CPE 100-Module Four: Child and Adolescent Learners and Learning Principles

CPE 100- Module Four
Child and Adolescent

Learners and Learning
Principles This module is for personal and scholarly use. Sharing, uploading, or posting this 1
module in social networks or any public domain without instructor’s consent is prohibited. -
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NAME:_____PATNUBAY, NIKKI MARIE B. ELGEN:___C___
Learning Targets
Describe the different stages of each child development theory
Apply the child development theories to the teaching profession.
Write a short story of life using Erickson’s stages as framework.
Conduct simple real-life situation of Piagetian Task
Demonstrate scaffolding of Vygotsky’s theory in research teaching and learning through an
educational YouTube video.
Analyze the person’s level of moral reasoning based on one’s responses to moral dilemmas
1.1 Overview
1. Theories of Child Development

The concept of theory can be defined as the group of predications that brings forward proposals in order
to find the reasons why events take place. In a sense, theory is a plan that helps to realize some certain ideas in
line with previously designed plans. At the same time, theory is a path that is taken as a basis to move and that is
followed accordingly (Kaya & Akdemir, 2016).
Over the past century, educational psychologists and researchers have posited various theories to
elucidate the thought, skills, and processes of how children and adolescents learn. Various authors have classified
the theories herein in different ways. Only a brief overview of extensive literature is provided to help you make
informed decisions about your personal educational philosophy.
As you look over the information contained in this module, keep in mind the purpose of your reading.
The immediate purpose is to generate an educational philosophy statement (stating what you believe in terms of
how and why people learn and what educators should do to facilitate such learning). As such, you should note
concepts and statements that you believe are important for promoting learning and for designing and delivering
effective instruction. Hence, in this module, you will venture into the fundamental theories of children and
adolescents.
This module is for personal and scholarly use. Sharing, uploading, or posting this 2
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Activation(COVID-19 Learning Design)
What educational philosophy ( center ) , learning support ( pink ) , and
learning materials do you need for you to effectively learn amid this
pandemic? Write your answers on each puzzles pieces .
Learning Materials The parents should support the

government and participate on
programs that is incline for the
betterment of learning on their
children.
The government must consider Online platform is the best way

every status quo that we have in We can really say that no that can be use in the present
our society and come out to a one will be left behind in our where we can ensure our safety
better solution for every problem but our internet connections
in our educational system. school system today if all the should improve.
needed factors will do their
responsibilities for the sake
of the a better education.
Students who cannot afford to attend

online due to absence of internet
connection, mobile phones and other
devices are given a chance to use
modules or learn through other ways
like television and radio.
1.2 Task/Problem-Centered
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Sigmund Freud’s
Psychoanalysis/Psychosexual Theory
Psychosexual Theory is the area that has come under the most scrutiny in the past because Freud suggested that all personality
is connected to our libido, our sex drive.
The Libido is about pleasure and does not only refer to Sex. He used the word to refer to any action that
created pleasure through physical touch and included such things as caressing, massaging, kissing, or
cuddling.
He claimed that during the first five years of their life, children pass through a series of stages. At each stage there is a
different part of the body that brings pleasure.
Unresolved Libido Challenges Lead to 'Fixation'

Every stage presented a conflict and difficulty dealing with this conflict can lead to "fixation".
This is the term Sigmund Freud gave to someone who seemed to be "stuck" in a specific stage, or carried over certain
behaviors and habits through to adulthood.
Fixation indicates an incomplete development of personality and will cause problems for a person's entire life.
Erogenous zones-pleasure areas  Fixation-if needs are not met
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• Birth-18 months
• Erogenous zone: mouth
• Oral receptive : tendency to smoke, drunkard, overeat
Oral Stage • Oral aggressive : bite nails, curse words or gossip
• 18 months - 3years
• Erogenous zone: anus
• Proper Toilet Training
• Anal retentive : obsession with cleanliness, perfection,
Anal Stage control
• Anal expulsive : messy and disorganized
• 3-6 years
• Erogenous zone: genitals
Phallic • Oedipus Complex
Stage • Electra Complex
• 6-puberty
• Sexual urges remains repressed’
• Focused on physical and academic acquisition
Latency
Stage • Boys with boys/girls with girls
• Puberty onwards
• Sexual urges towards opposite sex/peers
Genital
Stage
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ego
Personality
supereg
id
o
Freud’s Personality Components
Freud’s Personality Components

Id- operates on the pleasure principle
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Ego- operates using the reality principle
-deciding agent of the personality
Superego-person’s moral aspect or conscience for right and wrong
Freud’s Psychosexual Development
Stages result from conflict between Id & Superego

Conflict creates anxiety
Ego defends against anxiety with defense mechanisms
Early experiences have long-term effects on personality
The unconscious mind contains things that we are not consciously aware such as our instincts, traumatic memories, or painful
emotions that we have selectively forgotten in order to protect ourselves.
Freud claimed that our unconscious is the source of all our motivations. In other words, we are driven by the forces that we
aren't even aware of. He called this libido, which is Latin for "I desire".
Freud
Emphasized the role of nature over nurture
Believed humans are basically evil
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Believed development has qualitative changes
Believed development was discontinuous
Believed development was passive
Believed development was universal
Strengths
Awareness of unconscious motivation
Emphasized important early experience
Weaknesses
 Ambiguous, inconsistent, not testable  Not supported by
research
Task-Centered
Watch the nine-minute video clip of Psychosexual development by
Sigmund Freud.
https://youtu.be/mhG-twzaE_g
Eric Eriksons’s Psychosocial Theory
How does Erikson’s psychoanalytic theory compare to Freud’s theory?

-The two speculations of advancement both spotlight on the significance of early encounters, however there are
outstanding contrasts among Freud's and Erikson's thoughts. Freud fixated on the significance of taking care of,
while Erikson was more worried about how responsive guardians are to a kid's requirements. Sigmund Freud's
psychosexual hypothesis and Erik Erikson's psychosocial hypothesis are two notable speculations of
advancement. While he was impacted by Freud's thoughts, Erikson's hypothesis varied in various significant
ways. Like Freud, Erikson perceived the significance of the oblivious on turn of events. He additionally accepted
that character creates in a progression of foreordained stages. Dissimilar to Freud's hypothesis of psychosexual
stages, Erikson's hypothesis portrays the effect of social experience across the entire life expectancy.
o What crisis characterizes each of Erikson’s psychosocial stages?
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-According to Erikson, a conflict is a turning point where each person faces a struggle to attain a specific
psychological quality. Sometimes referred to as a psychosocial crisis, this can be a time of vulnerability but also
strength as people work toward success or failure.
What role do you think teachers can have in their students’ personality development?
-Students sees their teacher/s a role model that will teach them different learnings and manners that they can
apply to their daily living. If a teacher shows a bad attitude there is a possibility that the student/s will acquire it.
If aa teacher/s shows a good attitude then the students might acquire it also. Teacher will also be the bridge to let
the students make their attitudes better and mold a good personality. As a second parents of the students, teachers
are good manipulator for the students improvements.
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Some differences with Freud o Emphasis on psychosocial stages o Less
emphasis on sexual urges o More emphasis on rational ego (choices)
o More positive, adaptive view of human nature o Development
continues through adulthood
Epigenetic Principle o We develop through a predetermined unfolding of our personalities in eight stages
Earlier stages served as foundation for later stages influenced by the environment
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Stage 1- Trust vs. Mistrust o Trust the mother, loving
relationship o This stage is all about fulfilling needs.
The trust or mistrust they develop can carry on with the child for the rest of their lives.
Stage 2- Autonomy vs Shame and Doubt

The child’s energy is directed towards mastering physical skills such as walking, grasping and muscular control
Stage 3- Initiative vs Guilt o The child continues to become more assertive in exploration, discovery, adventure and
play
from “NO” to “WHY?” o Want to understand the world and ask questions.
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In this stage children want to understand the world and they ask too many questions! If their initiative in questioning the
world is encouraged, then they will feel comfortable with expressing their curiosity throughout the rest of their life. If we
discourage them and tell them to shut up, then they will feel guilty about their questioning and avoid being inquisitive
later.
Stage 4- Industry vs. Inferiority o The child must learn to deal with new skills and develop a sense of achievement and
accomplishment.
This is where most children begin formal education (what we call school). For the first time children are being formally
evaluated. If a child raises their hand in class and answers a question correctly, then he/she will feel industrious
(competent). If he/she tries to answer a question but stutters to get out the wrong answer, and other students all start
making fun of his/her speech impediment, then the child will feel inferior.
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Stage 5- Identity vs. Identity Diffusion o The important event is development of peer relationships and the important
relationships are peers, groups and social influences
The teenager must achieve a sense of identity in occupation, sex roles, politics and religion. In addition, they must resolve
their identity and direction.
Who am I? o Determine identity & direction in life. o What group do I fit in with? o If I do not find myself I may develop an
identity crisis.
Stage 6- Intimacy vs. Isolation o 19-30 yrs. old. Young

adulthood o Have to balance work and relationships. o
Develop intimate relationships? o What are my priorities? o
Marriage?
While searching for your identity, you may try out different roles, like trying to fit into various social groups, experimenting
with drugs or sex, or just changing your wardrobe. You should be trying to find a stable sense of self now, or Erikson
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believed you may have an identity crisis later. o The important event is parenting and the important relationships are
lovers, friends and work connections
The individual must develop intimate relationships through work and social life.
Stage 7- Generativity vs. Stagnation o The important event is parenting and the important relationships are with
children and the community
Each adult must find a way to satisfy, support and contribute to the next generation.
Is everything going as planned? Am I happy with what I created? Mid–life crisis?!
Erikson believed that by the time we reach our mid 30s to mid 50s we start to really examine our lives and see if it is going
the way we planned it or did it take a drastic turn. This is where some people take drastic steps and change their lives.
You could see a lot of late divorces or extreme changes in clothes or cars- we call this experience a mid-life crisis
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Stage 8- Integrity vs. Despair o The important event is reflection on and acceptance of the individual’s life o The
individual is creating meaning and purpose of one’s life and reflecting on life achievements
Look back on life. o Was my life meaningful or do I have regrets? o Contentment or disappointment?
Strengths o Focus on identity crisis of adolescence still most relevant o Emphasis on rational and
adaptive nature o Interaction of biological & social influences o
Weaknesses o Sometimes vague and difficult to test
Does not explain how development comes about
Task-Centered
Watch the twelve-minute video clip of Erikson’s Stages of Psychosocial DevelopmentSimplest Explanation Ever.
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https://youtu.be/aCEnliULlho
Watch the five-minute video clip of 8 stages of Development by

Erik Erikson.
https://youtu.be/aYCBdZLCDBQ
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Jean Piaget's Cognitive Development
o What is Piaget’s perspective on cognitive development?

-Jean Piaget's theory of cognitive development suggests that children move through
four different stages of mental development. His theory focuses not only on understanding
how children acquire knowledge, but also on understanding the nature of intelligence.1
Piaget's stages are: Sensorimotor stage: birth to 2 years Preoperational stage: ages 2 to
7Concrete operational stage: ages 7 to 11Formal operational stage: ages 12 and up. Piaget
believed that children take an active role in the learning process, acting much like little
scientists as they perform experiments, make observations, and learn about the world. As kids
interact with the world around them, they continually add new knowledge, build upon
existing knowledge, and adapt previously held ideas to accommodate information.
o What are the strengths and weaknesses of Piaget’s theory?

-By taking a gander at learning as a progression of stages, Piaget's hypothesis carries
request to learning. Piaget likewise saw learning as a functioning cycle, not a detached one,
accentuating the requirement for students to communicate with their current circumstance. At
last, Piaget's hypothesis, in spite of the shortcomings portrayed underneath, gave another
perspective on in kids and started another territory of investigation into learning. In any case,
the hypothesis likewise has a few shortcomings. It will in general be socially one-sided,
without considering how formative stages may shift in non-white European societies. It
neglects to recognize that a few youngsters may encounter advancement at various rates for
various psychological undertakings. At last, Piaget's underlying hypothesis depended on
perceptions of his own youngsters, which isn't just a little example yet one that is naturally
one-sided.
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Task-Centered
Watch the seven-minute video clip of Piaget’s Theory of
Cognitive Development.
https://youtu.be/lhcgYgx7aAA
Piaget’s Cognitive Development Theory

Intelligence: Ability to adapt to environment o Constructivism: Understanding based on experience o Interactionist
 Both biological maturation and experience required for developmental progress
At each new stage, children think in a qualitatively different way o Piaget examined the implications of his theory not only
to aspects of cognition but also to intelligence and moral development.
He designed a cognitive tasks known as Piagetian Tasks
Basic Cognitive Concepts

1. Schema-cognitive structures which individuals intellectually organize their environment. Ex. A dog
2. Assimilation- process of fitting a new experience into an existing created cognitive structure or schema. Ex. A different
dog
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o
3. Accommodation- process of creating a new schema Ex. Goat o 4. Equilibration- to find how the world
works and to find order, proper balance of assimilation and accommodation or else there will be cognitive
disequilibrium of the experiences to our schemata.
Stage 1. Sensori-motor Stage (0-2)
In this stage, teachers should provide children with objects to play with.
Object Permanence- ability to know that an object still exists when out of sight
Stage 2. Pre-operational Stage (2-7)
o intelligence is intuitive at nature, mental representations o Symbolic function-pretend to be o

Egocentrism-own point of view o Centration-focus only in one aspect of a thing/event o Irreversibility-
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o
inability to reverse thinking o Animism-attribute humanlike traits to objects o Transductive reasoning-
neither inductive or deductive; A to B, B to A ex. Mom is home by 6pm. Its night because she’s home.
Task-Centered
Watch the five-minute video clip of a typical child on Piaget’s
conservation tasks.
https://youtu.be/gnArvcWaH6l
Stage 3. Concrete-Operational Stage (8-11)

ability to think logically only of concrete objects. o Decentering-focus in different features o Reversibility-
operations can be done in reverse o Conservation- properties of objects do not change even if there is in
appearance
Seriation-arrange things in series
Stage 4. Formal Operational Stage (12+) thinking becomes more logical, they
can now solve abstract problems and hypothesize o Hypothetical Reasoning: ability to come up with different
hypothesis about a problem and to gather and weigh data in order to make a final decision or judgment. “what if”
questions.
Analogical Reasoning: ability to perceive the relationship in one instance and then use that relationship to narrow down
possible answers in another similar situation or problem
Ex. If United Kingdom is to Europe, then Philippines is to _Southeast Asia_____________.
Deductive Reasoning: ability to think logically by applying a general rule to a particular instance or situation.
Ex. All countries near the North Pole have cold temperatures. Greenland is near the North Pole. Therefore
Greenland has cold temperature.
From Piaget’s findings and comprehensive theory, we can derive the following principles:
Children will provide different explanations of reality at different stages of cognitive development.
Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation.
Learning materials and activities should involve the appropriate level of motor or mental operations for a child of given age;
avoid asking students to perform tasks that are beyond their current cognitive capabilities
Use teaching methods that actively involve students and present challenges
Strengths o Well-accepted by develop mentalists o Well-

researched, mostly supported o Influenced education
and parenting
Weaknesses
Ignores motivation and emotion o Stages not universal especially the last one
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o
Lev Vygotsky's Socio - Cultural Theory
Task-Centered
Watch the seven-minute video clip of Vygotsky’s Theory of
Social DevelopmentSimplest Explanation Ever.
https://youtu.be/UWmdne1sJXw
Vygotsky’s sociocultural theory describes learning as a social process… o social interaction plays a fundamental
role in the development of cognition.
o Sociocultural theories help us to understand the role of language and interaction in human learning.
We learn through talk and interaction and the role of the teacher is to provide environments, dialogues and
learning experiences that enables learning.
ZPD = the zone of proximal development.

The difference between what a child can do on his/her own and what they can do with assistance (from either a peer or an
adult)
In the ZPD, the learner cannot yet function autonomously, but can solve problems with the help of a more capable partner.
This is also referred to as scaffolding technique.
Once the learner has appropriated the knowledge of how to solve a particular problem, the developmental level of the child
grows to encompass that knowledge and the level of potential development moves ahead, and the ZPD shifts.
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o
Task-Centered
Watch the eleven-minute video clip of Vygotsky’s application
and explanation of the Sociocultural theory.
https://youtu.be/SzOTvkY3jOE
KEY VYGOTSKY POINTS
The interaction between children and teachers and its vital role in advancing knowledge
When this “assistance” is offered it is referred to as “scaffolding” o Keen observation is at the core of effective and
successful scaffolding. o Suggested to use props, real materials and loose parts in the environment
Valued conversations and working together o Strong emphasis on observations
Learning takes place when children play
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o
Bronfenbrenner's Ecological Systems

Theory
Test your personality
Cow
Tiger
Sheep
Pig
Horse
Cute
Sweet
Adorable
Beautiful
Dirty
Jason
Daniel
Gwaps
Jomari
Nikki
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Key Question: How does the world around the child help or hinder development? 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
Microsystem
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• 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. The microsystem consists of
bi-directional influences
Parents actively shape the development of the child
Children actively shape their environment
Personal attributes influence responses from other people
Children actively select and avoid specific environments
Bi-directional relationships are the foundation for a child’s cognitive and emotional growth
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. This impacts a
child’s development by influencing structures in the microsystem. Examples
Parent’s workplace
Funding for education
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
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IMPLICATIONS FOR EDUCATION
Primary relationship must be intended to last a lifetime.
Teachers need to work to support the primary child-adult relationship.
Schools should create an environment that welcomes and nurtures
families.
Education should foster societal attitudes that value all work done on
behalf of children.
More research is needed to examine interactions between different levels of relationships in a
child’s development.
Bronfenbrenner states that there is little conflict between families and the school.
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Lawrence Kohlberg's Moral
Development Theory
 morality: when we are talking about what is

right and wrong
 moral : something that is right and good
 immoral: something wrong and bad
What would you do when faced with a difficult

moral choice?
When I am facing a difficult moral is I am relating it on my past
experiences. I also avoid being bias where I make sure that I weigh
things before I decide into something. I know moral is made to make
everyone feel comfort but if you feel that there is some things that you
concern about then let others know in a way that you cannot offend and
hurt others. We have different happiness and some times moral is being
hindrance on this. I also think that yes we might add new morals and
change the morals we had because we should also fit it on the present
time we had.
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Children obeys rules in order to avoid punishment  Determines a
Stage 1 - Obedience sense of right and wrong by what is punished and what is not
and Punishment punished
Obeys superior authority and allows that authority to make the rules, especially if that authority has the power to inflict pain
Is responsive to rules that will affect his/her physical well-being
Stage 2 - Mutual
Benefit
Children account for individual points of view and judge actions based on how they serve individual needs.
Reciprocity is possible, but only if it serves one's own interests.
Is motivated by vengeance or “an eye for an eye” philosophy
Is self-absorbed while assuming that he/she is generous
Believes in equal sharing in that everyone gets the same, regardless of need
Will do a favor only to get a favor
Expects to be rewarded for every non-selfish deed he/she does
Stage 3 - Social
Approval
This stage of moral development is focused on living up to social expectations and roles. There is an emphasis on
conformity, being "nice," and consideration of how choices influence relationships.
Finds peer approval very important

Feels that intensions are as important as deeds and expects others to accept intentions or promises in place of deeds
Begins to put himself/herself in another’s shoes and think from another perspective
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At this stage of moral development, people begin to consider society as
a whole when making judgments. The focus is on maintaining law and
Stage 4 - Law and order by following the rules, doing one’s duty, and respecting authority.
Order
Is a duty doer who believes in rigid rules that should not be changed
Respects authority and obeys it without question
Supports the rights of the majority without concern for those in the minority  Is part of about 80% of the population that does
not progress past stage 4
At this stage, people begin to account for the differing values, opinions,
and beliefs of other people. Rules of law are important for maintaining
a society, but members of the society should agree upon these
Stage 6 - Social standards.
Contract
Is motivated by the belief in the greatest amount

of good for the greatest number of people
Believes in consensus (everyone agrees), rather than in majority rule
Respects the rights of the minority especially the rights of the individual  Believes that change in the law is possible but only
through the system
Stage 6 - Universal
Principles
At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Believes that there are high moral principles than those represented by social rules and customs
Is willing to accept the consequences for disobedience of the social rule he/she has rejected Believes that the dignity of humanity
is sacred and that all humans have value
IMPLICATIONS TO TEACHING
Integrate values in discussions. Find ways to incorporate values in
stories across subjects.

Allow children help make some rules. This lays the groundwork for law and order stage.
Design activities that will foster empathy such as caring for a pet, visiting elderly people and making cards for friends.
Incorporate morality using games. Playing with rules opens opportunities to develop many values.
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Praise moral behavior. There is no better way of reinforcing good
behaviors than appreciation.

Encourage role playing. This way they can learn to think from the
point of view of other situations of people.
Task-Centered
Watch the seven-minute video clip of Kohlberg’s 6 stages of moral

development with application.
https://youtu.be/bounwXLkme4
2.2 Demonstration
(My Life’s Framework
)
Part I. Look back and w rite a short s tory of your life using Erickson’s
stages as framework. Your life story should be presented through a
framework entitled: “ My Life’s Framework . ” For stages 7 - 8 , envision
how you want to live your life in the future.
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Part II. Give the correct placement of the numbers. (Piagetian Sudoku Challenge).
Part III. What would you do? A dilemma that Kohlberg used in his original research was the druggist's
dilemma: “Heinz Steals the Drug in Europe.” Analyze the Analyze the person’s level of moral reasoning based on his
responses to moral dilemmas. Write the responses of Heinz according to the different stages of Kohlberg's Morality
Development Theory.
A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her.
It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but
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the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged
$2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money,
but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying
and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to
make money from it." So Heinz got desperate and broke into the man's store t o steal the drug for his wife.
Stage 1: I will not steal the drug because I don't to be send on jail.
Stage 2: I would steal the drug because if I will steal it my wife will live and will consider me as a
hero.
Stage 3: I will steal the drug because a good husband will save his wife's life.
Stage 4: I will not steal the drug because it's against the law.
Stage 5: I will steal the drug because losing a human life will not be justify by a law.
Stage 6: Saving life of others is always the best decision.
2.3 Application (International Chess Challenge)

Part I. Go to https://play.chessbased.com/en. Play the Blitz and just choose the 10 min chess game. Screenshot
your finished game and attach here. What country was your opponent? Did you win the game? ●My opponent is
from USA and I didn’t win the game.
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Part II. Group Activity. (Scaffolding Research)
Make a research video tutorial (5 members) with 3 to 5 minutes time limit. This will serve as your project for this course.
For a sample of my work, go to my YouTube Channel, Research Algorithms.
Watch my seven-minute video clip of How to create researchable topics.
F7QSNZKCyo
Group:______
Video Title: ___________________________________________________________
Names:
____________________________, _____________________________,
____________________________, _____
_______________________,
_____________________________,
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Part III. Social Media Ethics/ Netiquette Corner. Anchored on Kohlberg’s Theory, write real
situations that you have experienced during this pandemic that show how you have displayed decision-making or ethical
behaviors and attitudes in the social networks. Your honesty is appreciated.
Filipino students can access both positive and negative results in social networks especially during
this pandemic. Social networks can give students the power to raise their voices to address societal
issues and obtain factual information to expedite local management of the COVID-19 pandemic. However, reality
has shown that detrimental effects emerge around the corner due to negative influences and disinformation (fake
news). Aside from this, Filipino students nowadays are having social identity issues as shown by rampant display
of attention-seeking behaviors and nonsensical posts due to the negative influence of social media and social
networks. The students may be trapped of this cyclical process especially that everything is done online. What
would you do?
STAGE 1- Punishment vs Obedience
I will not use social network in terms of getting informations because fake news will result to
imprisonment.
STAGE 2- Mutual Benefit
I will use social network for getting informations because it will help me to inform others.
STAGE 3- Social Contract
I will use social network in terms of getting informations because a good person will help other people.
STAGE 4- Law and Order
I will not use social network in terms of informations because fake news is against the law.
STAGE 5- Social Approval
I will use social network in terms of informations because people had the right to know what is truth
and sometimes will not be justify bu the law.
STAGE 6- Universal Principles
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Informing others and the society is always the best way to help.
1.4 Integration (Social Justice amid Pandemic)

During this pandemic, educational institutions in the Philippines are doing its best to continue the
learning of the students despite the immense challenges. What have you concretely observed in social
media in which
Filipino students can bring about social justice in the Philippine educational system? What values do you
need to internalize to alleviate the social and educational disparities in the country? What are your contributions/what
will you contribute to society to have a better and humane society?
Social media plays a big role in our lives now and in this time of pandemic it became a really effective
weapon for the people to voice out and let everyone be inform. Lot of students are free to share and do creative
ways to bring social justice in education system like they post meaningful words that will get others attention and
let them realize and some uses memes to also give their thoughts.
The best
References:
http://shs.westport.k12.ct.us/jwb/Psychology/Personality/JamesMarcia.htm
Fitgerald, D.L. (2010). How Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science.
https://www.researchgate.net/publication/226584536_How_Development_Affects_Learning_Lessons_Learned_from_Developmental_Cognitive
_and_Natural_Science
CMD Toquero

CPE 100-Module Four: Child and Adolescent Learners and Learning Principles

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CPE 100- Module Four

Child and Adolescent

1. Theories of Child Development

Learning Materials The parents should support the

The government must consider Online platform is the best way

Students who cannot afford to attend

Unresolved Libido Challenges Lead to 'Fixation'

Erogenous zones-pleasure areas  Fixation-if needs are not met

Freud’s Personality Components

Freud’s Personality Components

Freud’s Psychosexual Development

Stages result from conflict between Id & Superego

Eric Eriksons’s Psychosocial Theory

How does Erikson’s psychoanalytic theory compare to Freud’s theory?

Stage 2- Autonomy vs Shame and Doubt

Stage 6- Intimacy vs. Isolation o 19-30 yrs. old. Young

Watch the five-minute video clip of 8 stages of Development by

o What is Piaget’s perspective on cognitive development?

o What are the strengths and weaknesses of Piaget’s theory?

Piaget’s Cognitive Development Theory

Basic Cognitive Concepts

Stage 1. Sensori-motor Stage (0-2)

Stage 2. Pre-operational Stage (2-7)

o intelligence is intuitive at nature, mental representations o Symbolic function-pretend to be o

Stage 3. Concrete-Operational Stage (8-11)

Strengths o Well-accepted by develop mentalists o Well-

Lev Vygotsky's Socio - Cultural Theory

ZPD = the zone of proximal development.

KEY VYGOTSKY POINTS

Bronfenbrenner's Ecological Systems

Test your personality

Relationships: Family, school, religious institution, neighbors

Macrosystem: Cultural context

 morality: when we are talking about what is

What would you do when faced with a difficult

Finds peer approval very important

Is motivated by the belief in the greatest amount

Integrate values in discussions. Find ways to incorporate values in

stories across subjects.

behaviors than appreciation.

Watch the seven-minute video clip of Kohlberg’s 6 stages of moral

Stage 6: Saving life of others is always the best decision.

2.3 Application (International Chess Challenge)

Watch my seven-minute video clip of How to create researchable topics.

Video Title: ___________________________________________________________

STAGE 1- Punishment vs Obedience

STAGE 2- Mutual Benefit

STAGE 3- Social Contract

STAGE 4- Law and Order

STAGE 5- Social Approval

STAGE 6- Universal Principles

1.4 Integration (Social Justice amid Pandemic)

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