Name: John Mark C Santoile. Section: BEED 2 E.

Subject: EDUC-5

MODULE 3

I. 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.

Jean Piaget

-Piaget believed that children take an active role in the learning process, acting much like
little scientists as they perform experiments, make observations, and learn about the world.

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.
Lev Vygotsky

-Lev Vygotsky was a seminal Russian psychologist who is best known for his sociocultural
theory. 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.

Urie Bronfenbrenner

-His greatest contribution to the field of developmental psychology was the ecological
systems theory. 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.

II. Freud's Psycho-sexual stages of Development

ORAL STAGE - oral stage, in Freudian psychoanalytic theory, initial psychosexual stage during
which the developing infant's main concerns are with oral gratification. The oral phase in the
normal infant has a direct bearing on the infant's activities during the first 18 months of life.

ANAL STAGE- The anal stage, in Freudian psychology, is the period of human development
occurring at about one to three years of age. Around this 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.

PHALLIC STAGE- in the classical psychoanalytic theory of Sigmund Freud , the third stage of
psychosexual development beginning around age 3, when the libido is focused on the genital
area (penis or clitoris) and discovery and manipulation of the body become a major source of
pleasure.

LATENCY STAGE- before puberty are called the latency stage. During the final and so-called
genital stage of development, mature gratification is sought in a heterosexual love
relationship with another.
GENITAL STAGE - A final stage of development, the genital stage, begins with the onset of
puberty. During this period, the person seeks ways of satisfying sexual impulses in dyadic
relationships, and aggressive impulses through competition, physically demanding activities,
exercise, and argumentation.

III. Erikson's Psychosocial stages of Development

Stage 1: Trust vs. Mistrust.

the first of Erikson's eight stages of psychosocial development, between birth and 18 months
of age. During this stage, the infant either comes to view other people and himself or herself
as trustworthy or comes to develop a fundamental distrust of his or her environment.

Stage 2: Autonomy vs. Shame and Doubt.

Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of
psychosocial development. This stage occurs between the ages of 18 months to around age 2
or 3 years. According to Erikson, children at this stage are focused on developing a greater
sense of self-control.

Stage 3: Initiative vs. Guilt.

Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development.
During the initiative versus guilt stage, children assert themselves more frequently through
directing play and other social interaction. These are particularly lively, rapid-developing
years in a child's life.

Stage 4: Industry vs. Inferiority.

During the industry versus inferiority stage, children become capable of performing
increasingly complex tasks. As a result, they strive to master new skills. Children who are
encouraged and commended by parents and teachers develop a feeling of competence and
belief in their abilities.

Stage 5: Identity vs. Confusion.

The Identity versus Role confusion (or diffusion) stage is characterized by the adolescent
question of “Who am I,” during which time they are conflicted with dozens of values and
ideas of who they should be and what they should think
Stage 6: Intimacy vs. Isolation.

Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial
development. This stage takes place during young adulthood between the ages of
approximately 18 to 40 yrs. During this stage, the major conflict centers on forming intimate,
loving relationships with other people

Stage 7: Generativity vs. Stagnation.

Generativity versus stagnation is the seventh stage of Erik Erikson's theory of psychosocial
development. This stage takes place during middle adulthood, between the approximate ages
of 40 and 65.

Stage 8: Integrity vs. Despair.

During the integrity versus despair stage, people reflect back on the life they have lived and
come away with either a sense of fulfillment from a life well lived or a sense of regret and
despair over a life misspent.

IV. Piaget's cognitive Stages of Development

Sensorimotor stage: birth to 2 years-

During this earliest stage of cognitive development, infants and toddlers acquire knowledge
through sensory experiences and manipulating objects. A child's entire experience at the
earliest period of this stage occurs through basic reflexes, senses, and motor responses.It is
during the sensorimotor stage that children go through a period of dramatic growth and
learning. As kids interact with their environment, they are continually making new
discoveries about how the world works.

Preoperational stage: ages 2 to 7-

The foundations of language development may have been laid during the previous stage, but
it is the emergence of language that is one of the major hallmarks of the preoperational stage
of development. Children become much more skilled at pretend play during this stage of
development, yet continue to think very concretely about the world around them. At this
stage, kids learn through pretend play but still struggle with logic and taking the point of view
of other people. They also often struggle with understanding the idea of constancy.

For example, a researcher might take a lump of clay, divide it into two equal pieces, and then
give a child the choice between two pieces of clay to play with. One piece of clay is rolled into
a compact ball while the other is smashed into a flat pancake shape. Since the flat shape
looks larger, the preoperational child will likely choose that piece even though the two pieces
are exactly the same size

Concrete operational stage: ages 7 to 11-

At the preconventional level, morality is externally controlled. Rules imposed by
authority
While children are still very figures
concrete andare conformed
literal in theirtothinking
in order to
at avoid punishment
this point or receive
in development,
rewards. This perspective involves the idea that what is right is what one can get
they become much more adept at using logic.2 The egocentrism of the previous stage begins
away with or what is personally satisfying.
to disappear as kids become better at thinking about how other people might view a
situation. While thinking becomes much more logical during the concrete operational state, it
can also be very rigid. Kids at this point in development tend to struggle with abstract and
hypothetical concepts. During this stage, children also become less egocentric and begin to
think about how other people might think and feel. Kids in the concrete operational stage
also begin to understand that their thoughts are unique to them and that not everyone else
necessarily shares their thoughts, feelings, and opinions.

Formal operational stage: ages 12 and up-

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.3 At this point, people become capable of
seeing multiple potential solutions to problems and think more scientifically about the world
around them. The ability to thinking about abstract ideas and situations is the key hallmark of
the formal operational stage of cognitive development. The ability to systematically plan for
the future and reason about hypothetical situations are also critical abilities that emerge
during this stage. It is important to note that Piaget did not view children's intellectual
development as a quantitative process; that is, kids do not just add more information and
knowledge to their existing knowledge as they get older. Instead, Piaget suggested that there
is a qualitative change in how children think as they gradually process through these four
stages.4 A child at age 7 doesn't just have more information about the world than he did at
age 2; there is a fundamental change in how he thinks about the world.

V. Kohlberg's stages of moral development

 Postconventional morality is the third stage of moral development, and is
characterized by an individuals' understanding of universal ethical
principles. These are abstract and ill-defined, but might include: the
preservation of life at all costs, and the importance of human dignity

At the postconventional level, the individual moves beyond the perspective of

Post conventional
his or her own society. Morality is defined in terms of abstract principles and
values that apply to all situations and societies. The individual attempts to take
the perspective of all individuals.
Preconventional
Preconventional morality is the first stage of moral development, and lasts until
approximately age 9. At the preconventional level children don't have a personal
code of morality, and instead moral decisions are shaped by the standards of
adults and the consequences of following or breaking their rules

Conventional morality is the second stage of moral development, and is

characterized by an acceptance of social rules concerning right and wrong. At the
conventional level (most adolescents and adults), we begin to internalize the
moral standards of valued adult role models.

Conventional
Conventional morality is the second stage of moral development, and is
characterized by an acceptance of social rules concerning right and wrong. At the
conventional level (most adolescents and adults), we begin to internalize the moral
standards of valued adult role models.
VI. Vygotsky's Socio-cultural Theory

More Knowledgeable Others (MKO)

-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.

The Zone of Proximal Development (ZPD)

-was a key construct in Lev Vygotsky's theory of learning and development. The Zone of
Proximal Development is defined as the space between what a learner can do without
assistance and what a learner can do with adult guidance or in collaboration with more
capable peers.

scaffolding

- is a theory that focuses on a student's ability to learn information through the help of a
more informed individual. When used effectively, scaffolding can help a student learn content
they wouldn't have been able to process on their own.

VII. Bronfenbrenner's Bio-ecological Theory

Macrosystem

- is a system of Bronfenbrenner's ecological systems theory that focuses on culture, society, and
history. Thus, culture that individuals are immersed within may influence their beliefs and
perceptions about events that transpire in life.

Exosystem

- is a component of the ecological systems theory developed by Urie Bronfenbrenner in the

1970s. 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.

Microsystem

- 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.

Individual

-The bioecological theory of development was formulated by Urie Bronfenbrenner and posits
that human development is a transactional process in which an individual's development is
influenced by his or her interactions with various aspects and spheres of their environment.

Prepared by: John Mark C Santoile