Developmental Theories

Developmental
Theories and other

Relevant Theory
FREUD
3 Components of Personality
5 Psychosexual Stages of Development
ERIKSON PIAGET
8 Psychosocial Stages od 4 Stages of Cognitive
Development Development
THEORIES RELATED TO LEANERS’

DEVELOPMENT
VYGOTSKY
KOHLBERG
- Language
3 Levels and 6 Sub-stages of
- Zone of Proximal Moral Development
Development
BRONFENBRENNER
Bio-Ecological Systems
SIGMUND FREUD
Freud’s Psychoanalytic Theory

(3 components of personality)
1. The id is “the primitive, instinctive component

of personality that operates according to the
pleasure principle”.
2. The ego is “the decision-making
component of personality that operates
according to the reality principle”.
3. The superego is “the moral component

of personality that incorporates social
standards about what represents right
and wrong”.
Freud’s Psychosexual Stages of Development
Jean Piaget's theory of cognitive development suggests
that children move through four different stages of mental
development. His theory focuses not only on understanding
how children acquire knowledge, but also on understanding
the nature of intelligence.
• Sensorimotor stage (birth to 2 years)

• Preoperational stage (2 to 7 years)
• Concrete operational stage (7 to 11 years)
• Formal operational stage (12 years and up)
The Sensorimotor Stage
Ages: Birth to 2 Years
Major Characteristics and Developmental Changes:
• The infant knows the world through their movements and sensations
• Children learn about the world through basic actions such as sucking,
grasping, looking, and listening
• Infants learn that things continue to exist even though they cannot be seen
(object permanence)
• They are separate beings from the people and objects around them
• They realize that their actions can cause things to happen in the world
around them
The Preoperational Stage
Ages: 2 to 7 Years
• Children begin to think symbolically and learn to use words and pictures to
represent objects.
• Children at this stage tend to be egocentric and struggle to see things from
the perspective of others.
• While they are getting better with language and thinking, they still tend to
think about things in very concrete terms.
The Concrete Operational Stage
Ages: 7 to 11 Years
Major Characteristics and Developmental Changes
• During this stage, children begin to thinking logically about concrete

events
• They begin to understand the concept of conservation; that the
amount of liquid in a short, wide cup is equal to that in a tall, skinny
glass, for example
• Their thinking becomes more logical and organized, but still very
concrete
• Children begin using inductive logic, or reasoning from specific
information to a general principle
The Formal Operational Stage
Ages: 12 and Up
• At this stage, the adolescent or young adult begins to think abstractly

and reason about hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical, social,
and political issues that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to
specific information
Lawrence Kohlberg’s Stages of Moral Development
Lev Vygotsky’s theory of language development
focused on social learning and the zone of proximal
development (ZPD). The ZPD is a level of development
obtained when children engage in social interactions with
others; it is the distance between a child’s potential to
learn and the actual learning that takes place.
Urie Bronfenbrenner’s Ecological Theory
Microsystem (immediate environment) is the smallest
and most immediate environment in which children live. As
such, the microsystem comprises the daily home, school
or daycare, peer group and community environment of the
children.
Interactions within the microsystem typically involve

personal relationships with family members, classmates,
teachers and caregivers. How these groups or individuals
interact with the children will affect how they grow.
The mesosystem (connections) encompasses the interaction
of the different microsystems which children find themselves in.
It is, in essence, a system of microsystems and as such,
involves linkages between home and school, between peer
group and family, and between family and community.
According to Bronfenbrenner’s theory, if a child’s parents are

actively involved in the friendships of their child, for example
they invite their child’s friends over to their house from time to
time and spend time with them, then the child’s development is
affected positively through harmony and like-mindedness.
The exosystem (indirect environment) pertains to the
linkages that may exist between two or more settings, one
of which may not contain the developing children but
affect them indirectly nonetheless.
Based on the findings of Bronfenbrenner, people and

places that children may not directly interact with may still
have an impact on their lives. Such places and people
may include the parents’ workplaces, extended family
members, and the neighborhood the children live in.
The macrosystem (social and cultural values) is
the largest and most distant collection of people and
places to the children that still have significant
influences on them. This ecological system is
composed of the children’s cultural patterns and
values, specifically their dominant beliefs and ideas,
as well as political and economic systems.
The Bronfenbrenner theory suggests that the
chronosystem (changes over time) adds the useful
dimension of time, which demonstrates the influence of
both change and constancy in the children’s
environments. The chronosystem may include a change
in family structure, address, parents’ employment status,
as well as immense society changes such as economic
cycles and wars.

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Developmental Theories

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Developmental

Theories and other

THEORIES RELATED TO LEANERS’

Freud’s Psychoanalytic Theory

1. The id is “the primitive, instinctive component

3. The superego is “the moral component

• Sensorimotor stage (birth to 2 years)

Major Characteristics and Developmental Changes:

Major Characteristics and Developmental Changes:

Major Characteristics and Developmental Changes

• During this stage, children begin to thinking logically about concrete

Major Characteristics and Developmental Changes:

• At this stage, the adolescent or young adult begins to think abstractly

Interactions within the microsystem typically involve

According to Bronfenbrenner’s theory, if a child’s parents are

Based on the findings of Bronfenbrenner, people and

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