Focus on the learner module 3

1. Module 3

2. The educational trend brought out by a number
of ground-breaking researchers tells that one can be
an effective facilitator of learning if one has a good
working knowledge of the learners’ development.
Previously in your Child and Adolescent Development
course, the foundational theories related to learners’
development were discussed. This module aims to help
you think about the and review these theories that you
have taken up and connects them to learning.

3. Theories Related
To the Learners
Development
Freud
3 Components of Personality
5 Psychosexual Stages
Of Development
Erikson
8 Psycho-social
Stages of Development
Piaget
Stages of
Cognitive Development
Kohlberg
3 stages and
6 Substages of
Moral Development
Vygotsky
On Language
Zone of Proximal
Development
Bronfenbrenner
Bio-Ecological
Systems

4. Sigmund Freud
 known as the founding father of psychoanalysis
 Born in 1856, in the Austro-Hungarian Empire
He chose medicine and specialized in neurology

5. •Id – To Freud, the aspect of personality allied with the
instincts; the source of psychic energy, the id operates
according to the pleasure principle.
– encourages us to seek physical satisfaction (sexual, nutritional)
pleasure principle
- the principle by which the Id functions to avoid
pain and maximize pleasure.
Ex.
A hungry baby cried until he was fed.

6. •Ego – To Freud, the rational aspect of personality,
responsible for directing and controlling the instincts
according to the reality principle.
– referees between the id and superego, and deals with
external reality (our conscious self)
reality principle
- the principle by which the ego functions
to provide appropriate constraints on
expression of the Id instincts.
Ex.
Sally was thirsty. However, she knew that her server would be
back soon to refill her water glass, so she waited until then to get a
drink, even though she really just wanted to drink from her Mother’s
glass.

7. •Superego – To Freud, the moral aspect personality;
the internalization of parental societal values and
standards.
– prompts us to do the moral thing, not the one that
feels the best
Ex.
Sarah knew that she could steal the supplies from work and no
one would know about it. However, she knew that stealing was wrong, so
she decided not to take anything even though she would probably never
get caught.

8. Oral Stage – Ages (Birth-1), Characteristics; Mouth is
primary erogenous zone; pleasure derived from
sucking: id is dominant.
Anal Stage – Ages (1-3), Characteristics; Toilet training
(external reality) interferes with gratification received
from defecation.
Phallic Stage – Ages (4-5), Characteristics; Incestuous
fantasies; Oedipus complex; anxiety; superego
development.

9. Latency Stage – Ages (5-Puberty), Characteristics;
Period of sublimation of sex instinct.
Genital Stage – Ages (Adolescence-Adulthood),
Characteristics; Development of sex-role identity
and adult social relationships.

10. * Duration: from birth to 1 year of age
 Pleasure zone: mouth
 Main characteristics: main source of
pleasure is the mouth, lips, tongue, etc.
 The main concern is with immediate
gratification of urges dominated by the id
* Tasks to achieve: satisfactory feeding &
weaning

11.  Did you ever notice how little children tend
to put everything in their mouths? This
makes perfect sense from Freud’s
perspective, who says that that is their
primary pleasure zone

12.  Duration: from 1-2 years of age
 Pleasure zone: Anus
 Main characteristics: controlling and
controlling the bowels and bladder; the ego
starts to control the id
 Tasks to achieve: potty and toilet training

13.  Duration: from 2-6 years of age
 Pleasure zone: phallus
 Main characteristics: some pleasure is
gained from playing with the genitals. This
pleasure is associated with the same sex
parent leading to the Oedipus and Electra
Complexes
 At this age, children also begin to discover
the differences between males and females.

14.  Duration: from 6-11 years of age
 Pleasure zone: none
 Main characteristics: Oedipus and Electra
Complexes are resolved and identification
with same sex parent occurs, and loss of
interest in opposite sex. Id, ego, superego
continue to compete
 Tasks to achieve: none

15. Oedipus Complex – little boys have a
sexual attraction towards their mothers
and a sense of jealousy/hatred towards
their fathers
 Electra Complex – little girls have a
sexual attraction towards their fathers
and a sense of jealousy/hatred towards
their mothers

16.  Duration: from 11 years on
 Pleasure zone: genitals
 Main characteristics: increasing concern
with adult ways of experiencing sexual
pleasure
 Tasks to achieve: good relationships with
members of both sexes
 In this stage the individual develops a strong
sexual interest in the opposite sex. This
stage begins during puberty but last
throughout the rest of a person's life.

17.  Freud says that a person can become stuck or
fixated at any stage and may not progress
beyond it, continuing to find pleasure in the
pleasure zone associated with that stage
 i.e. – gum chews, pencil biters, smokers are
said to be fixated at the Oral Stage

18.  Freud believed that girls suffered from penis
envy because boys had penis’ and girls were
without them

19. 1902 - 1994

20.  Born June 15 1902- May 12 1994
 Frankfurt Germany
 Jewish
 Taught @ Harvard Medical School, UC
Berkley, Yale, San Francisco Psychoanalytic
Institute, Austen Riggs Center, Center for
Advanced Studies

21. Age
(Years)
Stage Psychosocial
Crisis
Psychosocial
Strength
Environmental
Influence
1 Infancy Trust vs. Mistrust Hope Maternal
2-3 Early childhood Autonomy vs.
Shame and Doubt
Willpower Both parents or
adult substitutes
4-5 Preschool Initiative vs. Guilt Purpose Parents, family and
friends
6-11 Middle Childhood Industry vs.
Inferiority
Competence School
12-18 Adolescence Identity vs. Role
confusion
Fidelity Peers
18-35 Young adulthood Intimacy vs.
Isolation
Love Spouse, lover,
friends
35-65 Middle age Generativity vs.
Stagnation
Care Family, society
Over 65 Old age Integrity vs. Despair Wisdom All humans

22. Significant Maladaptation Malignancy
Mother Sensory Withdrawal
Parents Impulsivity Compulsion
Family
Ruthlessness Inhibition
Neighbors,
School
Narrow
Virtuosity Inertia
Peers, Role
Model Fanaticism Repudiation
Friends,
Partners Promiscuity Exclusivity
Household,
Workmates Overextension Rejectivity
Mankind, My
Kind Presumption Disdain

23. stage Basic Conflict Important Events Outcome
Infancy
-infancy
birth to 18
months
Trust vs.
mistrust
Feeding
Children
develop a
sense of trust
when
caregivers
provide
reliability, care,
and affection. A
lack of this will
lead to
mistrust.

24. Children need
to develop a
sense of
personal
control over
physical skills
and a sense of
independence.
Success leads
to feelings of
autonomy,
failure results
in feelings of
shame and
doubt.
Autonomy vs. Toilet Training
Shame and
Doubt
Early
childhood
Early Childhood
(2 to 3 years)

25. Preschool
(3 to 5 years)
Initiative
vs. Guilt
Exploration
Children
need to begin
asserting
control and
power over
the
environment.
Success in
this stage
leads to a
sense of
purpose.
Children who
try to exert
too much
power
experience
disapproval,

26. Children need
to cope with
new social and
academic
demands.
Success leads
to a sense of
competence,
while failure
results in
feelings of
inferiority.
Industry vs. School
Inferiority
Middle
Childhood
School Age (6
to 11 years)

27. Adolesce
nce
(12 to 18
years)
Identity vs.
Role
Confusion
Social
Relationships
Teens needs to
develop a sense of
self and personal
identity. Success
leads to an ability to
stay true to yourself,
while failure leads
to role confusion
and a weak sense of
self.

28. Young
adulthoo
d
(19 to 40
years
intimacy vs.
isolation
relationshi
ps
Young adults
need to form
intimate, loving
relationships
with other
people.
Success leads
to strong
relationships,
while failure
results in
loneliness and
isolation.

29. Adults need to create
or nurture things that
will outlast them,
often by having
children or creating a
positive change that
benefits other
people. Success leads
to feelings of
usefulness and
accomplishment,
while failure results
in shallow
involvement in the
world.
Work and
Parenthood
Generativity
vs.
Stagnation
Middle
Age
Middle
Adulthood
(40 to 65
years)

30. Older adults
need to look
back on life and
feel a sense of
fulfillment.
Success at this
stage leads to
feelings of
wisdom, while
failure results
in regret,
bitterness, and
despair.
Reflection on
Life
Ego Integrity
vs. Despair
Old Age
Maturity(65 to
death)

32. • was born in Switzerland in
1986.
•He was a psychologist.
•He concluded that children
were not less intelligent than
adults, they simply think
differently.

33. BASIC COGNITIVE CONCEPT
SCHEMA- It is an individual’s way to understand and create
meaning about a thing or experience.
-It is like the mind has a filing cabinet and each
drawer has a folders that contain files of things he has had
an experience with.
ASSIMILATION - It is a process of fitting a new information
into an existing or previously created schema.
ACCOMMODATION – This is the process of creating new
schema.
When our experience do not match the schema,we
experience cognitive disequilibrium.
EQUILIBRATION – Achieving proper balance between
assimilation and accommodation.

34. Stage 1.Sensori-motor ( 0- 2 years)
Stage 2.Preoperational (2- 7 years)
Stage 3.Concrete Operations (7-11 years)
Stage 4.Formal Operations(11& beyond )

35.  Infants use sensory and motor capabilities to
explore and gain understanding of the
environment.
 -A child is reflexive in grasping,sucking and
looking.
 -recognizes self as an agent action and begins
to act intentionally.
 Achieves object permanence : realizes that
the things continue to exist even when no
longer present to the sense.

36. STAGE 2. PREOPERATIONAL
(2- 7 years)

37. STAGE 3. CONCRETE OPERATIONAL
(7-11 YEARS)
 A child has the ability to think logically but
only in terms of concrete objects.
 They are no longer fooled by appearances.
 They are able to classify and seriate .
Understands reversibility.

38. STAGE 4. FORMAL OPERATIONAL
(11 years and beyond)
 It involves an increase in logic.
 Becomes more scientific in thinking.
 Able to solve abstract problems.
 Capable of deductive reasoning that permits them
to consider many possible solutions to a problem
and pick the correct answer.

40. LAWRENCE KOHLBERG
 Born in 1927.He died on January 17th ,1987 at the age of 59.
 His book on moral development is used by teachers around
the world to promote moral reasoning.
 Believes that our ability to choose right from wrong is tied
with our ability to understand & reason logically.
In his research, he presented moral dilemmas( difficult
problems) to the individuals and asked for their responses.
He was interested in analyzing the moral reasoning behind
that responses.

42. LEVEL STAGE DESCRIPTION
PRE –CONVENTIONAL
LEVEL
1 PUNISHMENT-OBEDIENCE ORIENTATION
2 MUTUAL BENEFIT
CONVENTIONAL LEVEL 3 GOOD BOY/GOOD GIRL ORIENTATION
4 LAW & ORDER ORIENTATION
POST-CONVENTIONAL
LEVEL
5 SOCIAL CONTRACT ORIENTATION
6 UNIVERSAL PRINCIPLE ORIENTATION

43. Moral reasoning is based on the result of the act,
not the act itself if it is good or bad.
Stage 1. Punishment –Obedience orientation
• “RIGHT” is obeying the rules simply to avoid punishment
because others have power over you and can punish you.
Stage 2. Mutual Benefits
•“RIGHT” is a fair exchange,so that both parties benefit .

44. Moral reasoning is based on the convention/rules of the
society
Stage 3. Good boy-Good girl orientation
“RIGHT “ is being a good person by conforming to social
expecations.
One acts because she/he values how she/he will appear to
others.
Stage 4. Law & order orientation
 “RIGHT” is helping maintain social order by obeying laws
simply because they are laws.

45. Moral reasoning is guided by moral principles that
protects the right of all members of society.
Stage 5. Social Contract
 Laws that are wrong can be changed.
 One will act based on social justice and common good.
Stage 6. Universal Principles
 These is associated with the development of one’s
conscience.
 Personal integrity.
 Their ideas are based on principles.

47. • Four layers of relationships that influence a
child’s development
– Microsystem: Relationships with direct contact
to the child
– Mesosystem: Connection between relationships
of child’s microsystem
– Exosystem: Structures in which child the child
does not have direct contact
– Macrosystem: Cultural context

48. • Microsystem: Variables that the child is directly
exposed to
– Relationships: Family, school, religious institution, neighbors
• Family: Most influential and durable influence on child
– Environment: Geographic, Material structures
– Child’s body
• General health
• Brain functioning – physiological and psychological
• Emotions
• Cognitive System
• Most of the child’s behavior is learned in the
microsystem

49.  Mesosystem: Interconnections between the
microsystems
 Examples
 Interactions between the family and teachers
 Relationship between the child’s peers and the family
 Exosystem: Institutions of society that
indirectly affect a child’s development
 Examples
 Parent’s workplace
 Funding for education
 Impacts a child’s development by influencing
structures in the microsystem

50. • Macrosystem: Cultural context
– Provides the values, beliefs, customs, and laws of
the culture in which a child grows up
• Influences how parents, teachers, and others raise a
child
• May be conscious or unconscious
– Influences the societal values, legislation, and
financial resources provided by a society to help
families function
– Influences the interactions of all other layers

51.  4th tier: Society/cultural norms; societal
blueprint; public policy
 E.g., single-parenting is bad – so mom is wrong because
she’s a single parent
 E.g., social customs, fashionable wear: what’s “in” or
“out”
 Definitions of appropriate and inappropriate
behavior

54. MORE KNOWLEDGEABLE OTHER
(MKO)
ZONE OR PROXIMAL
DEVELOPMENT (ZPD)
SCAFFOLDING

55. IT REFERS TO SOMEONE WHO HAS A BETTER
UNDERSTANDING OR A HIGHER ABILITY LEVEL
THAN THE LEARNER,WITH RESPECT TO A
PARTICULAR TASK,PROCESS, OR CONCEPT.
THEY MUST HAVE (OR BE PROGRAMMED WITH)
MORE KNOWLEDGE ABOUT THE TOPIC BEING
LEARNED THAN THE LEARNER DOES.

56.  IS THE DISTANCE BETWEEN THE STUDENTS
ABILITY TO PERFORM ATASK UNDER ADULT
GUIDANCE AND /OR WITH PEER COLLABORATION
AND THE STUDENT’S ABILITY SOLVING THE
PROBLEM INDEPENDENTLY .

57.  REFERS TO PROVIDING SUPPORT AND RESOURCES
TO HELP A CHILD LEARN NEW SKILLS, AND THEN
GRADUALLY REMOVING THE SUPPORT AS THE
CHILD IMPROVES.
 AS THE STUDENTS DEVELOP SKILLS IN THOSE
AREAS,THE SUPPORTS ARE GRADUALLY REMOVED
SO THE STUDENT CAN ACCOMPLISH A TASK WITH
NO ASSISTANCE