Cagayan State University Sanchez Mira, Cagayan Graduate School

Philosophical, Psychological and Sociological Foundations of Education Summer 2010

Lecturer: Narcitas Biado-Ouano, Ph.D. PROBE Fellow-English

THE LEARNER
Growth refers to quantitative change in an individual as he progresses in chronological age which includes increase in size, height, weight (Bustos, 1996) Development the gradual and orderly unfolding of the characteristics of the successive stages of growth involving the emerging and expanding capacities of the individual. It is the process in the life of the human being by which the individuals potentialities unfold and appear resulting in a qualitative change. (Kelly, 1965)

FACTORS AFFECTING GROWTH AND

DEVELOPMENT Heredity the transmission of genetic characteristics from the parents to the offspring Environment often referred to as NURTURE. Its includes all the conditions inside and outside the organism that in any way influence its behavior, growth and development.

- Both factors supplement and complement each other in every phase of growth and development.

BASIC PRINCIPLES OF HUMAN DEVELOPMENT

1. Early foundations of human development are critical. It has been widely accepted that the first two years of life are the formative years. 2. No two individuals are alike. 3. Maturation and learning play important roles in development. - Maturation the unfolding of the individuals inherent traits. It also sets limit beyond which development cannot progress, even with the most favorable learning methods and the strongest motivation on the part of the learner. - Learning the development that comes from exercise and effort on the individuals part. 4. Development follows definite and predictable pattern. There are orderly patterns of physical, motor, speech and intellectual development.

Cephalocaudal law maintains the development spreads outward from the central axis of the body of the extremities. Proximodistal law maintains the development spreads outward from the central axis of the body to the extremities Ex.: Babies creep before they walk.

5. Every phase of development has characteristic behavior. 6. Stimulation plays an important role in development. 7. Cultural changes affect human development. 8. There are social expectations for every stage of development. 9. There are traditional beliefs about people of all ages. 10. Every phase of development has hazards.

STAGES OF DEVELOPMENT
1. Prenatal Period (conception to birth)

- Begins when the ovum is fertilized by the spermatozoon producing a zygote or fertilized to the time of birth. - Heredity endowments and sex are fixed and all body features, both external and internal, are developed during this period.

2. Infancy/Babyhood (birth to 2 years) - The foundation age when basic behavior patterns are organized and many ontogenic (history of the development of an individual) maturational skills emerge.

3. Early childhood (2 to 6 years) - It is characterized as pre-gang, exploratory and questioning age. - Language and elementary reasoning are acquired and initial socialization is experienced - This stage is regarded as the teachable moment for acquiring skills ( repetition)

4. Late childhood ( 6 to 12 years) - its beginning is marked by the childs entrance to Grade 1. - Elementary school age, gang age and creativity age. - Self-help skills, social-help skills, school skills and play skills are developed during this period. 5. Adolescence ( 13 to 19 years) - transition age from childhood to adulthood when sex maturation and rapid physical development occurs. - Emotionally and socially , the adolescent wants independence, yet has strong desire for security. - This is a period of strong personal attachment which starts with sudden infatuation and goes to controlled attachment to members of the opposite sex. - It is a problem age and a time of search for identity.

6. Early Adulthood ( 19 to 40 years) - This is the age of adjustment to new patterns of life and new roles - It is the settling-down age, reproductive age, a period of emotional tension, social isolation, dependency and a time for commitments. 7. Middle Age (40 retirement) - transition age when adjustments to initial physical and mental decline are experienced.

8. Old Age (retirement to death)

THEORIES OF DEVELOPMENT

1. 2. 3. 4.

Psychoanalytic Development Theory Sigmund Freud Psychosocial Development Theory Erik Erikson Cognitive Development Theory Jean Piaget Moral Development Theory Laurence Kohlberg

FREUDS PSYCHOANALYTIC THEORY

Views personality development according to stages experienced in the growing years of infancy and adolescence. He referred to the stages as PSYCHOSEXUAL development because he gave prominence to sexual feelings or emotions in describing the stages of development.

1.

Oral stage 0-2 yrs

- the center for pleasure is the mouth. - In his view when an infant experiences frustration in not being able to meet needs through oral activities, these needs may continue to resurface at a later period in life in such forms as eating or smoking

2. Anal Stage 2 to 4 yrs.

- Attention is directed to the anal region - Parental over attention or lack of attention to toilet training may be the cause of fixations such as; compulsive need to be clean and orderly, frugality and stinginess, greed, an obstinate insistence on doing things at ones own rate even at the expense of ones patience and time, and excessive messiness and disorderly habits

3. Phallic Stage 4 to 6 yrs. - Pleasure gratification shifts to the genital region by stroking and manipulating sex organs - Oedipus complex - Electra complex 4. Latency Stage 6 to 12 years - A relatively calm and stable period 5. Genital Stage 12 up - many of the oedipal feelings are reactivated and directed toward other persons of the opposite sex. Provided that strong fixations have not taken place, dependence on parents is overcome.

VYGOTSKYS THEORY OF MENTAL

DEVELOPMENT Leo Vygotsky Russian psychologist Believed ,just like Piaget, that: - individual acquire knowledge of their world simply in the course of doing whatever they happen to be doing, without having to be formally instructed. - acquisition of knowledge is a social process (cognitive development and growth depends on the childs interaction with others) - collaborative learning (parents, teacher, peers)

There is transition in childrens cognitive development Elementary mental function those with which the child is endowed by nature (memory, attention and perception) Higher mental function voluntary attention and logical & abstract thinking Learning must be matched in some way with the pupils developmental level Ex. A lone child can do addition but can also do subtraction with the help of a teacher. This phenomenon is called zone of proximal development.

Zone of Proximal Development - the distance between a childs actual development level as determined by independent level as determined by independent problem solving, and the higher level of potential development as determined by problem solving under adult guidance or in collaboration with peers.

WHAT DO WE OWE FROM VYGOTSKY?

Scaffolding an instructional process in which the teacher adjusts to the childs level of development the amount and type of support he offers the child. Ex. Brown, Anns community of learner model of class instruction

ERIKSONS PSYCHOSOCIAL THEORY OF

DEVELOPMENT Believed that personality emerges from a series of inner and outer conflicts that if resolved, result is a greater sense of self. People pass thru 8 psychosocial stages in their lifetime and as they grow, pass a series of psychosocial crises that shape personality.

KOHLBERGS THEORY OF MORAL DEVELOPMENT

Moral stages emerge from a childs active thought about moral issues and decision Level 1 ( Pre-conventional morality ( 4-10) - children respond mainly to cultural control

Stage 1 Punishment and obedience determine what is right & wrong. Children obey rules and orders to avoid punishment. There is no concern for moral rectitude. Stage 2 Children Obey rules only for pure self-interest & satisfaction. Motion of reciprocity You scratch my back, Ill scratch yours.

Level 2 Conventional Morality ( 10-13 yrs)

Stage 3 good-boy/ good-girl mentality Stage 4 correct behavior is doing ones duty

Level 3 Post conventional morality (13Stage 5 An individual makes moral decision legalistically/contractually Stage 6 An informed conscience defines what is right. People act not from fear, approval or law but for their own internalized standards of right or wrong

INDIVIDUAL DIFFERENCES
Variations among individuals Physical differences Intellectual differences

Genius or mentally gifted Superior or bright Average Dull or borderline Mentally retarded or feeble minded

Behavioral differences

THE LEARNING PROCESS

Learning

: Acquiring knowledge or developing the ability to perform new behaviors (adaption to environment?, a result of experience?, a result of maturation?)

SIMPLE FORMS OF LEARNING

1. Habituation the tendency to become familiar with a stimulus after repeated exposure to it. Ex. A person who moves to a house on a busy street may initially be distracted (an orienting response) every time a loud vehicle drives by. After living in the house for some time, however, the person will no loner be distracted by the street noise the person becomes habituated to it and the orienting response disappears. - Habituation allows us to ignore repetitive, unimportant stimuli.

2. Sensitization the increase that occurs in an organisms responsiveness to stimuli following an especially intense or irritating stimulus. Ex. A snail that receives a strong electric shock will afterward withdraw its gill more strongly than usual in response to a simple touch. - Depending on the intensity and duration of the original stimulus, the period of increased responsiveness can last from several seconds to several days.

FORMAL TYPES OF LEARNING

1. Sensory motor Involves understanding of the external world through the use of the senses and muscles. The chief outcome sought is the development of movement as a reaction to stimuli resulting in speed and precision of performance 2. Cognitive Covers most of what is taught in school, from simple associations between stimuli and response ( associating learning) to the development of complex insights as in problem solving.

Association learning the development of associative patterns by which ideas and experiences are recognized, retained, and recalled. The outcome sought is the acquisition and retention of facts and information.
Problem-solving learning involves a process of overcoming difficulties that appear to interfere with the attainment of goal. It involves the ability to apply previously learned ideas and principles in the solution of a given problem through analytical and constructive thinking.