Module 3 Review of Theories Related To The Learners Development

POLANGUI COMMUNITY COLLEGE
Polangui, Albay
MODULE 3: REVIEW OF
THEORIES RELATED TO THE
LEARNERS’ DEVELOPMENT
I. LEARNING OUTCOMES
After this module, the students must have:
1. Explain the salient concepts and principles of the major development theories.
2. Apply these theories to teaching-learning process.
II. CONTENT DISCUSSION OR ABSTRACTION
A. INTRODUCTION:
The educational trend brought out by a number of ground-breaking researches tells that one can be an
effective facilitator of learning if one has a good working knowledge of the learners’ development. Previously in your
Child and Adolescent Development course, the foundational theories related to the learners’ development were
discussed. This module aims to help you think about and review these theories that you have taken up and connects
them to learning.
Freud Erikson
3 Components of 8 Psycho-social Stages of Piaget
Personality Development 4 Stages of Cognitive
5 Psychosexual Stages of Development
Development
THEORIES RELATED TO
THE LEARNERS’
DEVELOPMENT
Kohlberg
Vygotsky Bronfenbrener
3 Levels and 6 Sub stages
On Language Bio-Ecological Systems
of Moral Development
Zone of Proximal
Development
F a c i l i t a ti n g L e a r n e r - C e n t e r e d T e a c h i n g 1|Page
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B. PRE-TEST
A. Who said what?
1. “The teacher must orient his work not on yesterday’s

A. Sigmund Freud
development in the child but on tomorrow’s.”
2. “Healthy children will not fear life if their elders have
B. Urie Bronfenbrener
integrity enough not to fear death.”
3. “Right action tends to be defined in terms of general
individual rights and standards that have been critically C. Jean Piaget
examined and agreed upon by the whole society.”
4. “The principal goal of education in the schools should
be creating men and women who are capable of doing
D. Lev Vygotsky
ne things, not simply repeating what other generations
have done.”
5. “The mind is like an iceberg, it floats with one-seventh
E. Lawrence Kohlberg
of its bulk above water.”
6. “We as a nation need to be reeducated about the
necessary and sufficient conditions for making human
beings human. We need to reeducated not as parents –
but s workers, neighbors, and friends; and as members
F. Erik Erikson
of the 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.”
G. Robert Havighurst
B. Challenge 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 learner.
Sigmund Freud
Erik Erikson
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Jean Piaget
Lawrence Kohlberg
Lev Vygotsky
Urie Bronfenbrener
C. ABSTRACTION
The correct answers to the opening activity are: 1. D, 2. F, 3. E, 4. C, 5. A and 6. B. Did you get them all
right? Well, we hope you did! The ideas of the theorists, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrener remain
to be the foundational in the teacher’s understanding of the learners’ development. Let us recall highlights of their
theories. Freud said, “The mind is like an iceberg, it floats with one-seventh of its bulk above water.” This is of course
the very famous analogy that Freud referred to when he explained the subconscious mind. He believed that much of
what the person is really about is not what we see in the outside and what is conscious, but what is there hidden in
the subconscious mind. As teachers, it is important that we remember not be too quick in making conclusions about
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our students’ intentions for their actions. Always consider that there are many factors that may influence one’s
behavior.
Freud also emphasized the three components that make up one’s personality, the id, ego and the superego.
The id is pleasure-centered; the ego, reality centered and the superego, which Is related to the ego ideal or
conscience.
Feud believe that an individual goes through five psychosexual stages of development. This includes oral,
anal, phallic, latency, and genital stages. Each stage demands satisfaction of needs, and failure to do so results in
fixations.
Erikson said “Healthy children will not fear life if their elders have integrity enough not to fear death.” He
believed in the impact of the significant others in the development of one’s view of himself, life and of the world. He
presented a very comprehensive framework of eight psycho-social stages of development. It is Erikson who
described the crisis (expressed in opposite polarities) that a person goes through; the maladaptations and
malignancies that result from failure to effectively resolve the crisis; and the virtue that emerges when balance and
resolution of the crisis is attained.
Piaget said “The principal goal of education in the schools should be creating men and women who are
capable of doing ne things, not simply repeating what other generations have done.”
Piaget’s theory centered on the stages of cognitive development. He described four stages of cognitive
development, namely the sensory-motor, pre-operational, concrete-operational and formal operational stages. Each
has characteristic ways of thinking and perceiving that shows how one’s cognitive abilities develop.
Kohlberg said “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.” Kohlberg proposed three levels of moral
development (pre-conventional, conventional and post-conventional) which are further subdivided into the stages.
Influenced by Piaget, Kohlberg believed that one’s cognitive development influenced the development of one’s moral
reasoning.
Vygotsky said “The teacher must orient his work not on yesterday’s development in the child but on
tomorrow’s.” Vygotsky emphasized the role of social interaction in learning and development. Scaffolding is the
systematic manner of providing assistance to the earner that helps the more knowledgeable other (MKO) would lead
a learner to a higher level of performance than if he were alone. This higher level of performance then eventually
becomes the learner’s actual performance when he works independently in the future. His concept of zone of
proximal development (ZPD) illustrates this.
Bronfenbrener’s model also known as the Biological Systems Theory present s child development within the
context of relationship systems that comprise the child’s environment. The model is composed of microsystem,
mesosystem, exosystem, macrosystem, and the chronosystem. Each layer is further made up of different structures.
The term “biological” points out that a child’s own biological make-up impacts on his/her development. The child’s
growing and developing body and the interplay between his/her immediate family/community environment, and the
societal landscape fuel and steer his/her development. Changes or conflict in any one layer will ripple throughout
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other layers. To study a child’s development then, we must look not only the child and his/her environment, but also
at the larger environment with which the child interacts.
III. LEARNER’S EXPERIENCES OR ACTIVITIES/EXERCISES
1. Identify one concept from the theories reviewed and describe how this can be applied in teaching and
learning.
Theory/Concept Application
2. Essay. From the module Theories Related to the Learners’ Development, I realized that…
IV. ASSESSMENT/REFLECTION TOOLS
1. Rubrics
2. Essay
3. Reflection
V. MATERIALS/REFERENCE LINKS
a. Book:
Facilitating Learning: A Metacognitive Process
- Maria Rita D. Lucas, Ph.D.
- Brenda B. Corpuz, Ph.D.
b. Internet

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POLANGUI COMMUNITY COLLEGE

After this module, the students must have:

II. CONTENT DISCUSSION OR ABSTRACTION

A. Who said what?

1. “The teacher must orient his work not on yesterday’s

III. LEARNER’S EXPERIENCES OR ACTIVITIES/EXERCISES

IV. ASSESSMENT/REFLECTION TOOLS

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