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    Sarahina CI EDUC2 A2

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    Freud's components of personality include the id, ego, and superego. The id operates based on the pleasure principle and contains unconscious urges. The ego develops to mediate between the id and reality. The superego provides moral standards and is concerned with social norms. Piaget's stages of cognitive development include the sensory motor stage, pre-operational stage, concrete operations stage, and formal operations stage. Each stage is characterized by different types of thinking abilities and strategies for teaching children. Kohlberg's stages of moral development include pre-conventional, conventional, and post-conventional. Earlier stages are shaped by rules and consequences while later stages involve developing personal principles.

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    Sarahina CI EDUC2 A2

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    Freud's components of personality include the id, ego, and superego. The id operates based on the pleasure principle and contains unconscious urges. The ego develops to mediate between the id and reality. The superego provides moral standards and is concerned with social norms. Piaget's stages of cognitive development include the sensory motor stage, pre-operational stage, concrete operations stage, and formal operations stage. Each stage is characterized by different types of thinking abilities and strategies for teaching children. Kohlberg's stages of moral development include pre-conventional, conventional, and post-conventional. Earlier stages are shaped by rules and consequences while later stages involve developing personal principles.

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    Freud's components of personality include the id, ego, and superego. The id operates based on the pleasure principle and contains unconscious urges. The ego develops to mediate between the id and reality. The superego provides moral standards and is concerned with social norms. Piaget's stages of cognitive development include the sensory motor stage, pre-operational stage, concrete operations stage, and formal operations stage. Each stage is characterized by different types of thinking abilities and strategies for teaching children. Kohlberg's stages of moral development include pre-conventional, conventional, and post-conventional. Earlier stages are shaped by rules and consequences while later stages involve developing personal principles.

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    10 views8 pages

    Sarahina CI EDUC2 A2

    Uploaded by

    sarahinacamila
    Freud's components of personality include the id, ego, and superego. The id operates based on the pleasure principle and contains unconscious urges. The ego develops to mediate between the id and reality. The superego provides moral standards and is concerned with social norms. Piaget's stages of cognitive development include the sensory motor stage, pre-operational stage, concrete operations stage, and formal operations stage. Each stage is characterized by different types of thinking abilities and strategies for teaching children. Kohlberg's stages of moral development include pre-conventional, conventional, and post-conventional. Earlier stages are shaped by rules and consequences while later stages involve developing personal principles.

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    of 8

    Camila I.

    Sarahina 02-26-23

    BEED 1-2

    Freud’s Components of the Personality

    Review the three components and write important concepts about them

    Id Ego Superego
     According to Freud,  According to Freud,  According to Freud,
    The Id is a part of Id operates the pre- 
    the unconscious conscious and  it is concerned with
    that contains all the conscious mind. what is socially
    urges and impulses,  The ego develops to acceptable.
    including what is mediate between  The ethical
    called the libido, a the unrealistic id component of the
    kind of generalized and the external personality provides
    sexual energy that real world. the moral standards
    is used for  Makes the decisions by which the ego
    everything from and faces the operates.
    survival instincts to consequences.
    appreciation of art.
     It operates
    according to the
    pleasure principle.
     The primitive and
    instinctive
    component of
    personality.
    Freud’s Psycho-Sexual Stages of Development

    Write the description, erogenous zone, and fixation of each of the stages
    below.

    Oral Stage- Initial psychosexual stage during which the developing infant's main
    concerns are with oral gratification.

     Erogenous Zone- Mouth

     Fixation- Oral fixation/oral receptive

    Anal Stage- The period in a child’s psychosexual development during which the child’s
    main concerns are with the processes of elimination.

     Erogenous Zone – Anus

     Fixation- Anal receptive

    Phallic Stage - When the libido is focused on the genital area (penis or clitoris) and
    discovery and manipulation of the body become a major source of pleasure.

    Erogenous Zone – Genitals

    Fixation – Sexual Deviances

    Latency Stage- The stage of psychosexual development in which overt sexual interest
    is sublimated and the child's attention is focused on skills and peer activities with
    members of his or her own sex.

    Erogenous Zone - Sexual Feelings Are Inactive

    Fixation - Immaturity

    Genital Stage - Begins with the onset of puberty.

    Erogenous- Genitals
    Fixation – Pleasure- seeking

    Erikson’s Psycho-social Stages of Development

    STAGE CRISIS SIGNIFICAN MAL MALIGNANC VIRTUE


    T PERSON ADAPTATION Y

    1.Infancy Trust vs. Mother Sensory Withdrawal Hope


    Mistrust maladjustment

    2. Early Autonomy Both Impulsiveness Compulsiven Willpower/


    Childhood vs. Shame Parents ess Determinat
    & Doubt ion

    3. Early Initiative Entire Ruthlessness Inhibitions Courage


    childhood vs. guilt family

    4. School- Industry Neighbors Narrows Inertia


    age vs. and school virtuosity Competen
    inferiority cy

    5. Identity vs. Peers and Fanaticism Repudiation Fidelity


    Adolescen role role models
    ts confusion

    Review the psycho-social stages and fill

    6.Young Intimacy Friends Promiscuity Exclusion Love


    adulthood vs. and
    isolation partners

    7.Middle Generativit At home Over Rejectivity Caring


    adulthood y vs. and at work extension
    stagnation

    8. Late Ego Humanity Presumption Disdain Wisdom


    adulthood Integrity
    vs. despair

    Piaget’s Cognitive Stages of Development

    Sensory Motor Stage: Focuses on the prominence of the senses and muscle
    movement through which the infant comes to learn about himself and the world.
    Age Range: Birth to Two

    Characteristics: This is the stage when a child who is initially reflexive in grasping,
    sucking, and reaching becomes more organized in his/her movement and activity.

    Key Teaching Strategies: In working with children in the sensory-motor stage,


    teachers should aim to provide a rich and stimulating environment with appropriate
    objects to play with.

    _______________

    Pre-operational Stage: At this stage, intelligence is primarily intuitive. At this point, the
    child is getting closer to using symbols because they can now simulate and form mental
    representations.

    Age Range: 2-7 years old

    Characteristics: Achieves symbolic function (can represent objects and events)

    -Develops egocentrism (the tendency of the child to only see his point of
    view and to assume that everyone has the same point of view)
    Key Teaching Strategies: Give children a great deal of hands-on practice with more
    complex skills such as reading comprehension or collaboration.

    Concrete Operations Stage: During this stage, children are able to solve “hands-on”
    problems easily. They understand that things can be changed, conserve their original
    forms, and be reversed (Woolfolk, 2010).
    Age Range: 7-11 years old
    Characteristics: The ability of the child to link logically but only in terms of concrete
    objects

    Key Teaching Strategies: Continue the use of concrete props and visual aids.

    _____________________________________________

    Formal Operations Stage: In the final stage of formal operations, thinking becomes
    more logical.

    Age Range:12-15 years

    Characteristics: Children can now solve abstract problems and can hypothesize.

    Key Teaching Strategies: Give students the opportunity to explore many hypothetical
    questions.

    Kohlberg’s Stages of Moral Development


    Review the moral stages and identify and describe them using the graphic
    organizer below.

    PRE- CONVENTIONAL - STAGE 1 Obedience and Punishment. The child/individual is good


    Moral decisions are in order to avoid being punished. If a person is punished, they must
    shaped by the standards have done wrong.
    of adults and the
    consequences of
    following or breaking STAGE 2 Self-Interest. At this stage, children recognize that there is
    their rules. not just one right view that is handed down by the authorities.
    Different individuals have different viewpoints.
    CONVENTIONAL- The
    stage where most
    STAGE 3 Interpersonal Accord and Conformity. The child/individual is
    adolescents and adults
    good in order to be seen as being a good person by others.
    frame their moral
    Therefore, answers relate to the approval of others.
    behavior.

    STAGE 4 Maintaining the Social Order. The child/individual becomes


    aware of the wider rules of society, so judgments concern obeying
    the rules in order to uphold the law and to avoid guilt.

    STAGE 5 Social Contract. The child/individual becomes aware that


    POST-CONVENTIONAL- while rules/laws might exist for the good of the greatest number,
    Occurs when an individual there are times when they will work against the interest of particular
    develops their own set of individuals.
    ethics and morals to drive
    their decisions and STAGE 6 Universal Principles. People at this stage have developed
    actions. their own set of moral guidelines which may or may not fit the law.
    The principles apply to everyone.

    Vygotsky’s Socio-Cultural Theory


    Define or describe the given words

    More Knowledgeable Other (MKO)- Anyone who has a better understanding or a


    higher ability level than the learner, particularly in regard to a specific task, concept, or
    process.

    Zone of Proximal Development (ZPD)- The space between what a learner can do
    without assistance and what a learner can do with adult guidance or in collaboration
    with more capable peers.

    Scaffolding- The role of teachers and others in supporting the learner's development
    and providing support structures to get to that next stage or level' (Raymond, 2000).

    Bronfenbrenner’s Bio-Ecological Theory

    Describe each of the systems in the theory.

    THE MICROSYSTEM- This is the


    layer closest to the child and
    contains the structures with THE MESOSYSTEM -The
    which the child has direct relationships between
    contact. The microsystem influential actors in a child's
    encompasses the relationships life.
    and interactions a child has
    with her immediate
    surroundings (Berk, 2000). Bronfenbrenner’s
    Bio-Ecological
    Theory
    THE MACROSYSTEM-
    is a still larger cultural
    THE ECOSYSTEM- One of the most context in which the
    accepted explanations regarding previous systems are
    the influence of social
    environments on human
    development. This theory argues
    THE CHRONOSYSTEM - This system
    that the environment you grow up
    consists of all of the experiences that
    in affects every facet of your life
    a person has had during his or her
    lifetime, including environmental
    REFERENCES: events, major life transitions, and
    historical events
     Freud’s Psycho-Sexual Stages of Development

     (Jain, 2020) Sigmund Freud Psychosexual Stages & Fixation


    Theory-https://www.linkedin.com/pulse/sigmund-freud-psychosexual-stages-
    fixation-theory-shreya-jain?
    fbclid=IwAR34qjDisadkccDicU2C14IbEhWsjJOqwk0Z3-
    xHy0o7KUF05KlUA7535j0#:~:text=Social%20development%20takes%20place
    %20during,fulfilling%20relationships%20as%20an%20adult

     (Jain, 2020) Sigmund Freud Psychosexual Stages & Fixation


    Theory--https://www.linkedin.com/pulse/sigmund-freud-psychosexual-stages-
    fixation-theory-shreya-jain?fbclid=IwAR0xfPeyntP1Zt-lcjECYd3etK3-
    745gNEyMwHnGXno1uvCgd9J5jlbzaA4#:~:text=The%20Genital%20Stage%3A
    %20During%20the,that%20sexual%20perversions%20may%20develop

     Piaget’s Cognitive Stages of Development

     (Woolfolk, 2021) Teacher tip: Use metacognitive strategies to empower your


    students-https://www.education.vic.gov.au/school/teachers/classrooms/Pages/
    ppn14metacognitiontip.aspx?fbclid=IwAR1CI_5w07SFW3hZsA1eTT-Ps7-
    mkOwsVNJd0aMz6LGfx9fk3r3xFFaSFB8

     Vygotsky’s Socio-Cultural Theory

     (Passalacqua et al., 2007) Vygotsky’s concept of Zone of Proximal Development-


    https://www.futurelearn.com/info/courses/differentiating-for-learning-stem/0/
    steps/15505?fbclid=IwAR3JylULSojFrjKIj9nN5OciYutlWJvIj5upDDtDpZGdq8-
    0nROhjFk-ug0#:~:text=Vygotsky%20defined%20the%20%E2%80%9CMore
    %20Knowledgeable,teacher%20or%20an%20older%20adult

    (Mcleod, 2019) The Zone of Proximal Development (ZPD) and Scaffolding-


    https://www.simplypsychology.org/Zone-of-Proximal-

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