NAME: Lemuel O.

Enovero COURSE:

DATE: FACILITATING LEARNING ROOM:

CONTACT NO: 09056076542 PROFESSOR: MR. J. MAGTIBAY

EMAIL ADD: [email protected] RATING:

LESSON TITLE: MODULE 3: REVIEW OF THEORIES RELATED TO THE LEARNERS’

DEVELOPMENT
WEEK 3 , 3 HOURS

ANSWER SHEET
ENGAGE:
1. D
2. F
3. E
4. C
5. A
6. B

EXPLORE
1. Sigmund Freud: Sigmund Freud's psychoanalytic theory had significant implications for
understanding the development of learners, particularly in their early years. His ideas
centered around the influence of the unconscious mind, psychosexual development, and the
interplay between the id, ego, and superego
2. Erik Erikson: Erik Erikson's psychosocial theory offers valuable insights into the
development of learners throughout their lifespan. He proposed eight stages of psychosocial
development, each marked by a central conflict or crisis that individuals must resolve to move
on to the next stage. These resolutions shape their personality and sense of self.
3. Jean Piaget: Jean Piaget, a renowned Swiss psychologist, made significant contributions to
our understanding of how learners develop cognitively. His theory emphasizes that children
actively construct knowledge through their interactions with the world around them.
4. Lawrence Kohlberg: Lawrence Kohlberg's theory of moral development offers crucial
insights into the development of learners, particularly in how they understand and make
decisions about right and wrong. Kohlberg proposed that individuals progress through six
stages of moral reasoning.
5. Lev Vygotsky: Lev Vygotsky's sociocultural theory significantly shaped our understanding
of learner development, emphasizing the crucial role of social interaction and cultural context
in cognitive growth.
6. Urie Bronfenbrenner: Urie Bronfenbrenner's ecological systems theory offers a
comprehensive framework for understanding learner development by emphasizing the
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interconnectedness between individuals and their various environments. He proposed that

development is influenced by a series of nested systems, each impacting the individual in
unique ways.

EXTEND WITH SYNAPSE STRENGTHENERS

Freud’s Components of the Personality
Id Ego Superego
The id is the most primitive part The ego develops from the id The superego represents the
of the personality, present from and operates primarily in the internalized moral standards
birth. It operates entirely in the conscious and preconscious and ideals acquired from
unconscious mind and is driven mind. It acts as the mediator parents, society, and cultural
by basic, instinctual desires between the unrealistic norms. It develops as the child
and needs. demands of the ID and the grows and learns about societal
moralistic constraints of the rules and expectations.
superego.

Freud’s Psycho-Sexual Stages of Development

ORAL STAGE Description : During this phase, the mouth is the

primary source of interaction.
Erogenous zone : Mouth
Fixation : Oral fixation
ANAL STAGE Description: Freud believed that during the anal
stage, the main source of pleasure is centered
on the anus.
Erogenous zone: Anus, bowel and bladder
control.
Fixation: Anal retentive and anal expulsive
PHALLIC STAGE Description: According to Freud, pleasure is
centered on the genitals during the phallic stage.
The differences between males and females
become apparent to children at this stage.
Children may also experience the development
of Oedipus complex and Electra complex.
Erogenous zone: Genitals
Fixation: It may lead to fear, rivalry, or a lack of
ability to establish relationships with individuals
of opposing genders.
LATENCY STAGE Description: The children prioritize the
acquisition of new skills or knowledge.
Erogenous zone: Sexual feelings inactive
Fixation: Because of their focus on academic
achievement, children may find it challenging to
express themselves and establish social
connections with others.
GENITAL STAGE Description: At this stage, there is a strong
sexual attraction to the opposite sex.
Erogenous zone: Genitals
Fixation: The development of sexual perversions
is possible.
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Erikson’s Psychosocial Stages of Development

Maladaptation (with Malignancy (with Virtue (with
Stage Crisis Significant
Person description) description) description)
Sensory Hope: Strong
Withdrawal:
maladjustment: belief that even
Depression,
Trust vs. Overly trusting, when things are
1. Parents/Caregivers paranoia, distrustful,
Mistrust gullible, believes difficult, they will
and suspicious of
everyone is eventually
others.
trustworthy. improve.

Impulsiveness: Willpower: The

Compulsiveness:
Shameless determination to
2. Autonomy vs. Parents/Caregivers Feeling that
willfulness, acts make choices
Shame & Doubt everything must be
without and take action,
done perfectly,
considering even when
excessive self-
consequences. difficult.
control.
Purpose: The
Ruthlessness: courage to
Takes on Inhibition: Fear of envision and
3. Initiative vs. Guilt Family challenges pursue goals,
failure, avoids taking
without regard initiative due to fear even with an
for others, of blame or guilt. awareness of
pursues goals at potential failures.
any cost.
Narrow Competence: A
Inertia: Lack of
Virtuosity: sense of ability
Industry vs. motivation or ability
Excessive focus and skillfulness in
4. Inferiority Teachers/Peers to engage in
on one area of completing tasks
productive activities
competence, at and achieving
due to feelings of
the expense of goals.
inadequacy.
broader interests
and
experiences.
Fidelity: Loyalty
Fanaticism: to one's beliefs
Extreme belief Role Confusion: and values, while
5. Identity vs. Role Peers/Role Models that one's recognizing and
Uncertainty about
Confusion identity or accepting the
identity, direction,
worldview is the and one's role in imperfections of
only correct one, society, leading to an oneself and
intolerance of identity crisis. society.
others'
perspectives.
Love: The ability
Exclusion: Isolating
Promiscuity: to form deep,
Intimacy vs. oneself from close
Establishing meaningful
6. Isolation Partners/Friends relationships and
intimate relationships
social interactions,
relationships too based on mutual
often out of fear or
easily, without respect and
insecurity.
depth or commitment.
commitment.

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Care: A deep
concern for
Rejectivity:
Overextension: others,
Withdrawal from
Overcommitment to particularly for
social and family
Generativity vs. tasks, leaving no time the next
7. Society/Family responsibilities,
Stagnation for oneself, leading to generation, and a
resulting in self-
burnout and desire to
absorption and lack
exhaustion. contribute
of productivity.
positively to
society.

Wisdom: The
Presumption: Assuming ability to reflect
one has achieved ego on one's life with
Disdain: A sense of
8. Integrity vs. Society/Self integrity without a sense of
bitterness and regret
Despair confronting the fulfillment and
about life, leading to a
challenges of aging.
negative outlook and acceptance of its
withdrawal from social imperfections and
connections. limitations.

Piaget’s Cognitive Stages of Development

1. SENSORY-MOTOR STAGE
• Age range: Birth to 2 years
• Characteristics:
• Learning through sensory experiences and motor activities.
• Development of object permanence (understanding that objects
continue to exist even when out of sight).
• Initially reflexive actions evolve into intentional and organized behavior.
• Key Teaching Strategies:
• Encourage movement and physical exploration.
• Provide opportunities for repetitive actions to strengthen understanding.
• Offer a safe and varied environment for the child to explore, promoting curiosity
and discovery.

2. PRE-OPERATIONAL STAGE
• Age range: 2 to 7 years
• Characteristics:
• Development of symbolic thinking (using symbols and language to represent
objects).
• Egocentrism: difficulty seeing perspectives other than their own.
• Centration: focusing on one aspect of a situation, ignoring others.
• Key Teaching Strategies:
• Engage in role-play and imaginative activities.
• Introduce simple, concrete tasks with a focus on one concept at a time.
• Encourage social interactions to help children consider others' perspectives.

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3. CONCRETE OPERATIONAL STAGE

• Age range: 7 to 11 years
• Characteristics:
• Logical thinking about concrete objects and situations.
• Understanding of conservation (objects remain the same despite changes in
form).
• Reversibility: understanding that actions can be reversed.
• Key Teaching Strategies:
• Use hands-on activities and concrete examples.
• Introduce problem-solving tasks that involve logical reasoning.
• Encourage group work to facilitate discussion and multiple perspectives.

4. FORMAL OPERATIONAL STAGE

• Age range: 12 years and up
• Characteristics:
• Engages in deductive reasoning and can apply general principles to specific
situations.
• Capable of formulating and testing hypotheses.
• Understands complex, multi-step problems and considers various outcomes.
• Key Teaching Strategies:
• Use problem-based learning that requires critical thinking and reasoning.
• Encourage exploration of ethical, moral, and social issues.
• Foster discussions that require logical argumentation and evidence-based
conclusions.

Kohlberg’s Stages of Moral Development

STAGE 1 - Obedience and Punishment - Avoiding

punishment; obedience to authority.
PRECONVENTIONALPRECONV
ENTIONAL
STAGE 2 - Individualism and Exchange- Self-
interest; reciprocity and fairness.

STAGE 3 - Good Interpersonal Relationships –

Gaining approval; maintaining relationships.

CONVENTIONAL
STAGE 4- Maintaining Social Order - Obeying
laws; maintaining social order.

STAGE 5 - Social Contract and Individual Rights –

Social contracts; questioning laws that infringe on
rights.
POSTCONVENTIONAL

STAGE 6 - Universal Ethical Principles – Universal

principles of justice; personal moral integrity.

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Vygotsky’s Socio-Cultural Theory

Scaffolding is putting
The More The Zone of Proximal
up the training wheels
Knowledgeable Other Development (ZPD) is
on the bike for one to
(MKO) is your expert like the learning "sweet
learn. The process
sidekick. A person who spot" where you can do
involves giving a boost
knows the ropes and stuff with
to someone, offering
seeks to help you step a bit of help but aren’t help with a 'Goldilocks'
up your levels of skill— quite there on your own quantity—neither too
whether a teacher, yet. It’s the magic zone hard nor too soft—and
knowledgeable friend, where guidance from then gradually letting
or coach— someone him or her go while he
they take you through with more know-how or she gets the hang of
the tricky staff and boosts you from it. It's about the support
make learning a great struggling to mastering while you're building
deal easier. new skills. your skills until you are
ready to go solo.

Interpret Vygotsky's views about the teaching and learning process by drawing a diagram showing
the relationships of MKO, ZPD and scaffolding.

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Bronfenbrenner’s Bio-Ecological Theory

EXTEND BY APPLYING
1. Freud: Parents are supposed to furnish a reassured, nurturing backdrop in which children can
take flight emotionally and learn to deal with conflict. They would make everyone at ease in
class, showing recognition toward feelings and sustaining good examples of building one's
confidence.
2. Erikson: Both parents and teachers should ensure a supportive and trustworthy environment
for students. Since students will face challenges at every stage of their development, it is crucial
to guide them and help when they need it most.
3. Piaget: Tailor educational activities to fit the child’s cognitive stage. Provide hands-on
experiences and problem-solving activities to support cognitive development, particularly during
the sensorimotor and preoperational stages.
4. Kohlberg: Parents should help the child differentiate between what is right and wrong by
discussing moral choices with him/her and by example. Teachers should create an environment
stimulating children to ponder over and ask him/her questions about the issues related to ethics
and help them develop a sense of justice and moral reasoning.
5. Vygotsky: Offer support and guidance that matches the child’s current level of understanding,
and gradually reduce this support as the child becomes more competent. Facilitate collaborative
learning and interactions with peers and adults to support cognitive and social development.
6. Bronfenbrenner: Parents should support the child within an enabling family context sensitive
to the broader social and cultural contexts in which development occurs. Teachers would
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therefore liaise with the child's home and community and foster a learning context that shows
respect for, and assimilates influences outside, the classroom to foster children's growth in
myriad contexts.

EXTEND BY RESEARCHING

Problem Research Methodology:

The study sought to assess the long-term impact Meta-Analysis and Matrix:
of early childhood education (ECE) programs on The researchers conducted a meta-analysis of 45
children's cognitive and social development. studies that examined the effects of ECE
Specifically, it aimed to determine whether high- programs on various outcomes, including
quality ECE programs could mitigate the effects cognitive development, social-emotional skills,
of poverty and contribute to reducing and school readiness.
socioeconomic disparities in children's A matrix was utilized to organize and analyze the
development data, allowing for comparison across different
ECE program types (e.g., center-based, home-
based), age groups, and socioeconomic
backgrounds.

Title: Impact of Early

Childhood Education on
Cognitive and Social
Development: A Matrix
Analysis

Research in Comparative
and International
Education (2014)
Authors: W. Steven
Barnett and Jason T. Conclusions/Recommendations
Findings Hustedt
Investment in High-Quality ECE:
Positive Impact on Cognitive and Social The findings highlight the importance of investing
Development: in high-quality ECE programs to promote
The analysis revealed that high-quality ECE children's development and reduce
programs had a significant positive impact on socioeconomic disparities.
children's cognitive and social development, Targeted investments in ECE programs serving
particularly for children from disadvantaged disadvantaged children can have particularly
backgrounds. significant and long-lasting benefits.
These positive effects were observed across Focus on Quality:
various developmental domains, including The study underscores the importance of
language skills, math skills, social competence, program quality in determining the effectiveness
and self-regulation. of ECE interventions.
The matrix analysis demonstrated that the impact Policymakers and practitioners should prioritize
of ECE programs was sustained over time, with the development and implementation of high-
benefits persisting even into adolescence and quality ECE programs that adhere to research-
adulthood. based best practices.

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EVALUATE
Theory/Concept Application
1. Freud’s Psychoanalytic Theory Create a classroom atmosphere wherein your
students feel totally comfortable and
understood. The recognition of their undercover
feelings enable them to let go of stressors that
will distract them from effective learning.
2. Piaget’s Stages of Cognitive Development Match up your lessons to where students are in
their journey of thinking. Make sense with
interactive activities, relatable examples so that
at age and stage, it feels like an exciting
adventure one is embarking on, and learning
becomes very natural.
3. Erikson’s Psychosocial Theory Allow them to dive into new situations and make
choices. Supporting their discovering and
deciding empowers them to have confidence in
themselves and in discovering who they really
are.
4. Kohlberg Stages of Moral Development Engage your students in some real ethical
dilemmas and moral debates. Have your
students reflect upon real life dilemmas and
debates pertaining to morals.
5. Vygotsky’s Socio-Cultural Theory Engage your students in real-life ethical issues
and moral debates. Help them get started on
reflection about how what they are doing affects
others; begin to help them develop a sense of
right and wrong.
6. Bronfenbrenner’s Ecological Theory Collaborate with the families and communities
of your students to establish a strong support
network. Cultivate an atmosphere in your
classroom that will relate to them from home
life and their peer groups so that learning is
continuous.

5-MINUTE NON-STOP WRITING

From the review of theories related to learner's development I realized that this has left an
indelible mark on my understanding of the educational process. It has deepened my appreciation
for the complexity of human growth, the active role of learners, the influence of context, and the
lifelong nature of development. Armed with these insights, I am committed to fostering learning
environments that empower individuals to reach their full potential, celebrating their unique
journeys of growth and discovery.

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