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theory includes pleasure-giving bodies per stages and may result to “fixation” if cannot be able to move on
🐝The Psychosexual Development Theory
🐝1. Oral From birth to 18 months
Overstimulation - Gullible, Easy to be fooled
Understimulation - Mistrust, alcoholic drinker, smoker and gossiper
Charactersitics - Mouth is the center of pleasure and major source of gratification and exploration
🐝2. Anal Stage (toilet training) 18 months to 3 years
Overstimulation - Obsessive Compulsive Personality Disorder, too obedient
Understimulation - Messy, clumsy, disobedient and rebellious
Charactersitics - Anus and bladder as pleasure-giving bodies
🐝3. PHALLIC (Penis) 3-6 years old
Overstimulation - Pervert
Understimulation - Frigid impotence, too shy
Charactersitics - Genitalia as the source of pleasure (masturbation). Develops Elektra and Oedipus complex
🐝4. LATENCY (school age) 6- puberty
Overstimulation - Workaholic
Understimulation -Failing grades
Charactersitics - Energy directed to physical and intellectual activities. Sexual responses are repressed. Normal
homosexual stage (relationship with same sex or “barkada”
🐝5. GENITAL Puberty onwards
Charactersitics - Energy towards full sex maturity. Reappearance of Oedipus and Elektra complex but directed to
opposite sex
🐝*Oedipus Complex means that the son is more into the mother while Elektra Complex means that the daughter is
more into the father.
🐝*Overstimulation means that when the child during the given age of a particular stage is given something too
much may result to something negative. For example, during the Oral stage, if the baby doesn‟t need a breastfeed
but the mother still gives him milk he will become too used to it resulting to being gullible when he grow up. On the
other hand, if the baby is understimulated or wants milk to the point that he/she is crying but the mother always
ignore him/her, then the baby will grow up as if he/she always wanted to have something in his mouth for he/she
was deprived of it. This may result for him/her to be a drinker, a smoker or gossiper.
Sigmund Freud also developed the differences between our id, ego, and superego.
🐝EGO (moral principle; conscience) SUPEREGO (reality principle; balances id and ego) ID (evil; the “I” principle;
self-centered)
Teachers should be aware of the Psychosexual Development Theory in order for us to fully understand why some of
our pupils/students behave the way they do
🐝 🐝ERIK ERIKSON proposed the Psychosocial Development Theory. According to him under this theory, crisis
must be resolved in order to develop a healthy direction. Take note that the focus on Psychosocial Development
Theory is an important sociocultural determinance of human development.
🐝 The Psychosocial Development Theory
🐝 1. Infancy
Psychosocial conflict: Trust VS Mistrust
Task: attachment to the mother/caregiver
If successful: trust in persons/faith and hope about the environment and future
If unsuccessful: difficulties in relating to persons effectively. Fear of the future
🐝 2. Toddlerhood (18 months – 3 years)
Psychosocial conflict: Autonomy VS Shame and Doubt
Task: gaining some basic control over self and environment
If successful: sense of self-control
If unsuccessful: severe feeling of self-doubt. Always thinking that he cannot do something.
🐝 3. Preschool Age (3 – 6 years)
Psychosocial conflict: Initiative VS Guilt
Task: children areasked to assume more responsibilities, becoming purposeful and directive
If successful: ability to initiate one‟s activities
If unsuccessful: sense of inadequacy/guilt
🐝 4.School Age (6 – 12 years)
Psychosocial conflict: Industrious VS Inferiority
Task: developing social, physical and learning skills
If successful: competence and ability to work and learn
If unsuccessful: sense of inferiority or difficulty in working and learning
🐝 5. Adolescence period (12 – 20 years)
Psychosocial conflict: Identity VS Role Confusion
Task: developing sense of identity
If successful: sense of personal identity
If unsuccessful: role confusion
🐝 6. Young Adulthood (20 – 35 years)
Psychosocial conflict: Intimacy VS Isolation
Task: establishing intimate bonds of love and friendship
If successful: ability to love deeply and commit oneself
If unsuccessful: emotional isolation, egocentric (self-directed)
🐝 7. Middle Adulthood (35 -65 years)
Psychosocial conflict: Generativity VS Stagnation
Task: fulfilling life goals (family, career, society)
If successful: ability to give and care for others
If unsuccessful: self-absorption, inability to grow as a person
🐝 8. Late Adulthood (65 years – death)
Psychosocial conflict: Integrity VS Despair
Task: looking back over one‟s life and accepting its meaning
If successful: sense of fulfillment
If unsuccessful: Dissatisfaction with life
As professional teachers, we should know how to prevent crisis to occur on every aspect of growth and
development, especially stages 1-5 for these are the stages where an individual learner is at school. We should
make every task given on every aspect of the learner‟s life successful.
🐝 🐝JEAN PIAGET developed the Cognitive Development Theory wherein according to him, knowledge is based
from prior learning (schema). He also stressed that Constructivism (realting past knowledge to new ones) is
important to the learners‟ development.
🐝The Cognitive Development Theory
🐝1. Sensorimotor Stage (birth – 2 years)
· Sensory organs and muscles become more functional
· Movements are primarily reflexive
· All are extensions of oneself
· Routines should be established
🐝2. Preoperational Stage (2 – 7 years)
· Starts to think
· Egocentric
· Cannot accept defeat
· Animism (considering that objects have life)
· Role of playing is emphasized (enhances imagination)
· No sense of conservation and reversibility
🐝3. Concrete – Operational Stage (7 – 12 years)
· Knows how to reason out
· Learns the law of conservation
· Learns to follow abstract reasoning but limited
· They have problems in hypothetical reasoning
🐝4. Formal Operation Stage (12 years onwards)
· Able to solve abstract problems
· Learner is rational and logical
🐝 🐝LAWRENCE KOHLBERG based his ideas on the findings of Jean Piaget in studying Cognitive Development
and proposed the Moral Development Theory. According to him, our ability to choose right from wrong is tied with
our ability to understand and reason logically.
🐝The Moral Development Theory
🐝Level 1. Pre-Conventional (Authority figures are obeyed) (birth – 9 years)
🐝Stage 1. Punishment-Obedience Orientation [if you do good, no punishment] [if you do wrong, there will be
punishment]
🐝Stage 2. Instrumental-Relativist [I will do good to you if you are good to me] [I will do bad to you if you are bad to
me]
🐝 Level 2. Conventional (9 – 13 years)
🐝Stage 3. Interpersonal Concordance (Good Boy Nice Girl Orientation; Morality of Cooperation) [I am doing this
because everyone is doing the same thing]
🐝Stage 4. Law and Order Orientation Morality of Constraints Behavior is right when it conforms to the Law
🐝Level 3. Post Conventional (13 years onwards)
🐝Stage 5. Social Contratc Orientation (Morality of Cognition) Respect the differences in ideas, concepts, orality
and religious affiliation It is wrong to violate others‟ rights
🐝Stage 6. Universal Ethics Orientation [I will do it because I know it is right to do it] Knowing the Moral
Developement Theory, teachers can be guided on making disciplinary measures in the classroom and managerial
processes.
🐝 LEV VYGOTSKY proposed the Socio-Cultural Theory. He emphasized that social interaction plays a very
🐝
important role in cognitive development. He also believed that individual development could not be understood
without looking into the social and cultural context within which development happens.
🐝Scaffolding is Vygotsky‟s term for appropriate assistance given by the teacher to assist the learner accomplish a
specific task.
🐝Language Development *the best definition of the word is based on how it is being used.
There are four (4) major theorists on Language Developement.
🐝 1. BURRHUS FREDERICK SKINNER
· Proposed Operant Conditioning
· Involves reinforcements (rewards)
“Talk to the child in an adult way”
· Playing Damn Technique – let the child talk
🐝 2. NOAM CHOMSKY developed the Language Acquisition Device or Mother Tongue-Based Technique. He is
also the major proponent of the Innatist Theory, which postulates that humans have innate ability to acquire
language; they are genetically preprogrammed for it. All normally developing children acquire language. He also
maintains that language and thought are separate.
🐝 3. SOCIAL CONTEXTUAL THEORY. This theory is primarily proposed by Lev Vygotsky which states that social
interaction influences both language and cognitive development
🐝 4. COGNITIVIST THEORY (Jean Piaget) maintained that language acquisition cannot take place until cognitive
development has paved the way for it. It asserts that children develop knowledge of the world and then “map” this
knowledge unto language categories and relations. From this viewpoint, language development depends on
cognitive development, but not vice versa.
🐝 🐝Who are the Exceptional Children?
They are children with the following conditions and difficulties:
🐝 1. Aphasia – impairment of any language modality (sound production)
🐝 2. Dysphasia – partial impairment of language
🐝 3. Dyslexia – special learning disability with written language
🐝 4. Dyscalculia – special learning disability with numerical operations
🐝 5. ADHD (Attention Deficit Hyperactivity Disorder) – impulsivity in attention and being hyperactive.
Ritalin – medicine for ADHD. It makes the hyperactive child more hyperactive to make him/her tired and tend to take
a rest.
🐝 PAULO FREIRE was against the Banking Concept of Education. According to him, a child is like a bank which
🐝
the teacher deposits knowledge. This is almost the same with John Locke‟s Theory of Tabula Rasa wherein the
child is like a blank tablet which during the learning process becomes filled with knowledge. Apparently, Jean Piaget
opposed these for according to him, the child has prior knowledge already and the teacher gives new knowledge
then the child relates it to what he already know (Theory of Constructivism).