UNIT 3

LESSON 1- Developmental Theories

1.1 Sigmund Freud's Psychosexual Stages

- each of us undergoes personality development though the five sexual stages.

1. Oral Stage- birth to one year, the libido centers in the mouth which is the child's main source of
interaction.
2. Anal Stage- 1 to 3 years, the libido is centered on the anus and bowel movement.
3. Phallic Stage- 3 to 6 years, time when the libido is on the genitals.
4. Latency Stage- 6 to puberty, children engage to social activity and develop social and intellectual
skills.
5. Genital Stage- puberty to death, makes the libido to be active once again which can be fulfilled
through relationship toward the opposite sex.
1.2 Erikson’s Stages of Psychosocial Development- a German- American developmental psychologist
postulated that personality develops through a series of psychosocial stages.
Stage 1: Trust vs. Mistrust (Birth to 18 months) Infant is born, uncertain about the world and primarily
relies on the caregiver.
- the virtue is HOPE
Stage 2: Autonomy vs. Shame and Doubt (18 months to 3 yrs) this stage is crucial for the
developmental of physical skills and independence, toddlers.
-the virtue is WILL
Stage 3: Initiative vs. Guilt (3 to 6 yrs) children interact with other children.
-the virtue is PURPOSE
Stage 4: Industry vs. Inferiority (6 to 11 years) Children at this stage advance through the elementary
grades where teachers take an important part in the lives.
-the virtue is COMPETENCE
Stage 5: Identity vs. Role confusion (Adolescence) Adolescence is the transition period from childhood
to adulthood. A person encounters rapid changes physically and emotionally.
-the virtue is FIDELITY
Stage 6: Intimacy and Isolation (Emerging adult) Young adults in this period begins to make efforts to
intimately share themselves to others.
-the virtue is LOVE
Stage 7: Generativity vs. Stagnation (Adult) Erikson forwarded that generativity as the concern for the
next generation. -CARE
Stage 8: Integrity vs. Despair (Old age) the time when people look back on their accomplishments. -
WISDOM

1.3 Bandura’s Social Cognitive Theory - Albert Bandura born in 1952 in Alberta, Canada. During his
time as psychologist, behaviorism was dominant, children learn their behavior through observation.
He is notable for the Bobo Doll experiment.

He proposed the four mediational processes:

1. Attention
2. Retention
3. Reproduction
4. Motivation

1.4 Bowlby’s Attachment Theory- British psychologist who worked as a child psychiatrist in London,
experiment in treating emotionally disturbed children led to formulate his theory. He proposed that
relationship of a child to caregiver has a strong impact to holistic development.

Stages of Attachment
1. Pre-attachment (0-2 months) -Infants can already show innate behaviors, grasping, crying, smiling
and gazing to attach and maintain attention.
2. Attachment in-the-making (2-7 months)- the second stage is marked by the learning of basic rules
of interaction, such as turn-taking and shared attention.
3. Clear-cut attachment (7 months - 2 yrs old)- stage where the attachment to the caregiver becomes
evident, shows favorable behavior.
4. Formation of Reciprocal Relationships (2 yrs onward)- behavior shown by children are intentional.

LESSON 2- Development of Motivation and Self-Regulation

Motivation- willingness of a person to accomplish a task.

Intrinsic Motivation- desire to accomplish a task not for external factors such as rewards, but for the
sake of accomplishment.
Extrinsic Motivation- desire to achieve a goal because of external factors or because of avoiding
punishments.
Self-Regulation- process of self-monitoring and self-correction of three general aspects of learning:
behavior, motivation and cognition.

Theories for Motivation and Self-regulation

2.1 Maslow’s Hierarchy of Needs- motivational theory in psychology which is presented in 5-level
hierarchy. (Bottom to top)

Psychological needs- breathing, food, water, clothing, sleep

Safety and security- health, employment, property, family, social stability
Love and Belonging- friendship, family, intimacy, send of connection
Self-esteem- confidence, achievement, respect of others
Self-actualization- morality, creativity, spontaneity, and acceptance

2.2 Alderfer’s ERG Theory- Clayton Paul Alderfer, American psychologist, his theory is basically a
simplified version of Maslow’s but more flexible.
(Bottom to top)

Existence- basic needs for survival

Relatedness- socialization needs
Grow-needs for personal development

2.3 McClelland’s Human Motivation Theory- David McClelland, academician, scientist, psychologist.
Notable for Human Motivation Theory or Motivational Needs Theory.

This is centered on these three important aspects:

1. Need for Achievement (NAch)- this need is reflective of the drive to succeed, to meet set
standards, and to excel in one’s endeavor.
2. Need for Power (NPower)- this need is to influence people so as far for them to exemplify the
desired behavior.
3. Need for Affiliation (Naff)- reflects the desire for interpersonal relationship toward others.

2.4 Herzberg’s Two Factors Theory- theoretical framework that ensures motivation of employees to
work harder.
This theory is consisting of two factors:
1. Motivation factors- achievement, growth, responsibility, recognition, and advancement
2. Hygiene factors- company rules, environmental condition, working status, salary, eliminate
dissatisfaction.
2.5 Classroom Implications of Motivation and Self-Regulation- the success of a meaningful learning
acquisition does not only rely on the end of the teacher. The learners are also expected to give a fair
share for the success of their own learning.

LESSON 3- Moral Development Theories

Moral Development - development of the attitudes, dispositions, sentiments, and cognitive well-
being that are seen on a person’s moral judgments and actions.

3.1 Piaget’s Theory of Moral Reasoning- explored how children developed moral reasoning, he
believed that children do not automatically learn their society but by means of interaction with the
society and environment.

Piaget concluded two kinds of moral reasoning:

1. Heteronymous morality (5-9 years), also known as moral realism.
2. Autonomous morality (9-10), also known as moral relativism.

3.2 Kohlberg’s Stages of Moral Development- Laurence Kohlberg, stage-based moral development
model based from Piaget’s ideas. This is divided into three levels with two stages each.

Level 1: Preconventional Morality: Punishment and Obedience to Authority

Stage 1. Obedience and Punishment Orientation- child sees obedience as avoidance to punishment.
Stage 2. Individualism and Exchange- Fairness is given much premium.

Level 2. Conventional Morality: Laws are Supreme

Stage 3. Good Interpersonal relationships- morality in this stage depends on what is expected of you.
Stage 4. Maintaining the Social Order- doing what is right, fulfilling the duties that you agreed on.

Level 3. Postconventional Morality: Abstract Principles of Justice and Rights.

Stage 5: Social Rights and Individual Rights- laws in this stage are open for evaluation.
Stage 6: Universal Principles- doing right is based on self-chosen ethical principles.

3.3 Gilligan’s Stages of Moral Development- Carol Gilligan, centered on the moral development and
dilemmas of young girls and emphasized the gender difference.

LESSON 4- Factors Affecting Social and Emotional Development

4.1 Environmental Risk Factors

 Poor social surroundings
 Lack of health facilities and cleanliness
 Lack of educational facilities
 Lack of community support
 Frequent change of community and school
4.2 Family Risk factors
 Work related stress for parents
 Poor family rituals and routines
 Lack of love and respect in the relationship at home
 Abuse & violence
4.3 Within-Child Risk Factors
 Fussy temperament
 Developmental disabilities