Balbido, Monica D.

III ENGLISH C
MODULE 3

ENGAGE

1. D.
2. F
3. E
4. C
5. A
6. B

EXPLORE

SIGMUND FREUD
•Freud proposed that personality development in childhood takes place during five
psychosexual stages, which are the oral, anal, phallic, latency, and genital stages.
During each stage sexual energy (libido) is expressed in different ways and
through different parts of the body.

ERIK ERIKSON
•The key idea in Erikson's theory is that the individual faces a conflict at each
stage, which may or may not be successfully resolved within that stage. For
example, he called the first stage 'Trust vs Mistrust'. If the quality of care is good in
infancy, the child learns to trust the world to meet her needs. Erikson emphasized
that the ego makes positive contributions to development by mastering attitudes,
ideas, and skills at each stage of development. This mastery helps children grow
into successful, contributing members of society.

JEAN PIAGET
•Jean Piaget's theory of cognitive development suggest that children move through
four different stages of mental development. His theory focuses not only on
understanding how children acquire knowledge, but also on understanding the
nature of intelligence. Piaget's stages are: Sensorimotor stage: birth to 2 years.

LAWRENCE KOHLBERG

•He argued that correct moral reasoning was the most significant factor in moral
decision-making, and that correct moral reasoning would lead to ethical behavior.
Kohlberg believed that individuals progress through stages of moral development
just as they progress through stages of cognitive development. Expanded on the
earlier work of cognitive theorist Jean Piaget to explain the moral development of
 children, which he believed follows a series of stages. Kohlberg defined three
levels of moral development: preconventional, conventional, and
postconventional. Each level has two distinct stages.

LEV VYGOTSKY
•He believed that social interaction plays a critical role in children's learning.
Through such social interactions, children go through a continuous process of
learning. Vygotsky's sociocultural theory of human learning describes learning as
a social process and the origination of human intelligence in society or culture.
Vygotsky believed everything is learned on two levels. First, through interaction
with others, and then integrated into the individual's mental structure.

URIE BRONFENBRENNER
•At the core of this theory are four systems that shape a child's development: the
microsystem, the mesosystem, the exosystem, and the macrosystem.
Bronfenbrenner recognized that children do not develop in a vacuum. There are
many institutions and agencies that surround the child and affect his or her
development.

FREUD'S PSYCHO-SEXUAL STAGE OF DEVELOPMENT

Oral stage, in Freudian psychoanalytic theory, initial psychosexual stage

during which the developing infant's main concerns are with oral
ORAL STAGE gratification. Freud said that through the mouth the infant makes contact
with the first object of libido (sexual energy), the mother's breast.

The anal stage, in Freudian psychology, is the period of human

development occurring at about one to three years of age. Around this
ANAL STAGE age, the child begins to toilet train, which brings about the child's
fascination in the erogenous zone of the anus. The erogenous zone is
focused on the bowel and bladder control.

The phallic stage is the third stage of psychosexual development,

PHALLIC
spanning the ages of three to six years, wherein the infant's libido (desire)
STAGE
centers upon their genitalia as the erogenous zone.

The latency stage is the forth stage of psychosexual development,

spanning the period of six years to puberty. Freud thought that most
LATENCY
sexual impulses are repressed during the latent stage, and sexual energy
STAGE can be sublimated towards school work, hobbies, and friendships.

The genital stage is the last stage of Freud's psychosexual theory of

GENITAL personality development, and begins in puberty. It is a time of adolescent
sexual experimentation, the successful resolution of which is settling
STAGE
down in a loving one-to-one relationship with another person in our 20's.
ERICKSON'S PSYCHOSOCIAL STAGES OF DEVELOPMENT

STAGE ONE (Infancy)Trust vs. Mistrust (Since birth to 18months old)

Psychosocial Crisis: The first stage is infancy, is approximatelythe first

year and a half of life. The goal is to develop trust without completely

eliminating the capacity for mistrust. If the primary caregivers, like the

parents can give the baby a sense of familiarity, consistency, and

continuity, then the baby will develop the feeling that the world is a safe

place to be, that people are reliable and loving.

Significant Person – Parents , Caretakers and Teachers

Maladaptation – Sensory Maladjustment: Overly trusting, even gullible,

this person cannot believe anyone would mean them harm, and will use

all the defenses at their command to find an explanation or excuse for

the person who did him wrong.

Malignancy – Withdrawal: characterized by depression, paran oia, and

possibly psychosis.

Virtue – If the proper balance is achieved, the child will develop the

virtue of Hope.
STAGE TWO (Early Childhood)Autonomy vs. Shame & Doubt (2 to 3

years old)

Crisis – He begins to make choices and express his will. If encouraged,

he develops a sense of autonomy and independence. In this stage

Erikson believes that the child may develops a sense of doubt and shame

manifested in feelings of worthless and incompetence. We should keep

in mind that even something as innocent as laughing at the toddler‟s

efforts can lead the child to feel deeply ashamed and to doubt his or her

abilities.

Significant Person – Parents and Teachers

Maladaptation – Impulsiveness: a sort of shameless willfulness that

leads you, in a later childhood and even adulthood, to jump into things

without proper consideration of your abilities.

Malignancy – Compulsiveness: feels as if their entire being rides on

everything they do, and so everything must be done perfectly.

Virtue – If you get the proper, positive balance of autonomy and shame

and doubt, you will develop the virtue of willpower or determination.

STAGE THREE (Early Childhood)Initiative vs. Guilt (Age of 3-5 years

old)

Psychosocial crisis – Child begins to explore his social and physical

worlds discovering what he can accomplish. Erikson refers to this as a

time for developing a sense of initiative or a positive attitude of personal

accomplishment. At this time, the child gradually becomes aware of the

various social roles presented by his environment. In Erikson‟s view,

the basic influence during this period is the child‟s families who can

help him learn to be responsible for his behavior and actions.

Significant Person – Parents and the teachers

Maladaptation – Ruthlessness: to be heartless or unfeeling or be

“without mercy”.

Malignancy – Inhibition: the inhibited person will not try things

because “nothing ventured, nothing lost” and, particularly, nothing to

feel guilty about.

Virtue – A good balance leads to the psychosocial strengths of purpose.

STAGE FOUR (School-age)Industry vs. Inferiority (2 to 3 years old)

Psychosocial Crisis – the child's world broadens technical skills are

learned and feelings of competence, enlarged. Children enter new world

of the neighborhood and the school. In Erikson‟s view, when children

come to believe that they cannot achieve according to their school,

family, or peers, their sense of mastery will give way to personal

inferiority. Thus, they become incapable of facing the transitory

adolescent years which lie directly ahead. Parents must encourage,

teachers must care, peers must accept.

Significant Person – Parents Teachers

Maladaptation – Narrow Virtuosity: we see this in children who aren‟t

allowed to “be children” the ones that parents or teachers push into one

area of competence, without allowing the development of broader

interests.

Malignancy – Inertia: this includes all of us who suffer from the

“inferiority complexes” Alfred Adler talked about.

Virtue – A happier thing is to develop the right balance of industry and

inferiority – that is, mostly industry with just a touch of inferiority to

keep us sensibly humble. Then we have the virtue called competency.

STAGE FIVE (Adolescence)Identity vs. Role Confusion (Age of 12-18

years old)

Psychosocial Crisis – According to Erikson, is characterized by an

identity or an identity crisis – formation crisis. The question “Who am I

and what can I do when I become an adult?” confronts the adolescent.

His struggle is based not only on societal demands as an emerging adult,

but also on the pubescent age. Since an adolescent spends more time

with his friend, the peer group now becomes an essential source of

general rules of behavior. An adolescent may begin to experiment with

different lifestyles (e.g., work, education or political activities).

Significant Person – Parents and Teachers

Maladaptation – Fanaticism: believes that his way is the only way.

Malignancy – Repudiation: they reject their membership in the world

of adults and, even more, they reject their need for an identity.

Virtue - If you successfully negotiate this stage, you will have the virtue

Erikson called fidelity.

STAGE SIX (Young Adulthood)Intimacy vs. Isolation (Age of 19 to 40

years old)

Crisis – In this stage the individual develops a warm and intimate

relationship with another person. If such sense of intimacy is not

acquired during this time of life, a sense of isolation develop instead.

Such attitude is reflected in the ability to trust others in a close and

intimate manner.

Significant Person – Parents or the Child

Maladaptation – Promiscuity: referring particularly to the tendency to

become intimate too freely, too easily, and without any depth to you

intimacy.

Malignancy – Exclusion: which refers to the tendency to isolate oneself

from love, friendship, and community, and to develop a certain

hatefulness in compensation.

Virtue – If you successfully negotiate this stage, you will instead carry

with you for the rest of your life the virtue Erikson calls love.
STAGE SEVEN (Middle Adulthood)Generativity vs. Stagnation (Age

of 40 to 65 years old)

Crisis – The middle years of stage comprise the productive years of

adulthood. In this stage, the individual‟s productivity is gauged by his

contributions to his family and to society. According to Erikson, the

person who fails to develop this sense of generativity becomes

preoccupied instead with his personal needs and interests with his

personal needs and interests or both with a sense of self-absorption.

Significant Person – Their children

Maladaptation – Overextension: illustrates the problem. Some people

try to be so generative that they no longer allow time for themselves, for

rest and relaxation.

Malignancy – Rejectivity: too little generativity and too much

stagnation and you are no longer participating in or contributing to

society.

Virtue – Success in this stage will lead to the virtue of care.

STAGE EIGHT (Late Adulthood)Ego Integrity vs. Despair ( 65 years

old to Death)

Crisis – In the last stage, a person comes to terms with the temporal

limits of his life. It is the fulfillment and culmination. In Erikson's view,

it is the achievement of a sense of integrity resulting from identification

with mankind. If a person, however, develops an attitude of regret and

fear of the end of life, then a sense of despair emerges instead.

Significant Person – Child, Relative and Friends

Maladaptation – Presumption: this is what happens when a person

“presumes” ego integrity without actually facing the difficulties of old

age.

Malignancy – Disdain: by which Erikson means a contempt of life, one‟s

own or anyone's.

Virtue – Someone who approaches death without fear has the strength

Erikson calls wisdom.

Piaget’s Cognitive Stages of Development

Sensory Motor Stage

This pre-linguistic stage involves adaptation to the world of

objects and simple motor skills. During the early months of this stage,

infants are unaware that objects continue to exist when they are out of

sight. Thus, a key moment of equilibrium is when they gain object

permanence. From this point, children understand that a toy or other

object will remain in a chest

Age

This first stage of development begins at birth and continues until 18-24

months.

Characteristics

Children must learn to navigate their environment by rolling

over, crawling, and finally walking. At about the same time that they are

beginning to walk, children expand on the abstract lessons of object

permanence and begin to represent objects and ideas with language.

Once a child can understand that food is still in the cupboard, she can

ask for it. Thus begins the next stage.

Motor activity without use of symbols. All things learned are based on

experiences, or trial and error.

Key Teaching Strategies

• Talk to child frequently. Speaking to your child, even before they can

answer, helps them develop language abilities and increase their

vocabulary

• Use real objects in play activities.

• Connect play to the five senses.

• Implement routines for the youngest children. They are predictable

and may be highly useful with developing communication.

Preoperational Stage

Growing children in this stage will notably lack strong logic skills.

They might struggle with abstractions such as time, distance, and how to

compare and contrast items. It is also difficult for children in this stage

to solve problems mentally, and they must still rely on physical

representations. Further, they will be incapable of seeing things through

the eyes of another. Thus, younger children might often seem to behave

cruelly towards their peers, animals, and even adults. This egocentrism

does not last forever, thankfully.

Age

2 to 7 years old

Characteristics

This stage is characterized by the increasing ability to use

language. Verbal skills progress at what may seem like a rapid pace.

Imagination and abstract thinking progress at a fast clip as well, and

their expressions become more and more mature as the need for

equilibrium with adults and siblings drives increasing adaptation.

Development of language, memory, and imagination. Intelligence is

both egocentric and intuitive.

Key Teaching Strategies

• Children learn best by doing. Allow them to actively interact with a

variety of things in their environments, including books, people, games,

and objects.

• Ask questions while children are engaged in daily routines and allow

them to come up with their own ideas.

• Point out new things and encourage children to question you about

those things.

• Teachers must remember that symbols and language are a relatively

new concept to the students and they need to keep instructions simple

and straight -forward. Giving them visuals to go along with the

instruction also helps.

Concrete Operational Stage

Children begin to implement operational thought. They can

represent operations in their minds and solve problems for items or

situations that are far removed from their physical space

Age

7 to 11 years old

Characteristics

More logical and methodical manipulation of symbols. Less

egocentric, and more aware of the outside world and events.

Key Teaching Strategies

• Create timelines, three dimensional models, science experiments, and

other ways to manipulate abstract concepts.

• Use brain teasers and riddles to foster analytical thinking.

• Focus on open-ended questioning.

• Use visual aids such as charts and illustrations, as well a simple but

somewhat more sophisticated graphs and diagrams.

• Use well-organized materials that offer step by step explanations.

Formal Operational Stage

Though this is Piaget's final stage of cognitive development,

human cognition continues to mature and grow. That is because Piaget

saw that, by this point in life, people generally have the core abilities

they need to navigate the world.

Age

Adolescence to adulthood

Characteristics

Use of symbols to relate to abstract concepts. Able to make

hypotheses and grasp abstract concepts and relationships.

Key Teaching Strategies

• Offer step-by-step explanations of concepts and utilize charts and other

visual aids.

• Explore hypothetical situations. You may relate them to current events

or social issues.

• Broaden concepts whenever possible. For example, if talking about the

Civil War, discuss other issues that have divided the country since that

time.

• Use concrete operational teaching strategies and materials.

• Give students the opportunity to explore many hypothetical questions.

• Give opportunities to solve problems and reason scientifically.

• Teach broad concepts, not just facts, using material and ideas relevant

to the students.

Lawrence Kohlberg's Stages of Moral Development

PRE-CONVENTIONAL MORALITY [BIRTH-ADOLESCENCE] – Young

children(age of 4 - 10) do not really understand the conventions or rules

of a society. A person is motivated by obedience to authority. Commonly

associated with young children Involves little thought about morality.

Moral code is shaped by the standards of adults and the consequences of

following or breaking their rules.

Stage 1 : Punishment and Obedience – This stage includes the use of

punishment so that the person refrains from doing the action and

continues to obey the rules. Similar to the first stage in Piaget’s theory,

Kohlberg reflects on the moral thought of children. At a young age, they

believe that rules are meant to be followed and those in charge will

undoubtedly follow through with punishment. A child’s reasoning to the

above example may include “it’s bad to steal,” or “it’s against the law,”

without assessing the perspective of the man whose wife is sick. Obeying

the rules is important to avoid punishment. Morality is motivated solely

by punishment.

Stage 2 : Individualism & Exchange – In this stage a good action is

seen as one that is in the best interest of the individual. Favours may be

done for another child so that in return favours will be returned by the

other. Lies could be told to cover for another so that in return a similar

favour is owed to the individual. The underlying concern of stage

thinking is “what’s in it for me”. The child will follow rules if there is a

known benefit to him or her. Children in this stage are very concerned

with what is fair. Children account individual points of view. Judge

actions based on how they serve individual needs. Reciprocity is

possible but only if it serves one's own interests. Children recognize that

there is not just one right view and that different individuals have

different viewpoints. Focuses on individualism and different

perspectives.

The second stage relies heavily on the exchange of favors and can

be summarized with the common marketing saying “what’s it in for

me?” Children at this stage are not motivated by friendship or respect

but by the personal advantages involved. For example, if a parent asks

their child to complete a chore around the house, the child may ask

what the benefit would be to them. Parents often recognize the “you

scratch my back and I’ll scratch yours” mindset at this stage and offer a

reward, such as an allowance.

CONVENTIONAL MORALITY [ADOLESCENCE-YOUNG ADULTHOOD] –

(age of 10 - 13) People focus on following social norms and customs.

Begin to internalize the moral standards of valued adult role models.

Reasoning is based on the norms of the group to which the person

belongs.

Stage 3 : Interpersonal Relationships – Also known as "good boy-good

girl" orientation. Individuals at this stage of moral reasoning will try to

win the approval of others so that their identity is perceived as good.

The acceptance of the individual by the peer group has a huge impact in
terms of what actions are considered good or bad. At this stage people

tend to judge the morality of actions in terms of evaluating their

consequences in relation to a person’s relationships. Good and bad

intentions are recognised. People want their relationships to be

characterised by respect, gratitude and treating others as we wish to be

treated. A good action is therefore on that will bring about this positive

result.Emphasizes the maintenance happy interpersonal relationships

and pleasing others. A need to avoid rejection, disaffection, or

disapproval from others.

Stage 4 : Maintaining Social Order – The desire to have a functioning

society is at the heart of this stage of moral reasoning. Laws, norms and

conventions become very important in so far as they maintain a

functioning society. People at this stage of moral reasoning have moved

beyond the strong need for individual approval associated with stage

three. The concern at stage four is transcending individual needs in

favour of the needs of society as a whole. Consider society as a whole

when making judgments. Focus is on maintaining law and order by

following the rules, doing one’s duty and respecting authority. Please

individuals to maintaining social order by following social norms,

customs, and laws. Becomes aware of the wider rules of society to avoid

guilt. A need to not be criticized by a true authority figure.

POST-CONVENTIONAL MORALITY [ADULTHOOD] - People look

beyond convention to determine moral norms and appropriate social

interactions. Judgment is based on self-chosen principles. Moral

reasoning is based on individual rights and justice

Stage 5 : Social Contract & Individual Rights – At this stage it is

recognised that individuals can hold different opinions and values and

these should be respected impartially. It is believed that contracts will

allow the individual and society to both increase their welfare. It is

therefore known as a contractual perspective. Freedom of choice

becomes important and certain fundamental principles are upheld, such

as the right to life and the right to choose. At this stage, no single choice

is seen as right or absolute since others do not have the moral authority

to judge the actions of the individual.

Stage 6 : Universal Principles – Moral reasoning is based on abstract

reasoning at this stage. Conscience is seen as an important factor in

making moral decisions. Mutual respect is valued as a universal

principle. Laws are seen as valid only in so far as they promote the

principle of justice. Therefore, there is an obligation on people to

disobey an unjust law. Decisions are met categorically and in an

absolute way rather that with conditions attached.

 Vygotsky's Socio-Cultural Theory

The More Knowledgeable Other(MKO) – Is someone who has a higher

level of knowledge than the learner. It is the more knowledgeable other

who provides critical guidance and instruction during the sensitive

learning period.

Is somewhat self-explanatory; it refers to someone who has a

better understanding or a higher ability level than the learner, with

respect to a particular task, process, or concept. Although the

implication is that the MKO is a teacher or an older adult, this is not

necessarily the case. Many times, a child's peers or an adult's children

may be the individuals with more knowledge or experience.

The Zone of Proximal Development(ZPD) – Is best understood as the

zone of the closest, most immediate psychological development of

learners that includes a wide range of their emotional, cognitive, and

volitional psychological processes. The distance between the actual

development level as determined by independent problem solving and

the level of potential development as determined through problem-

solving under adult guidance or in collaboration with more capable

peers. It is the range of abilities that an individual can perform with

assistance but cannot yet perform independently. This is an important

concept that relates to the difference between what a child can achieve

independently and what a child can achieve with guidance and

encouragement from a skilled partner. For example, the child could not

solve the jigsaw puzzle (in the example above) by itself and would have

taken a long time to do so (if at all), but was able to solve it following

interaction with the father, and has developed competence at this skill

that will be applied to future jigsaws.

Scaffolding – Is a teaching method that helps students learn more by

working with a teacher or a more advanced student to achieve their

learning goals. The process in which teachers model or demonstrate

how to solve a problem, and then step back, offering support as needed.

The theory is that when students are given the support they need while

learning something new, they stand a better chance of using that

knowledge independently. It is an instructional technique in which a

teacher provides individualized support by incrementally improving a

learner's ability to build on prior knowledge.

 The child needs
support of others Zone of Proximal Development
More Knowledgeable Other to learn (ZPD)
(MKO) The distance between the a student's
Refers to anyone who has a be ability to perform a task under adult
understanding or a higher ability guidance and/or with peer
Relationships of collaboration and the students ability
level than learner, with respect to
MKO, ZPD and solving the problem independently
particula task, process, or concepts.
Scaffolding

Scaffolding

Scaffolding is a teaching methods

that help students to learn more
by working with teacher or a
more advanced student to
achieve their learning goals
Bronfenbrenner's Bio-ecological Theory
The Macrosystem – Focuses on how cultural elements affect a child's
development, such as socioeconomic status, wealth, poverty, and ethnicity. This
can also include the socioeconomic status, ethnicity, geographic location and
ideologies of the culture. The level of environmental influence that is most
distal to the developing individual and that affects all other systems and the
societal culture surrounding a person.

The Mesosystem – Encompasses the interactions between the child’s

microsystems, such as the interactions between the child’s parents and
teachers, or between school peers and siblings. Where a person's individual
microsystems do not function independently, but are interconnected and
assert influence upon one another. For example between the family and
teachers or between the child's peers and the family. Exosystem: Involves links
between social settings that do not involve the child.
The Exosystem – Is a component of the ecological systems theory developed by
Urie Bronfenbrenner in the 1970s. This contains the settings or events that the
child does not actively participate in but that have a profound effect on the
child's development. It incorporates other formal and informal social
structures, which do not themselves contain the child, but indirectly influence
them as they affect one of the microsystems. The exosystem affects a person
indirectly, without their direct involvement. Examples of exosystems include
the neighborhood, parent’s workplaces, parent’s friends and the mass media.
These are environments in which the child is not involved, and are external to
their experience, but nonetheless affects them anyway.
The Microsystem – The most influential, has the closest relationship to the
person, and is the one where direct contact occurs. Is the first level of
Bronfenbrenner's theory, and are the things that have direct contact with the
child in their immediate environment, such as parents, siblings, teachers and
school peers. The relationships in a microsystem are bi-directional, meaning
the child can be influenced by other people in their environment and is also
capable of changing the beliefs and actions of other people too.
The Chronosystem – The fifth and final level of Bronfenbrenner's ecological
systems theory. This system consists of all of the environmental changes that
occur over the lifetime which influence development, including major life
transitions, and historical events. These can include normal life transitions
such as starting school but can also include non-normative life transitions such
as parents getting a divorce or having to move to a new house.
The Individual – "The individual" Bronfenbrenner believed that a person's
development was affected by everything in their surrounding environment. He
divided the person's environment into five different levels: the microsystem,
the mesosystem, the exosystem, the macrosystem, and the chronosystem.
Describe what Parents and Teachers should do to help children develop into the
person they meant to be from the point of view of :

1. SIGMUND FREUD – A parents should be supportive in their child's growth

and development and what better way to do so then by having knowledge
surrounding their child's behavior from birth to adolescences. Freud believed
that each stage of childs development beginning at birth is directly related to
specific needs and demands,each based on a particular body part and all
rooted in a sexual base.Our role as a teacher is to assist our pupils/students
solve or go through the inner conflicts on these stage.We can actually help if we
give them attention in their certain needs.
2. ERIK ERIKSON – According to Erikson’s theory,every person must pass
through a series of eight interrelated stages over the entire life cycle. Parents
or guardians should always show an interest in the child’s school work and
make sure that the child completes his or her homework. Parents may take an
active part in the child’s education by attending parents-teachers
conferences;assist in obtaining the appropriate tutoring for the child when
necessary and helping with school projects. Teaching Erikson's theory at the
different grade levels is important to ensure that students will attain mastery
of each stage in Erikson's theory without conflict. This will exhibit teacher
appreciation for the areas of interest of the students as well as confidence in
their ability
3. JEAN PIAGET – Piaget emphasizes the opportunities that allow learners of
different cognitive levels work together and encourage less mature
students.The teacher role is to facilitate learning by providing a variety of
experiences. Teacher should obviously provide opportunities for learners to
explore and experience by doing so is encouraging learners new
understandings.
4. KOHLBERG – According to Kohlberg, everybody hopes their children will
grow up to be people with integrity and high moral standards.Hope alone will
not instill morality,however,so parents and people who work with young
children can turn to the moral development scholars such as Lawrence
Kohlberg who developed the six stages of moral development and teachers
who have divised ways to help children develop according to these stages.He
believed that there were three levels and six stages of moral development.

Tips according to Kohlberg:

Praise moral behavior such as being kind and putting the needs of others first.
Encourage role-playing and games of pretend children can learn to think from
other peoples point of view.

5. LEV VYGOTSKY – Vygotsky’s theory includes an important theory called

“zone of proximal development” which looks at the range of actions can
perform alone and how a person with a better understending,can guide and
prompt what the child already knows,helping the child to learn more about the
world around himself/herself.Different families have different cultural views
of the world and how to live in it,by speaking to their children they can teach
their child cultural values.

6. URIE BRONFENBRENNER – Teachers should also be understanding of the

situations their student’s families may be experiencing, including social and
economic factors that are part of the various systems. To strengthen the
development between the ecological systems in educational practice according
to the theory, teachers and parents should keep good communication with
each other and work together to benefit the child. According to his theory, if
parents and teachers have a good relationship, this should shape the child’s
development in a positive way. Likewise, the child must also be active in their
learning, engaged both academically and socially. They must work as a team
with their peers and get involved in meaningful learning experiences to enable
positive development.

EXTENDED BY RESEARCHING

"A STUDY ON CHILDHOOD DEVELOPMENT IN EARLY STAGE"

Research Methodology

• This is a descriptive research paper, where secondary information

produced by different authors and researchers has been used. For obtaining
necessary information, various books, journals as well as websites have been
explored by the researcher which has been mentioned in the reference section.

PROBLEM

• To study specific factors of early childhood development

•To assess the growth of early childhood development

Findings and Suggestion;

Early childhood development programmes to be implemented by various
actors, whether governmental, non-governmental or local organizations.
UNESCO Beirut is working with a group of NGOs in Lebanon to enhance their
delivery mechanisms and build their capacity to offer quality education,
health, Scio-condition, family averment, phycical and society in the
most difficult circumstances – training teachers and education personnel
on innovative solutions that ensure the right to quality early education
and relevant learning ina manner that is inclusive and respectful to the
needs of learners.  We encourage early childhood education and care
programmes to be designed to fit the context and environment of the Syrian
child and his or her family. They should be implemented in a safe and friendly
space and must include activities that stimulate the child‟s cognitive, social-
emotional and language development. In addition to providing literacy and
numeracy activities, there should be recreational opportunities for learning,
including play, art, music, drama and sport. It is of the utmost
importance to deliver programmes, as far as possible, in the mother-tongue
language of the child.

Conclusion:
If early-life conditions have lasting effects on human capital formation and
adult economic success, the United States‟ disadvantage in infant health
relative to other wealthy countries could have far-reaching implications. The
link between early-life conditions and outcomes throughout the life course.
Studies on this topic vary substantially in empirical methods, data, and
context. Despite this variation, the research provides overwhelming evidence
that early-life conditions affect the population‟s wellbeing, measured by
health, educational attainment, adult earnings, and other indicators
throughout life.

References;
Marito Garcia (mgarcia1@worldbank.org ) ^ Jump up to: a b Macmillan
Dictionary for Students Macmillan, Pan Ltd. (1981), page 173. Retrieved 2010-7-
15. Jump up^ Eddy, Matthew Daniel (2010). "‘The Alphabets of Nature:
Children, Books and Natural History, 1750-1800’". Nuncius. 25: 1–22. from the
National Academy of Sciences National Research Council and Institute of
Medicine: From Neurons to Neighborhoods: The Science ofEarly Childhood
Development. Committee on Integrating the Science of Early Childhood
Development,Shonkoff J., Phillips D. (Eds.). Board on Children, Youth, and
Families, Commission on Behavioral andSocial Sciences and Education.
Washington, DC, National Academy Press. 2000. United Nations. (2015).
Transforming Our World: The 2030 Agenda for
EVALUATE

Identify one concept from the theories reviewed and describe how this
can be applied in teaching and learning.

Theory/ Concept : Erik Erikson's Theory of Psychosocial Development

Application : Teaching Erikson’s theory at the different grade levels is

important to ensure that students will attain mastery of each stage in Erikson's
theory without conflict.

At the preschool level, teachers want to focus on developing a hardy

personality.

tips :

 Find out what students are interested in and create projects that
incorporate their area of interest.

 Let the children be in charge of the learning process when participating in

a classroom project. This will exhibit teacher appreciation for the areas of
interest of the students as well as confidence in their ability.

 Make sure to point out and praise students for good choices.

 Offer continuous feedback on work that has been completed.

 Do not ridicule or criticize students openly. Find a private place to talk with
a child about a poor choice or behavior. Help students formulate their own
alternate choices by guiding them to a positive solution and outcome.

 When children experiment, they should not be punished for trying

something that may turn out differently than the teacher planned.
 Utilize physical activity to teach fairness and sportsmanship (Bianca, 2010).

At the Elementary Level, Teachers should focus on achievement and peer

relationships

tips:

 Create a list of classroom duties that needed to be completed on a

scheduled basis. Ask students for their input when creating the list as well as
who will be in charge of what.

 Discuss and post classroom rules. Make sure to include students in the
decision-making process when discussing rules.

 Encourage students to think outside of their day-to-day routine by role

playing different situations.

 Let students know that striving for perfection is not as important as

learning from mistakes. Teach them to hold their head high and move forward.

 Encourage children to help students who may be having trouble socially

and/or academically. Never allow any child to make fun of or bully another
child.

 Build confidence by recognizing success in what children do best.

 Provide a variety of choices when making an assignment so that students

can express themselves with a focus on their strengths.

 Utilize physical activity to build social development and to help students

appreciate their own abilities as well as the abilities of others (Bianca, 2010).

During the middle and high school years, teachers focus on building identity
and self-esteem

tips :

 Treat all students equally. Do not show favoratism to a certain group of

students based on gender, race, academic ability or socioeconimic status.

 Incorporate guest speakers and curriculum activities from as many areas

as possible so as to expose students to many career choices.

 Encourage students to focus on their strengths and acknowledge them

when they exhibit work that incorporates these strengths.

 Encourage students to develop confidence by trying different approaches

to solving problems.

 Incorporate life skills into lesson planning to increase confidence and self-
sufficiency.

 Utilize physical activity to help relieve stress, negative feelings and

improve moods (Bianca, 2010).

5 MINUTES NON-STOP WRITING

From the review theories of learner's development, I've realized that

it is important to understand child development theories because

understanding of child development is essential because it allows us to

fully appreciate the cognitive, emotional, physical, social, and

educational growth that children go through from birth and into early

adulthood.

It is also very important to learn these theories because it provide a

basis to understand how people learn and a way to explain, describe,

analyze and predict learning. In that sense, a theory helps us make more

informed decisions around the design, development and delivery of

learning. All in all this modules brings a lot of understanding and

knowledge about learner's development and it's very beneficial.