FREUD

3 Components o PIAGET
Personality ERIKSON Stages of Cognitive
5 psychosexual Stages 8 Psycho-Social Stages Development
of Development of Development

Theories Related
to the Learners
Development

KHOLBERG
3 Stages and 6 VYGOTSKY BRONFENBRENNER
Substages of Moral • On Language Bio-Ecological Systems
Development • Zone of Proximal
Development
 Freud
3 Components of personality
5 Psychosexual Stages of
development
3 COMPONENTS PERSONALITY
1. ID- the aspect of personality allied with the instinct, the ID
operated according to the Pleasure Principle.

2. EGO- rational aspect of personality, responsible for

directing and controlling the instinct according to the
Reality Principle.

3. SUPEREGO- the moral aspect personality, the

internalization of parental societal values and standard
FREUD’S PSYCHO-SEXUAL THEORY

Freud proposed that there were 5

stages of development.
Freud believed that the few people
successfully completed all of 5
stages.
5 PSYCHOSEXUAL STAGES OF
DEVELOPMENT
1. ORAL STAGE
2. ANAL STAGE
3. PHALLIC STAGE
4. LATENCY STAGE
5. GENITAL STAGE
1. ORAL STAGE-(Birth – 2)- infants achieves gratification
through oral activities such as feeding, thumb sucking
and babbling.

2. ANAL STAGE (2-3)- The child learns to respond to

some of the demands of society.

3. PHALLIC STAGE (3-7)-the child learns to realize the

differences between males and females and becomes
aware of sexuality.
4. LATENCY STAGE (7-11)-Oedipus and Electra complexes
are resolved and identification with the same sex parents
occurs to loss of interest in opposite sex.
Oedipus- little boys have a sexual attraction
towards their mothers and sense of jealousy towards their
father.
Electra- little girls have a sexual attraction towards
their father and a sense of jealousy towards their mother.

5. GENITAL STAGE (11-ADULT)-increasing concern with

adult ways of experiencing sexual pleasure.
 ERIKSON
8 PSYCHO-SOCIAL STAGES
OF DEVELOPMENT
 INTEGRITY VS.
DESPAIR
GENERATIVITY
Infant
VS. STAGNATION Early childhood
INTIMACY VS.
ISOLATION
Pre-schooler
IDENTITY VS. ROLE Grade-schooler
CONFUSION
Teenager
INDUSTRY VS.
INFERIORITY Young adult
INITIATIVE VS.
GUILT
Middle age adult
AUTONOMY VS. Older Adult
SHAPE & DOUBT
TRUST VS.
MISTRUST
stage Basic conflict Important Outcome
events
Infancy Trust vs. mistrust feeding Children develop a sense of
0-2 trust when caregivers provide
reliability, care and affection. A
lack of this, will lead to mistrust

Early Autonomy vs. Toilet training Children need to develop a

Childhood shame and sense of personal control over
2-3 doubt physical skills and a sense of
independence. Success leads
to feelings of autonomy, failure
result in the feelings of shame
and doubt
Pre-School Initiative vs. exploration Children need to begin
4-5 Guilt asserting control and
power over the
environment. Success in this
stage leads to a sense of
purpose.
Middle Industry vs. School Children need to cope with
Childhood Inferiority new social and academic
6-11 demands. Success leads to
a sense of competence
while failure result in
feelings of inferiority
Adolescence Identity vs. Role Social Teens needs to
12 -18 confusion Relationship develop a
sense of self
and personal
identity.

Young Intimacy vs. relationship Young adult

adulthood isolation need to form
18-35 intimate, loving
relationship with
other people
Middle age Generativity vs. Work and Adults need to create
35-65 stagnation parenthood or nurture things that
will outlast them, often
by having children or
creating a positive
change that benefits
other people.

Old age Ego integrity vs. Reflection Older adults need to

65 - death despair on life look back on life and
feel a sense of
fulfilment.
Piaget’s Cognitive
Development theory
STAGE 1. SENSORI-MOTOR (0-2)
 Infants use sensory and motor capabilities to
explore and gain understanding of the
environment.

STAGE 2. PREOPERATIONAL (2-7)

 Children use symbolism to represent object and
events
STAGE 3. CONCRETE OPERATIONAL (7-11)
A child has the ability to think logically but
only in terms of concrete objects.

STAGE 4. FORMAL OPERATIONAL (11 YEARS &

BEYOND)
It involves an increase in logic
 KHOLBERG’S
THEORY OF MORAL
DEVELOPMENT
MORAL
Means conforming to the
standard of right
behavior
 LEVEL STAGE DESCRIPTION

PRE- 1 Punishment-Obedience
COVENTIONAL Orientation
LEVEL
2 Mutual Benefit
CONVENTIONAL 3 Good Boy/ Good Girl
LEVEL Orientation
4 Law and Order Orientation
POST- 5 Social Contract Orientation
CONVENTIONAL
6 Universal Principle Orientation
LEVEL
 PRE-CONVENTIONAL LEVEL

STAGE 1. Punishment- Obedience Level

 RIGHT’ is obeying the rules simply to avoid punishment
because others have power over you and can punish
you.
STAGE 2. Mutual Benefits/rewards
 RIGHT’ is a fair exchange, so that both parties benefit
 CONVENTIONAL LEVEL
STAGE 3. Good-boy/Good Girl orientation
 ‘RIGHT’ is being a good person by conforming to
social expectations.

STAGE 4. Law & Order Orientation

 ‘RIGHT’ is helping maintain social order by obeying
simply because they are laws.
 POST-CONVENTIONAL LEVEL
STAGE 5. Social Contract
Laws that are wrong can be changed

STAGE 6. Universal Principles

Associated with the development of one’s
conscience
Personal integrity
BRONFENBRENNER’S BIO-
ECOLOGICAL THEORY
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM-relationship with direct
contact to the child.

MESOSYSTEM-connection between
relationships of child’s microsystem
EXOSYSTEM-structures in which
child does not have direct
contact.

MACROSYSTEM-cultural context.
LEV VYGOTSKY SOCIO-
CULTURAL THEORY
MORE KNOWLEDGEABLE OTHER
It refers to someone who has better understanding or
a higher ability level than the learner, with respect to a
particular task, process, or concept.

ZONE OR PROXIMAL DEVELOPMENT

The distance between the students ability to perform a
task under adult guidance and/or with peer
collaboration and the students ability solving the
problem independently.
SCAFFOLDING
Refers to providing support and resources to
help a child learn new skills, and then
gradually removing the support as child
improves.
Thank you !