Overview of

Developmental Theories
and other Relevant
Theories
The Learning Principle Group
ALEGRE, Rovilyn. AMIDO, Jaquelyn.
ANGUE, Aravela. ARAOJO, Kim Angeline.
BENDO, France Manolo. CAMANIA, Karla Jane.
CASAMBROS, Keeno. DENAJEBA, Christine.
FENOL, Kimberly. GARCIA, Aira Mhae.
GATPANDAN, Karla Carmela. GENEVEO, Mark Jay.
MORRE, Lysseret Shane. PEREGRINO, Cathyrine.
RODIS, Jasmine Fae. ROLLE, Raniel Matthew.
ZABALE, Danica Joy.
 Wika Rambulan
Mechanics of the game:
Wika rambulan is a simple game which challenges your
guessing skill. Each slide you'll see a word the you have to guess
by saying and connecting it words that sounds like the correct
word. It could be any word that we will encounter as we go
along the lessons. Enjoy!
 Wika Rambulan

sigh – cow – s – eggs – wall

Psychosexual
 Wika Rambulan

fall – lick – stay – age

Phallic Stage
 Wika Rambulan

a – seem – ill – late – shown

Assimilation
 Wika Rambulan

egg – go – Zen – thrice – am

Ego – centrism
Wika Rambulan

air – wreck – sun

Erikson
 Wika Rambulan

side – cold – sauce – shell

Psychosocial
 Wika Rambulan

pun – niche – meant

Punishment
 Wika Rambulan

more – all – dill – lime – max

Moral Dilemmas
 Wika Rambulan

s – cough – haul – ding

Scaffolding
 Wika Rambulan

crown – oh – seize – steam

Chronosystem
Before we dive into understanding the relevant science
behind the learning process, let’s ground ourselves in a
definition of learning that is drawn from research.
Learning is a process that:
1. is active.
2. builds on prior knowledge.
3. occurs in a complex social environment.
4. is situated in an authentic context.
5. requires learners’ motivation and cognitive engagement.
Freud’s Psychoanalytic
Theory
 Learning Objectives

The students are

challenged to:

Explain Freud’s views Draw implications

about child and adolescent of Freud’s theory to the
development. education.
 Sigmund Freud (1856 – 1939)
• He was born May 6, 1856 at Příbor,
Czech and died September 23, 1939
in Hampstead, London, United
Kingdom.
• He was an Austrian neurologist,
psychologist, psychoanalyst,
psychiatrist, doctor of medicine and
the father of Psychoanalysis.
Psychoanalysis
 What is Psychoanalysis?
• Psychoanalysis is a method of treating mental disorders,
shaped by the psychoanalytic theory.
• The primary assumption of psychoanalysis is that
everyone has unconscious thoughts, feelings, desires and
memories.
• The goal of psychoanalysis is to bring repressed emotions
and experiences to make the unconscious conscious.
 Freud’s
Psychoanalytic
Theory
 What is the Psychoanalytic Theory?

• Psychoanalytic theory is the theory of personality organization and

the dynamics of personality development that guides psychoanalysis,
a clinical method for treating psychopathology.
• Freud had ceased his analysis of the brain and his physiological
studies and shifted his focus to the study of the mind and the related
psychological attributes making up the mind, and on treatment
using free association and the phenomena of transference.
 Freud’s
Psycho-sexual
Development
 What is Psycho-sexual Development?

• Freud believed that adult personality problems were

the result of early experiences in life.
• He believed that we go through five stages of
psychosexual development and that at each stage of
development we experience pleasure in one part of the
body than in others.
 What is Psycho-sexual Development?

• Freud thought that our adult personality is

determined by the way we resolve conflicts between
these early sources of pleasure—the mouth, the anus
and the genitals—and the demands of reality.
5 Stages of
Psychosexual
Development
 Stage 1:
The Oral Stage
(birth to
1 year)
 Stage 2:
The Final /
Anal Stage
(1 year to 3
years)
 Stage 3:
The Phallic
Stage
(3 years to
6 years)
 What is What is
Oedipus Electra
Complex? Complex?
 Stage 4:
The Latent
Stage
(6 years to
puberty)
 Stage 5:
The Genital
Stage
(puberty to
death)
 Freud’s Psyche

Id Ego Superego
 “The ego is not master in its own
house.”

- Sigmund Freud
 
 Activity:

1. Recall an incident in your life when you

needed to make a decision. What
factors in Freud did you consider?
Piaget’s Stages of
Cognitive
Development
 Learning Objectives
At the end of this
lesson, the students
are expected to:

1. Explain Piaget’s stages 2. Match learning

of development. activities to the
learner’s cognitive
stage.
 Jean Piaget (1896 – 1980)
• Swiss psychologist and genetic
epistemologist.
• He is most famously known for his
theory of cognitive development that
looked at how children develop
intellectually throughout the course
of child hood.
Piaget’s Four Stages
of Cognitive
Development
1. The Sensorimotor Stage (birth
to age 2)
In Piaget’s theory, the sensorimotor stage is first, and is
defined as the period when the infants ‘think’ by means of
their senses and motor actions.

*Object permanence is a belief that objects exist whether or

not they are actually present.
 2. The Pre-operational Stage
(ages 2 to 7)
In the pre-operational stage, children use their new ability to
represent objects in a wide variety of activities, but they do not yet
do it in ways that are organized of fully logical.
*Symbolic Function Sub-stage occurs between ages 2 and 4, and
is characterized by the child being able to mentally represent an
object that is not present and a dependence on perception in
problem solving.
 2. The Pre-operational Stage
(ages 2 to 7)

*Egocentrism in early childhood refers to the tendency of

young children not to be able to take the perspective of others,
and instead the child thinks that everyone sees, thinks and
feel just as they do.
 2. The Pre-operational Stage
(ages 2 to 7)

*Irreversibility refers to the young child’s difficulty of mentally

reversing a sequence of events.
*Animism refers to the attributing life-like qualities to objects.
Cartoons frequently show objects that appear alive and take
on life-like qualities.
 3. The Concrete Operational
Stage (ages 7 to 11)
As children continue into elementary school, they become
able to represent ideas and events more flexibly and logically.
Their rules of thinking seem very basic by adult standards and
usually operate unconsciously, but they allow children to solve
problems more systematically than before, and therefore, to be
successful with many academic tasks.
 3. The Concrete Operational
Stage (ages 7 to 11)

*Decentering refers to the ability to consider multiple aspects

of a situation.
*Conservation refers to the ability to recognize that moving or
rearranging matter does not change quantity.
4. The Formal Operational Stage
(ages 11 and beyond)

In the last Piagetian stage, the child becomes able to reason

not only about tangible objects and events, but also about
hypothetical or abstract ones. Hence, it has the name formal
operational stage – the period when the individual can
‘operate’ on ‘forms’ or representations.
4. The Formal Operational Stage
(ages 11 and beyond)

Hypothetical reasoning or reasoning under assumption is a

key concept of logic, philosophy, and mathematics. This
conference focuses on its logical aspects, such as assumption-
based calculi, and their theory of proof.
4. The Formal Operational Stage
(ages 11 and beyond)
Analogical reasoning is a kind of reasoning that is based
on finding a common relational system between two
situations, exemplars, or domains. When such a common
system can be found, then what is known about one situation
can be used to infer new information about the other.
4. The Formal Operational Stage
(ages 11 and beyond)

Deductive reasoning or deductive logic, is a process of

reasoning from one or more statements to reach a logical
conclusion. Deductive reasoning goes in the same direction as
that of the conditionals, and links premises with conclusions.
 Piaget’s
Cognitive Concepts
 Schemas
Schemas are the basic building blocks of such
cognitive models, and enables us to form a mental
representation of the world. Piaget (1952) defined schema
as “a cohesive, repeatable action sequence possessing
component actions that are tightly interconnected and
governed by a core meaning.
 Assimilation and
Accommodation
Jean Piaget (1952, see also Wadsworth, 2004) viewed
intellectual growth as a process of adaptation or adjustment to
the world. This happens through: Assimilation – which is using
an existing schema to deal with a new object or situation.
Accommodation – which is using existing schema won’t work
and needs to be changed to deal with a new object or situation.
 Equilibration
Equilibration is the force which moves development
along. Piaget believed that cognitive developments did
not progress at a steady rate, but rather in leaps and
bounds.
 “The principal goal of education is to create men who are
capable of doing new things, not simply of respecting what other
generations have done- men who are creative , inventive and
discoverers.”

- Jean Piaget
 Activity:
Please see and answer the activity / assessment in
the Instructional Material. Read the scenarios
carefully, as it was situational, and answer with all
honesty. Good luck!
Erikson's Psycho-
Social Theory of
Development
 Erikson's Psycho-Social Theory of Development
Here’s what you’ll find in this powerpoint presentation:
1. Erik Erikson (1902 – 1994)
2. Erickson Theory of Psycho-social Development.
3. Erickson's (8) stages of Psycho-social Development:
Psycho-social Stage:
● Infancy: TRUST VS. MISTRUST
● Early Childhood: AUTONOMY VS. SHAME/DOUBT
● Pre-school: INITIATIVE VS. GUILT
● School Age: INDUSTRY VS. INFERIORITY
● Adolescence: IDENTITY VS. CONFUSION
● Young Adulthood: INTIMACY VS. ISOLATION
● Middle Adulthood: GENERATIVITY VS. STAGNATION
● Maturity: INTEGRITY VS. DESPAIR
 Erik Erikson (1902- 1994)

BORN: DIE
June 15, 1902 ( Frankfurt, Germany) D: USA)
May 12, 1994 ( Massachusetts,

NATIONALI FIEL
TY:
American / German D:Psychology
Developmental
 Erickson Theory of Psycho-
social Development
• Extension of Freud's theory.
• The word “psycho” relates to
mind, brain, and personality.
“social” which means the external
relationships and development.
• Ego identity is one of the elements
of Erickson's psychosocial stage
theory.
• There are eight stages in Erickson's
Psychosocial Development.
• “Syntonic”- harmonious
element
• “Dystonic”- A disruptive
element
 Erickson Theory of Psycho-
social Development

• Successful completion of
development task will result in
a sense of healthy and
competence personality.

• Failure to master these tasks

leads to feeling deficiency.
Erickson's (8)
stages of
Psychosocial
development
 PSYCHOSOCIAL STAGE 1

TRUST
VS.
MISTRUST
 PSYCHOSOCIAL STAGE 2

AUTONOMY
VS.
SHAME /
DOUBT
 PSYCHOSOCIAL STAGE 3

INITIATIVE
VS.
GUILT
 PSYCHOSOCIAL STAGE 4

INDUSTRY
VS.
INFERIORITY
 PSYCHOSOCIAL STAGE 5

IDENTITY
VS.
ROLE
CONFUSION
 PSYCHOSOCIAL STAGE 6

INTIMACY
VS.
ISOLATION
 PSYCHOSOCIAL STAGE 7

GENERATIVITY
VS.
STAGNATION
 PSYCHO-SOCIAL STAGE 8

INTEGRITY
VS.
DESPAIR
“Children love and want to be loved and they very much
prefer the joy of the accomplishment to the triumph of
hateful failure. Do not mistake a child for his symptom.”

— Erik Erikson
 Activity:
1. Give at least 6 ways on how Erikson’s
Psycho-social Theory of Development can be
useful to you as a future educator.
 Brofenbrenner’s
Ecological Theory
 Learning Objectives
Students are expected to do the following after this lesson:

1. Describe each of the

layers of Brofenbrenners’
biological model.

2. Identify factors in one’s 3. Use the bio-ecological

own life that exerted theory as a framework to
describe the factors that
influence on one’s
affect development.
development.
Urie Brofenbrenner (1917-2005)
• Russian – born American
psychologist who is most known
for his ecological system theory.
• He was born April 29, 1917 at
Moscow, Russia and died
September 25, 2005 in Ithaca New
York, United States.
Brofenbrenner’s Ecological Theory
 Bronfenbrenner divided the person's environment into five
different systems:

1.Microsystem

It comprises structures
which the child's directly
interacts with.
2. Mesosystem

This layer serves the

connection between the
structures of the child's
microsystem.
3. Exosystem
This layer refers to the
bigger social system in
which the child does
not function directly.
4. Macrosystem
This layer is found in the
outermost part in the child’s
environment. It includes the
cultural values, customs and
laws.
5. Chronosystem
Covers the element of time,
as it relates to a child's
environment. This involves
“patterns of stability and
change” in the child’s life.
 The Role of Schools and Teachers
• The school and teacher can contribute stability and long term
relationship , but only to support and not replace the
relationship in home.

• Schools and teacher crucial role is not to replace the lack in the
home if such exist, but to work so that the school becomes on
environment that welcomes and nurtures families.
“Children need people in order to become
human .”

- Urie Brofenbrenner
 Activity:
1. What are the factors that influence one’s
development according to Brofenbrenner?

2. How does each bio ecological factor affect one’s

development? Give situations.
 Anong ginagawa mo kapag
wala kang ginagawa?
 Kapag ba bumili ka ng
damit na pang araw-araw,
pwede mo rin ba itong suotin
kapag gabi na?
 Kung ang laman ng garbage
truck ay basura, bakit ang fire
truck ay tubig ang laman?
 Anong ang tawag kay
Tandang Sora noong bata pa
sya?
 Pwede pa bang bumili ng
McDonalds’ happy meal ang
taong masaya na?
Vygotsky’s Socio-cultural
Theory
 Learning Objectives
In this lesson, students are expected to:

1. Explain why Vygotsky’s

theory is called ‘Socio-
cultural’ theory.

2. Differentiate Piaget 3. Relate how scaffolding

from Vygotsky’s is used in teaching a
views on cognitive skill.
development.
 Lev Vygotsky (1896 – 1934)
Lev Vygotsky (1896-1934) was a Russian
teacher who is considered a pioneer in
learning in social contexts. As a
psychologist, he was also the first to
examine how our social interactions
influence our cognitive growth. The main
idea of the theory is that the ways people
interact with others and the culture they
live in shape their mental abilities
 3 Main Theories about Language
Teaching and Learning
• In behaviorist, the process of learning occurs through
rewards.(Observable trait)
• In cognitivist, the process of learning occurs to through
internal mental structure stresses in the unobservable
trait.
• In constructivism, the process of learning occurs through
learning with creating meaning from experience.
• Social Interaction within the family and with knowledgeable
members of the community is the primary means by which
children acquire behaviors and cognitive processes relevant to their
own society.
• Cultural Factors
- Culture had a significant impact on children's cognitive
development. According to Vygotsky, community and language play
an important role in learning.
• Language
- It allows learners to acquire knowledge that others already have.
 More Knowledgeable Other (MKO)
• This is simply a person who has knowledge or
skills that that we don’t have.
• Scaffolding entails adults or peers wisely
assisting the child in moving from the zone of
actual development to the zone of proximal
development.
• The Zone of Proximal Development is the
space between what a learner can do on their
own and what they can do with adult
supervision or in collaboration with more
capable peers.
 Why is it important to learn and
discuss Vygotsky’s Theory?
• It builds relationship between teachers and students.
• It develops the social aspect of the students.
• It helps to determine each students Zone of Proximity
Development ( ZPD).
“ What a child can do in cooperation today,
tomorrow he/she will be able to do alone.”
- Lev Vygotsky
 Activity:
Answer the following questions:
1. As a child recall a skill that you wanted to learn and eventually
learned well, through the help of another person. (like
swimming, riding a bike, playing the piano, skating etc..)
2. What made you interested to learn the skill?
3. Who taught or assisted you?
4. Describe how you went about learning the skill. Describe what
steps or actions the person did in order to help you learn.
 
Kohlberg’s Stages of Moral
Development
 Learning Objectives
In this lesson, students are expected to:

1. Explain the stages

of moral reasoning.

2. Analyze a person’s level of 3. Cite the usefulness of

moral reasoning based on moral reasoning to
his responses to moral
teaching.
dilemmas.
 Lawrence Kohlberg (1927 – 1987)
• Focuses on the thinking
process that occurs in
deciding whether a
behavior is right or wrong.
• Response to moral
dilemma.
Moral Dilemma

It is a conflict situation in
which the choice one makes
causes a moral harm, which
cannot be restlessly repaired.
Stages of Moral
Development
 Pre-conventional Level

Conforming to authority figures

(parents) to avoid punishments or receive
rewards.
Stage 1: Punishment and
Obedience Orientation
• Behavior is determined by
punishment
• Obedience means avoidance of
punishment
Stage 2: Individualism and
Exchange
• Focusing on receiving rewards or
satisfying personal needs.
• Reciprocity is possible if it is for self-
interest.
 Conventional Level

Conformity to social rules to gain

approval or maintain social order.
Stage 3: Good boy / Nice girl
Orientation
• Behavior is determined by social
approval.
• Maintaining the interpersonal
relationship.
 Stage 4: Law and Order
Orientation
• Social rules and laws determine behavior.
• Doing one’s duty to maintain social
order.
• Consideration of close ties to others.
Post-conventional Level

• Defining morality in terms of abstract

principles and values that apply to all
situations.
• Emphasizing personal or idealized
principle.
 Stage 5: Social Contact
Orientation
• Individual rights determine behavior.
• Consistency of laws with rights and
majority’s interests.
• Laws, rules, and regulations are created for
the mutual benefit of the citizens.
 Stage 6: Universal Ethical
Principle Orientation
• Self-chosen ethical principles of conscience and
individual reflection as determinants of behavior.
• Reasoning involves taking into consideration the
perspective of every person or group that could
be affected by the decision.
 “Right action tends to be defined in terms of
general individual rights and standards that have
been critically examined and agreed upon by the
whole society.”

- Lawrence Kohlberg
 Activity:
Please see and answer the activity / assessment in
the Instructional Material. Read the scenarios
carefully, as it was situational, and answer with all
honesty. Good luck!
 Members:
1. ALEGRE, Rovilyn R. 9. FENOL, Kimberly D.
2. AMIDO, Jaquelyn C. 10. GARCIA, Aira Mhae Q.
3. ANGUE, Aravela P. 4. 11. GATPANDAN, Karla Carmela B.
4. ARAOJO, Kim Angeline M. 12. GENEVEO, Mark Jay B.
5. BENDO, France Manalo L. 13. MORRE, Lysseret Shane S.
6. CAMANIA, Karla Jane D. 14. PEREGRINO, Cathyrine G.
7. CASAMBROS, Keeno S. 15. ROLLE, Raniel Matthew A.
8. DENAJEBA, Christine C. 16. ZABALE, Danica Joy G.
THANK YOU