy. compensation “mutuality of
for one’s devotion.”
loneliness.
7. Middle Generativit Children Overextension Rejectivity: too Care: if you
Adulthood y : some people little are successful
(20 to 50 Vs. try to be so generativity and at this stage,
years old) Stagnation generative that too much you will have
they no longer stagnation and a capacity for
allow time for you are no caring that will
themselves, longer serve you
for rest and participating in through the
relaxation. or contributing rest of your
to society. life.
8. Late Ego Family Presumption: Disdain: a Wisdom:
Adulthood Integrity this is what contempt of Erikson calls it
(60 and Vs. happens when life, one’s own a gift to
beyond) Despair a person or anyone’s. children,
“presumes” The person because
ego integrity becomes very “healthy
without negative and children will
actually facing appears to hate not fear life if
the difficulties life. their elders
of old age. have integrity
enough not to
fear death.”