Review Framework and Human Development Theories

LET REVIEW SESSION
PRINCIPLES OF TEACHING
AND EDUCATIONAL
TECHNOLOGY
11FEBRUARY 2014
COR JESU COLLEGE
THE LEARNER THE TEACHER
THE CLASSROOM
ENVIRONMENT
THEORIES OF HUMAN
DEVELOPMENT: THROWBACK
“…development stages follow a fixed
order, and that each person passes
through these stages in this order.
Sufficient resolution of the challenges
and developmental tasks associated
with each stage is necessary for the
individual to proceed with vigor and
confidence to the next stage, and there
is a ‘teachable moment’ or opportune
time for this development to occur.”
JEAN PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT
• Children learn through interacting with
their environments.
• A child’s thinking progresses through a
sequence of four cognitive stages:
– Sensorimotor intelligence stage (0-2 yrs.)
– Preoperational stage (2-7 yrs.)
– Concrete operations stage (7-11 yrs.)
– Formal operations stage (11-15 yrs.)
IMPLICATIONS TO TEACHING
• Sensori-motor Period: Though there is not
direct implication but as a teacher it is
important to understand that there is a basic
tendency towards continued development in
infants.
– Infants progress through six stages of
development.
– Infants at the same chronological age may differ
their behavior and understanding.
IMPLICATIONS TO TEACHING
– Developments result from an interaction between
the infants and their environment.
– Infants should be stimulated through objects and
events, for this facilitate the continual
transformation of basic structures.
– Infants should be allowed to explore their world,
for their actions contribute to their construction
of reality.
TEACHING IN THE
PRE-OPRETATIONAL STAGE
• Make sure that children manipulate and group
objects.
• Involve students in activities requiring social
interaction.
• Create activities where students need to know
which is, for example, which is taller, bigger,
wider, heavier, or longer.
• Give students opportunity to play with brush and
paints, along with pencils to draw lines or
pictures, which will develop aesthetic sense in
the pupils.
TEACHING IN THE
• Make instructions relatively short.
• As the students at this level are egocentric, so
let them experience themselves instead, to
see the world from other’s eyes. These
physical experiences will seem as building
blocks for later development.
TEACHING IN THE
• At the intuitive level young children are not able
to deal with more than one property of an object
or the situation, so the objects given must be
accordingly.
• Use concrete objects and visual aids to illustrate
the lesson; it will help the students to understand
the topic.
• These concrete objects and visual aids may be
physical demonstration and drawing and
illustrations.
• Use the actions as well as words for explaining.
TEACHING IN THE
• Give students’ material like clay, plastering,
water or sand (which can change shape) to
play and make different shapes, things from
the same amount to understand the concept
of conservation.
• To build/develop vocabulary at the stage give
students words to describe their experiences
(they are seeing, doing, touching, tasting and
smelling).
TEACHING CONCRETE
OPERATIONAL CHILDREN
• Continue any preoperational activity that is
relevant for the children in this age group.
• Encourage students to discover concepts and
principles to assimilate and accommodate on
their own.
• Involve children in operational tasks such as
adding, subtracting, multiplying, dividing,
ordering and seriating preferably in concrete
ways there they utilize objects.
• Give opportunities to classify and group object
ideas on increasingly complex levels.
TEACHING CONCRETE
OPERATIONAL CHILDREN
• Ask students to deal with no more than three or
four variables at a time. For doing so, ask the
students to perform experiments with a limited
number of steps.
• Use familiar examples to help explain more
complex ideas so students will have a beginning
point for assimilating new information.
• Present problems, which require logical,
analytical thinking to solve.
TEACHING THE FORMAL
OPERATIONAL STUDENTS
• Teaching at middle and upper level school should
be from concrete considerations, building up,
where applicable, to more abstract reasoning.
• The lectures and reading should be brief and well
organized.
• Plan the activities to achieve the learning
purpose.
• Use familiar examples to help explain more
complex ideas, decision, value, understanding
and insight.
TEACHING THE FORMAL
OPERATIONAL STUDENTS
• It is the time when teacher can develop
problem-solving approach in their students. At
this stage ask students to be in pair or group
of four or three.
Erikson’s Model of Psychological
Development
• Based on eight (8) stages of growth.
• Each stage is characterized by a psychosocial
crisis for the individual’s emotional and social
growth.
• Crises are expressed in polar terms. (e.g. trust
vs. mistrust).
• The child must be able to terms to each crisis
in order to proceed to the next stage.
STAGE BASIC IMPT OUTCOME
CONFLICT EVENTS
Infancy Trust vs. Feeding Children develop a sense of trust when

(birth to 18 mistrust caregivers provide reliability, care, and
months) affection. A lack of this will lead to
mistrust.
Early Autonomy vs. Toilet training Children need to develop a sense of

Childhood (2 shame and personal control over physical skills and
to 3 years) doubt a sense of independence. Success leads
to feelings of autonomy, failure results
in feelings of shame and doubt.
Preschool (3 Initiative vs. Exploration Children need to begin asserting control
to 5 years) guilt 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,
resulting in a sense of guilt.
CONFLICT EVENTS
Children need to cope with new social

School Age
Industry vs. and academic demands. Success leads
(6 to 11 School
Inferiority to a sense of competence, while
years)
failure results in feelings of inferiority.
Young adults need to form intimate,

Young
loving relationships with other people.
Adulthood Intimacy vs.
Relationships Success leads to strong relationships,
(19 to 40 Isolation
while failure results in loneliness and
years)
isolation.
Young adults need to form intimate,

Young
loving relationships with other people.
Adulthood Intimacy vs.
Relationships Success leads to strong relationships,
(19 to 40 Isolation
while failure results in loneliness and
years)
isolation.
CONFLICT EVENTS
Adults need to create or nurture things

that will outlast them, often by having
Middle
children or creating a positive change
Adulthood Generativity vs. Work and
that benefits other people. Success leads
(40 to 65 Stagnation Parenthood
to feelings of usefulness and
years)
accomplishment, while failure results in
shallow involvement in the world.
Older adults need to look back on life

and feel a sense of fulfillment.
Maturity (65 Ego Integrity vs. Reflection on
Success at this stage leads to feelings
to death) Despair Life
of wisdom, while failure results in
regret, bitterness, and despair.
Kohlberg’s and Gilligan’s Models for
Moral Development
• Kohlberg states that moral principals are
ultimately “principles of justice,” and that at
each stage of moral development, the concept
of justice is reorganized.
• Carol Gilligan believes that Kohlberg’s research
depends too heavily on studies of men and
that women’s moral judgments are more likely
to reflect care and concern for others.
KOLHBERG’S MODEL FOR MORAL
DEVELOPMENT
GILLIGAN’S MODEL FOR MORAL
DEVELOPMENT

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LET REVIEW SESSION

Infancy Trust vs. Feeding Children develop a sense of trust when

Early Autonomy vs. Toilet training Children need to develop a sense of

Children need to cope with new social

Young adults need to form intimate,

Young adults need to form intimate,

Adults need to create or nurture things

Older adults need to look back on life

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