Sigmund Freud and Lev Vygotsky

2. PSYCHODYNAMIC
AND
SOCIAL INTERACTION

3. GROUP MEMBERS
•MUHAMMAD MUHAIMIN BIN HISHAM N3349350
•SITI MARYAM BINTI KAMARUZAMAN N3349312
•NURUL SYAFIQAH BINTI AZAHA N3349147
•NURHAFIZA BINTI RASHID N3349130

4. INTRODUCTION
• How Psychodynamic and Social
Constructivism evolved and how it can
be applied in a classroom.
• Links between the theory with
handling children’s behaviour in
educational setting.

5. PSYCHODYNAMIC
THEORY

6. SIGMUND FREUD (1856-1939)
• AUSTRIAN NEUROLOGIST &
PSYCHIATRIST OF JEWISH ORIGIN
• TO FORM FAMOUS AND
CONTROVERSIAL THEORY, FREUD
THINKING ON CLINICAL OBSERVATION,
RESEARCH AND REFLECTIONS
• THE PSYCHODYNAMIC APPROACH AS A
WHOLE INCLUDES ALL THEORIES THAT
WERE BASED ON SIGMUND’S IDEAS

7. FREUD’S STRUCTURE OF PERSONALITY
• PERSONALITY CONSISTS OF THREE MAIN PARTS:
ID
EGO
SUPEREGO
• CALLED ICEBERG ANALOGY

9. ID
• PRIMARY DRIVING FORCE IS SEXUAL INSTINCT, WHICH OPERATES IN THE UNCONSCIOUS
• PLEASURE-SEEKING PART OF OUR PERSONALITY

10. EGO
• BALANCES THE NEEDS OF THE ID AND SUPEREGO
• PREVENTING US FROM ACTING ANTI-SOCIALLY AND HELPING US TO FIND SOCIALLY ACCEPTABLE WAYS TO
SATISFY THE ID

11. SUPER EGO
• MORAL COMPONENT OF PERSONALITY
• THE STRUCTURE WITHIN OUR PERSONALITY WHICH CARRIES OUR CONSCIENCE, DERIVED FROM THE
VALUES OF OUR PARENTS AND THE WIDER SOCIETY WITHIN WHICH WE LIVE

12. STAGES OF DEVELOPMENT
ORAL BIRTH TO 1 YEAR PLEASURE CENTERS ON THE MOUTH-SUCKING, BITING, CHEWING
ANAL 1 – 3 YEARS FOCUSES ON BOWEL AND BLADDER ELIMINATION
PHALLIC 3 – 6 YEARS THE GENITALS ARE THE FOCUS OF STIMULATION
LATENCY 6 – 12 YEARS PERIOD OF LITTLE SEXUAL ACTIVITY
GENITAL 12 - ADULT MATURATION OF SEXUAL INTERESTS

13. EGO DEFENCES AND THEIR AFFECTS
• SUBLIMATION
- ALLOW EXPRESSION OF ID IMPULSES THROUGH BEHAVIOUR SOCIALLY ACCEPTABLE ALTERNATIVE
• REPRESSION
- THE WAY PEOPLE THINK ONE THINK TO ANOTHER THINK.
• DISPLACEMENT
- PLACE UNACCEPTABLE FEELINGS TO ANOTHER PEOPLES

14. HOW PSYCHODYNAMIC RELATE TO MANAGING BEHAVIOUR
AMONG CHILDREN IN EDUCATIONAL SETTING

15. • CHILDREN HAVE 3 DIFFERENT PERSONALITIES
• ID - EDUCATORS MAKE AN ACTIVITIES THAT SATISFIED THE CHILDREN
EXAMPLE : IF THE CLASS IN A NOISY SITUATION, THE EDUCATORS CAN
MAKE AN ACTIVITIES TO MAKE THE CHILDREN CALM DOWN.
• EGO – EDUCATORS CAN GIVE THE SIMPLE INSTRUCTION TO THE CHILDREN
EXAMPLE : IN ART AND CRAFT CLASS, PROVIDE THEM A PAPER OF
DRAWING BLOCK AND LET THEM DRAW WHAT THEY WANT.
LATER, LET THE CHILDREN SPEAK OUT THEIR IDEAS.
• SUPER EGO – EDUCATORS CAN TEACH ABOUT THE MORALITY
EXAMPLE : IF THE CHILDREN DO ANY MISTAKE, THE EDUCATORS SHOULD
TEACH THEM MORALITY BEHAVIOUR.

16. SOCIAL CONSTRUCTIVISM THEORY

17. • Lev Vygotsky was born on November 17,
1896 in Orscha, Belarus. He interested in a
wide range of subjects, including the theatre
and was an aspiring literary critic.
• Considered a Contextualist; any separation
between person and environment is
superficial.
• Forerunner of metacognition, cooperative
learning, reciprocal teaching, & dynamic
assessment.
• Social Constructivist -- development cannot
be separated from its social context.
About Vygotsky…….

18. 3 Major Themes
 Social Interaction
 The More Knowledgeable Other
(MKO)
 Zone of Proximal Development

19. Social Interaction
 Vygotsky felt social learning anticipates development. He states:
“Every function in the child’s cultural development appears twice:
first, on the social level, and later, on the individual level; first,
between people (interpsychological) and then inside the child
(intrapsychological).”
 He believes that young children are curious and actively involved
in their own learning and the discovery and development of new
understandings.

20. Many times, a child's peers or an
adult's children may be the
individuals with more knowledge or
experience.
For example: Who would know
more about the latest teen music
group or what is the latest dance
moves, a child or their parent?
MKO 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.
For example: Teachers, Other
adults, Advanced students,
sometimes even computers.
The More Knowledgeable Other (MKO)

21. Zone of Proximal Development (ZPD)

22. Zone of Proximal Development (ZPD)
This is an important concept
that relates to the difference
between what a child can
achieve independently and
what a child can achieve
with guidance and
encouragement from a
skilled partner.
Vygotsky sees the ZPD as
the area where the most
sensitive instruction or
guidance should be given,
allowing the child to
develop skills.

23. • An example would be reading a book with a child.
• They are reading the words of the book out loud to you as
you follow along.
• They come across a word that in unfamiliar to them and
ask for help.
• Instead of directly telling them the word, show them
pictures of ask them questions about what they just read.
• They will figure the word out on their own and come to
understand what the word means on their own.
• They will later learn to do it themselves first before asking
for help.
Zone of Proximal Development
(ZPD) Cont’d

24. HOW SOCIAL CONSTRUCTIVISM RELATE TO MANAGING BEHAVIOUR
AMONG CHILDREN IN EDUCATION SETTING

25. HOW TO IMPLEMENT
IN
EDUCATIONAL SETTING
TO IMPLEMENT SOCIAL CONSTRUCTIVISM THEORY IN EDUCATIONAL SETTING:
• USING SCAFFOLDING
SCAFFOLDING IS PROVIDING SUPPORTIVE HELP WHEN A CHILD IS DEVELOPING A MENTAL FUNCTION OR
LEARNING TO DO A PARTICULAR TASK.
EXAMPLE:ASK THE CHILDREN TO DRAW A TREE.

26. CONCLUSION
Both theories are related
to the behaviour of
children.
Psychodynamic is the
theory that structure the
children’s personality.There are 3 major themes in
constructivism theory. There
are Social Interaction,
The More Knowledgeable
Other (MKO) and
Zone of Proximal Development
(ZPD).

27. REFERENCES
• POUND LINDA (2008). HOW CHILDREN LEARN.LONDON: STEP FORWARD PUBLISHING LIMITED. P17-20.