FACILITATING LEARNING

Review of Theories Related to the Learners’

Development

By: Benaflor Mensones

 SIGMUND FREUD

“The mind is like an iceberg, it floats with one-seventh of its bulk above water”

ERIK ERIKSON

“Healthy children will not fear life if their elders have integrity enough not to fear death”
 JEAN PIAGET

“The principle goal of education in the schools should be creating men and women
who are capable of doing new things, not simply repeating what other generations have
done”

LAWRENCE KOHLBERG
“Right action trends to be defined in terms of general individual rights and standards
that have been critically examined and agreed upon by the whole society”
 LEV VYGOTSKY
“ The teacher must orient his work not on yesterday’s development in the child but on tomorrow’s”

URIE BRONFENBRENNER

“Bioecological Systems Theory presents child development within the context of relationship systems that comprise the
child’s environment”
Advance Organizer
FREUD Erikson Piaget
3 Components of Personality
5 Psychosexual Stages of Developmet 8 Psycho-social 4 Stages of Cognitive
Stages of Development Development

Theories Related To
the Leaarners’
Development

Kohlberg Bronfenbrener
Vygotsky
3 Levels and
On Language Bio-Ecological
6 Substages of Moral
Development
Zone of Proximal Development Systems
Freud’s Components of the Personality
ID
 Primitive and instinctive component of
personality
 Impulsive (and unconscious)part of our
psyche which responds directly and
immediately to the instincts.
 Remains infantile in its function throughout
a person life and does not change with time
or experience, as it is not in touch with the
external world.
 Operates on the pleasure principle which is
the idea that every wishful impulse should
be satisfied immediately, regardless of the
consequences.
EGO
 Develops to mediate between the unrealistic
id and the external real world.
 Operates according to the reality
principle,working out realistic ways of
satisfying id,s deamnds, often compromising
or postponing satisfaction to avoid negative
consequences of society.
 Like id, the ego seeks pleasure and avoids
pain, but unlike the id, the ego is concerned
with devising a realistic strategy to obtain
pleasure.
 Ego engages in secondary process thinking,
which is rational,realistic, and oriented
towards problem-solving.
SUPEREGO
 Incorporates the values and morals of
society hich are learned from one,s parents
to others.
 Control the id,s impulses, especially those
which society forbids,such as sex and
aggression.
 The superego consists of two systems:
-the conscience
-the ideal self
 Freud’s Psycho-Sexual Stages of Development

ORAL STAGE
Erikson Psychosocial Stage of Development
Piaget’s Cognitive Stages of Development
Kohlberg’s Stages of Moral Development
 Vygotsky Socio – Cultural Theory
More Knowledgeable Other (MKO)
 Refers to anyone who has better understanding or higher ability level than the learner
 Normally thought of as being a teacher, trainer, or older, adult but MKO also peers, a younger person,
even computers

Zone of Proximal Development (ZPD)

 Difference between what child can accomplish alone and he/she can accomplish with the guidance of
another

Scaffolding

Appropriate assistance given by the teacher to assist the learner accomplish a task