14. A B I L I T Y T O A D A P T T O T H E C O N D I T I O N S O F
T H E E N V I R O N M E N T . A C T I V E I N T E R N A L
P R O C E S S O F O R G A N I Z I N G A N D
C O N D I T I O N I N G O N E ’ S I N T E L L E C T U A L
D E V E L O P M E N T
Equilibrium
15. Features of Teaching Situation
teacher
Subject
matter
learner
Context
• Social
• physical
Social- laws, rues
gov’t regulatio..
Physical -
facilities, resources,
classroom, etc.
16. 1. MATURATION OR
NATURAL GROWTH
RESULTING FROM
HEREDITY
2.ENVIRONMENT
INFLUENCE IN AND
THROUGH THE GROWING
TAKES PLACE
Two factors Affect Human
development
17. Principles of Development
Phylogenetic follows
orderly sequence which
is predictable true to all
members of certain race
• Cephalocaudal-
head to foot
• Proximodistal-
nearest center develop
earlier
Ontogenetic- rate of
development is unique ,
brought by heredity and
environment
• Two boys of the same
age one might talk
earlier
18. Stage in Life Span Development
Stage Age Period Features
Prenatal- Conception Physical development
Infancy Birth-1 .5yrs foundation age Locomotion, rud language, social
attachments
Early childhood 1.5- 6 question age Speak, sex typing, group play,
ready for school
Late childhood 6-10school age—gang age Cognitive process become adult, except
in speed in operation, team play
Pre adolescence/puberty 10-12-13 secondary sex
characteristic
Changes occurrence
Adolescence 13-20high school rapid
physical change ident..crisis
Start at puberty, ends maturi ty,
hots, sexual relationship, ind. To
parent
Young adulthood 2035 age of adjustment Career and family development
Middle age 35-65 mental decline Career reaches high level, self
assessment, empty nest crisis
retirement
Old age 65- death increase rapid
mental and physical decline
Enjoys family achievement
dependency, widowhood, poor
health
19. Influence on Development
• Establish limit of
human
development
through stages of
growth
Maturation
• Manipulating
object in one’s
environment and
reorganizing
thought pattern
Active
experience
• Experience of
person relates to
environment
Social
interaction
• Influence of
cultural milieu
on the
development
Cultural and
situational
context
MaExSoCul
20. Theories of Human
Development
Cognitive/intellectual
• Piaget
Cognitive/linked to
input from other
• Vygotsky
Psycho-sexual/ self
satisfaction
• Freud
Psychosocial/
personal crisis
socially/+vs.-
• Erickson
Moral
development/moral
dilemma
• Kohlberg
Morality/cognitive
structures basis
• Piaget
Psycho-analytical
theory
• Freud
• Id, super ego, ego.
Hoffman Moral dev’t
• Hoffman
• uses EMPAHTIC
DISTRESS/ suffering
22. Sensorimotor birth-2yrs old—sense perception
Schemas based on perception and behavior Use objects to learn== show apple
Child is unaware of his environment
Child characteristics.
a. primary circular reaction- repeated action
center to his body e.g. Thumb sucking
b. intentional behavior- repeats action to
prolong interesting events. e.g. crying.
c. object permanence- knowledge of existence
of objects.
d. representation- allows the child to se
necessary solution through manipulation of real
objects. E. g manipulation of toys.
23. W O R D S B E C O M E S Y M B O L S F O R O B J E C T
C H I L D T H I N K I N G
Preoperational 2-6-7
Schemas present object beyond view
Not yet in logical/ create mental mages=picture apple
24. B E G I N S T O L E A R N S Y M B O L S A N D C O N C E P T S ,
T I M E , S P A C E S H A P E , S I Z E
E L E M E N T A R Y S C H O O L Y E A R S
B E C O M E M O R E L O G I C A L A N D S Y S T E M A T I C
Concrete operational-7-11
26. C O G N I T I V E D E V E L O P M E N T I S S T R O N G L Y
L I K E D T O I N P U T F R O M A D U L T
L E A R N I N G P R E C E D E S D E V E L O P M E N T
Vygotsky’s cognitive development/
Proximal Development
Self- regulation–
involves
internalization of
sign s acquired by
individual from
others to solve
problem by
himself
Zone of proximal
development-
learning takes
place when a
child is working
within his zone of
proximal
development
Scaffolding- supports
for learning in the
form of clues,
reminders,
encouragement,
breaking problem
into stages example,
any form allow
student to grow
independent
27. PERSON BEHAVIOR CAN
BE MOTIVATED BY
STRONG UNCONSCIOUS
DRIVE OR URGES
TOWARD SELF-
SATISFACTION
Psychosexual/Analytical theory
Freud
28. SELF CENTERED
MOUTH IS CENTER OF PLEASURE
Oral Stage birth-2yrs
Failure to satisfy—
a smoking
and other relative action
29. ANAL IS THE CENTERED REGION OF
PLEASURE
G A I N S P L E A S U R E I N E L I M I N A T I N G B O W E L
Anal Stage 2-4yrs
Failure to satisfy—
frugality
greediness
Stubborn
disorderliness
30. PHALLUS MALE SEX ORGAN SYMBOL OF
STRENGTH A N P O W E R . D R I V E S P L E A S U R E I
M A N I P U L A T I N G S E X O R G A N .
Phallic Stage 4-6yrs
31. CRITICAL STAGE CONFLICTING F E E L I N G A R E
C O N F I N E D I N T H E I D .
D I V E R T T O S C H O O L A N D P E E R S . CHILD AVOID
MEMBERS .OF OTHER GENDER
SEX TYPING
Latency stage 6- 12
32. PUBERTY ONWARD
ATTRACTED TO OPPOSITE SEX
PLEASURE FROM SEXUAL
RELATIONSHIP EXPERIENCE WITH
OTHERS
Genital Stage 12-above
33. ID- LEGISLATIVE
ASPECT OF PERSONALITY
SERVE THE INSTINCT OF
SEEKING OBJECTS THAT
WILL SATISFY THEM. MOST
UNCONCIOUS
Psycho analytical/component of
personality
36. INDIVIDUAL HAS TO PASSED
EIGHT STAGES OF
DEVELOPMENTAL CRISIS THAT
AFFECT THE DEVELOPMENT OF
AN INDIVIDUAL.
BATTLE BETWEEN POSITIVE
AND NEGATIVE
Psychosocial/personality theory
erickson
41. IDENTITY VS. ROLE CONFUSION
WHO I AM?
IDENTITY CRISIS
STRUGGLES WITH SOCIETY’S DEMANDS
TEACHER SHOULD PROVIDE
OPPORTUNITIES TO EXPLORE VARIOUS
CAREER
Stage V
12-18
42. INTIMACY VS. ISOLATION
AGE OF INTIMACY
DEVELOP WARM AND INTIMATE
RELATIONSHIP
FAILURE == ISOLATION
Stage VI
18-24
43. GENERATIVITY VS. STAGNATION
MOST PRODUCTIVE YEARS OF LIFE WORTH
IS DEPENDENT OH HID CONTRIBUTION
SHOW THAT HE IS VERY RELIABLE PERSON
Stage VII
24-54
46. JUDGMENT BASED ON EXTERNAL
CRITERIA
R I G H T A N D W R O N G A R E A C C O R D I N G T O T H E S T A N D A R D O F
A D U L T S
STAGE ONE
O B E D I E N C E A N D P U N I S H M E N T
- R U L E S O B E Y E D T O A V O I D P U N I S H M E N T
STAGE TWO
N A Ï V E E G O T I S M A N D I N S T R U M E N T A L O R I E N T A T I O N
- R U L E S O B E Y E D T O G A I N S R E W A R D S
Level one pre-conventional
morality
47. RULES CONFORM TO OTHER
STAGE THREE
GOOD BOY-GOOD GIRL ORIENTATION
- T O G A I N A P P R O V A L
STAGE FOUR
AUTHORITY
- M A I N T A I N I N G O R I E N T A T I O N
S O C I A L C O N V E N T I O N A R E B L I N D L Y A C C E P T E D T O A V O I D
C R I T I C I S M
Level Two
Conventional Morality
48. LAW ABIDING C I T I Z E N R Y M O R A L I T Y I S B A S E D O N
A G R E E M E N T W I T H O T H E R T O SERVE FOR COMMON GOOD
AND PROTECT OTHER RIGHTS
STAGE FIVE—DURA LEX SED LEX
CONTRACTUAL
- L E G A L I S T I C O R I E N T A T I O N R I G H T A N D W R O N G G O V E R N B Y
R E A S O N
STAGE SIX
UNIVERSAL ETHICAL —HIGHEST FORM
M O R A L I T Y B A S E D O N M U T U A L R E S P E C T
C O N F O R M R U L E S T O A V O I D S E L F - C O N D E M N A T I O N . M O R A L I T Y
I S R E F L E C T I O N O F I N T E R N A L I Z E D S T A N D A R D S
Level three
post conventional morality
49. Piaget morality
Cognitive develop first and use to reason about
social issues
• Morality made by
children under age
of 10. Rules come
from external
authority and define
what is right and
wrong
Constraint
• Thinking made by
older. Rules provide
general guidelines
but should not be
followed blindly
without considering
the context.
Cooperation
50. EMPHATIC DISTRESS- EXPERIENCING THE
SUFFERING OF OTHERS IS A POWERFUL
MOTIVATION OF MORAL CHOICES AND HELPING
BEHAVIOR
PARENTAL DISCIPLINARY PRACTICES CAN
PLAY A SIGNIFICANT ROLE IN THE DEVELOPMENT
OF MORAL BEHAVIOR
Hoffman's morality
53. AUTHORITATIVE- I N C L U D E C H I L D R E N I N F A M I L Y
D E C I S I O N
AUTHORITARIAN- A L L O W L I T T L E G I V E A N D T A K E
P A R E N T - C H I L D R E N D I S C U S S I O N E X P E C T R U L E S T O B E O B E Y E D
PERMISSIVE- A L L O W C H I L D R E N T O M A K E M A N Y O W N
D E C I S I O N
UNINVOLVED- H A V I N G L I T T L E I N T E R E S T I N C H I L D R E N ’ S
L I V E
Parenting style and implication
to education