THEORIES OF EDUCATION

1. Different
Theories of
Development
Prepared by:
Charmain L. Bustamante
MAED - ECE

2. Ice
Breaker

3. He was a Swiss psychologist known for his work on child
development. He is most famously known for his theory
of cognitive development that looked at how children
develop intellectually throughout the course of
childhood.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A
B
B
B
B C
C
C
C D
D
D
D E
E
E
E
F
F
F
F
F G
G
G
G
H
H
H
H I
I
I
I
J
J
J
J
K
K
K
K L
L
L
L M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

4. He was an American psychologist who made significant
contributions through his Constructivist Theory which
generally pointed out that learning is an active process
in which learners construct new ideas or concepts based
on their current/[ast knowledge.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A B
B
B
B
C
C
C
C D
D
D
D E
E
E
E
F
F
F
F
F G
G
G
G H
H
H
H I
I
I
I J
J
J
J
K
K
K
K L
L
L
L M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

5. He was a Russian psychologist known for his work on
psychological development in children. His theory of
language development focused on social learning and
the zone of proximal development (ZPD).
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A B
B
B
B C
C
C
C D
D
D
D E
E
E
E
F
F
F
F
F G
G
G
G
H
H
H
H I
I
I
I J
J
J
J K
K
K
K
L
L
L
L
M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

6. He was a German-American psychologist who’s best-
known work is his theory that each stage of life is
associated with a specific psychological struggle that
contributes to a major aspect of personality.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A B
B
B
B C
C
C
C D
D
D
D E
E
E
E
F
F
F
F
F G
G
G
G H
H
H
H I
I
I
I
J
J
J
J K
K
K
K
L
L
L
L M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

7. He was an American psychologist who’s theory of
psychological health predicted on fulfilling innate
human needs in priority as depicted in a hierarchy levels
within a pyramid, thus, the ___ Hierarchy of Needs.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A
B
B
B
B C
C
C
C D
D
D
D E
E
E
E F
F
F
F
F G
G
G
G H
H
H
H
I
I
I
I J
J
J
J K
K
K
K L
L
L
L
M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

8. He was an American psychologist best known for his
theory of stages of moral development. He suggested
that moral development occurs in a series of 6 stages
and is focused on seeking and maintaining justice.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A
B
B
B
B
C
C
C
C
D
D
D
D E
E
E
E
F
F
F
F
F G
G
G
G
H
H
H
H
I
I
I
I J
J
J
J K
K
K
K
L
L
L
L
M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

9. He was an American psychologist best known for his
influence on behaviorism. He developed the theory of
operant conditioning – the idea that behavior is
determined by its consequences, be they be
reinforcements or punishment.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A B
B
B
B
C
C
C
C
D
D
D
D
E
E
E
E
F
F
F
F
F
G
G
G
G H
H
H
H I
I
I
I
J
J
J
J K
K
K
K
L
L
L
L M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N N
R

10. He was an American developmental psychologist best-known
for his theory of multiple intelligences. He believed that the
concept of intelligence was too narrow & measures of IQ often
miss out on other intelligences an individual may possess.
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
A
A
A
A
A
B
B
B
B C
C
C
C D
D
D
D
E
E
E
E F
F
F
F
F G
G
G
G
H
H
H
H
I
I
I
I J
J
J
J K
K
K
K L
L
L
L M
M
M
M
Z
Z
Z
Z
Y
Y
Y
Y
X
X
X
X
W
W
W
W
V
V
V
V
U
U
U
U
T
T
T
T
S
S
S
S
R
R
R
R
Q
Q
Q
Q
P
P
P
P
O
O
O
O
N
N
N
N

11. Different
Theories of
Development
Prepared by:
Charmain L. Bustamante
MAED - ECE

12. Cognitive &
Language
Development
Theories
by
Jean Piaget
Jerome Bruner
Lev Vygotsky

13. “Stonger language skills means stronger
cognitive skills”
Cognitive Development is an
important aspect of overall
child development. It
generally refers to how we
think, pay attention,
remember and learn.
Language and cognition are
partners in child
development. We use
language to learn new ideas,
to talk about our thoughts
and interact with those
around us.

14. Piaget’s Theory
of Cognitive
Development

15. 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

17. Bruner’s Theory
of Cognitive
Development

18. Bruner was concerned with
how knowledge is
represented and organized
through different modes of
thinking or representation.
In his research on the
cognitive development of
children, Jerome Bruner
proposed three modes of
representation:

20. Vygotsky’s
Theory of
Language
Development

21. Lev Vygotsky’s theory of language
development focused on social
learning and the zone of proximal
development (ZPD). The ZPD is a
level of development obtained
when children engage in social
interactions with others; it is the
distance between a child’s
potential to learn and the actual
learning that takes place.
'[Scaffolding]
refers to the steps
taken to reduce the
degrees of freedom
in carrying out
some task so that
the child can
concentrate on the

23. Erikson’s
Theory of
Psychosocial
Development

24. Erikson believed that personality
developed in a series of stages.
While his theory was impacted
by psychoanalyst Sigmund
Freud's work, Erikson's theory
centered on psychosocial
development rather than
psychosexual development.
Unlike Freud's theory of
psychosexual stages, however,
Erikson's theory described the
impact of social experience
across the whole lifespan.
Erikson was interested in how
social interaction and
relationships played a role in
the development and growth of
human beings.

25. Psychosocial Stages: A Summary Chart
Age Conflict Important Events Outcome
Infancy (birth to 18 months) Trust vs. Mistrust Feeding Hope
Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Will
Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose
School Age (6 to 11 years) Industry vs. Inferiority School Confidence
Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Fidelity
Young Adulthood (19 to 40 years) Intimacy vs. Isolation Relationships Love
Middle Adulthood (40 to 65 years) Generativity vs. Stagnation Work and Parenthood Care
Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom

26. STAGE OUTCOMES
Stage 1: Trust vs. Mistrust
Occurs between birth and 1 year of age and is the
most fundamental stage in life. Because an infant is
utterly dependent, developing trust is based on the
dependability and quality of the child's caregivers.
If a child successfully develops trust, the child will
feel safe and secure. Caregivers who are
inconsistent, emotionally unavailable, or rejecting
contribute to feelings of mistrust in the children
under their care. Failure to develop trust will result in
fear and a belief that the world is inconsistent and
unpredictable.
Stage 2: Autonomy vs. Shame and Doubt
Takes place during early childhood and is focused
on children developing a greater sense of personal
control.
Children who struggle and who are shamed for their
accidents may be left without a sense of personal
control. Success during this stage of psychosocial
development leads to feelings of autonomy; failure
results in feelings of shame and doubt.
Stage 3: Initiative vs. Guilt
Takes place during the preschool years. At this point
in psychosocial development, children begin to
assert their power and control over the world
through directing play and other social interactions.
The major theme of the third stage of psychosocial
development is that children need to begin asserting
control 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.

27. STAGE OUTCOMES
Stage 4: Industry vs. Inferiority
Takes place during the early school years from
approximately ages 5 to 11. Through social
interactions, children begin to develop a sense of
pride in their accomplishments and abilities.
Children who are encouraged and commended by
parents and teachers develop a feeling of
competence and belief in their skills. Those who
receive little or no encouragement from parents,
teachers, or peers will doubt their abilities to be
successful.
Stage 5: Identity vs. Confusion
Takes place during the often turbulent teenage
years. This stage plays an essential role in
developing a sense of personal identity which will
continue to influence behavior and development for
the rest of a person's life. Teens need to develop a
sense of self and personal identity. Success leads to
an ability to stay true to yourself, while failure leads
to role confusion and a weak sense of self.
Those who receive proper encouragement and
reinforcement through personal exploration will
emerge from this stage with a strong sense of self
and feelings of independence and control. Those
who remain unsure of their beliefs and desires will
feel insecure and confused about themselves and
the future.

28. STAGE OUTCOMES
Stage 6: Intimacy vs. Isolation
Young adults need to form intimate, loving
relationships with other people. Success leads to
strong relationships, while failure results in
loneliness and isolation. This stage covers the
period of early adulthood when people are exploring
personal relationships.
Erikson believed it was vital that people develop
close, committed relationships with other people.
Those who are successful at this step will form
relationships that are enduring and secure.
Stage 7: Generativity vs. Stagnation
Adults need to create or nurture things that will
outlast them, often by having children or creating a
positive change that benefits other people. Success
leads to feelings of usefulness and accomplishment,
while failure results in shallow involvement in the
world.
During adulthood, we continue to build our lives,
focusing on our career and family. Those who are
successful during this phase will feel that they are
contributing to the world by being active in their
home and community. Those who fail to attain this
skill will feel unproductive and uninvolved in the
world.

29. STAGE OUTCOMES
Stage 8: Integrity vs. Despair
The final psychosocial stage occurs during old age
and is focused on reflecting back on life. At this point
in development, people look back on the events of
their lives and determine if they are happy with the
life that they lived or if they regret the things they did
or didn't do.
Those who are unsuccessful during this stage will
feel that their life has been wasted and may
experience many regrets. The person will be left
with feelings of bitterness and despair.

30. Maslow’s
Theory of
Humanism

31. Abraham Maslow is considered
to be the Father of Humanistic
Psychology. His theory is
premised on the philosophies of
humanism and existentialism
that proposed that it is the
unique experience of the
individual that is the most
important phenomenon in the
study and analysis of human
behavior.
As a leader of humanistic
psychology, Abraham Maslow
approached the study of
personality psychology by
focusing on subjective
experiences and free will. He
was mainly concerned with an
individual's innate drive toward
self-actualization—a state of
fulfillment in which a person is
achieving at his or her highest
level of capability.

32. Abraham Maslow
developed a human
hierarchy of needs that is
conceptualized as a
pyramid to represent how
people move from one
level of needs to another.
First physiological needs
must be met before safety
needs, then the need for
love and belonging, then
esteem, and finally self-
actualization.

33. Kohlberg’s
Theory of Moral
Development

34. Kohlberg's theory of moral
development is a theory that
focuses on how children develop
morality and moral reasoning.
Kohlberg's theory suggests that
moral development occurs in a
series of six stages. The theory
also suggests that moral logic is
primarily focused on seeking
and maintaining justice.
Kohlberg based his theory on
a series of moral dilemmas
presented to his study subjects.
Participants were also
interviewed to determine the
reasoning behind their
judgments in each scenario.
He was not interested so much
in the answer to whether Heinz
was wrong or right but in
the reasoning for each
participant's decision. He then
classified their reasoning into
the stages of his theory of moral
development

36. Skinner’s
Theory of
Behaviorism

37. Skinner believed in the idea that
behavior is determined by its
consequences, be they
reinforcements or punishments,
which make it more or less likely
that the behavior will occur
again.
He believed that learning is a
process of ‘conditioning’ in an
environment of stimulus,
reward and punishment.
Skinner explains the difference
between informal learning,
which occurs naturally, and
formal education, which
depends on the teacher
creating optimal patterns of
stimulus and response (reward
and publishment), or ‘operant
conditioning’:

39. Gardner’s
Theory of
Multiple
Intelligences

40. KEY POINTS
• Howard Gardner's theory of multiple intelligences proposes that people are
not born with all of the intelligence they will ever have.
• This theory challenged the traditional notion that there is one single type of
intelligence, sometimes known as “g” for general intelligence, that only
focuses on cognitive abilities.
• To broaden this notion of intelligence, Gardner introduced eight different
types of intelligences consisting
of: Linguistic, Logical/Mathematical, Spatial, Bodily-
Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.
• Gardner notes that the linguistic and logical-mathematical modalities are
most typed valued in school and society.
• Gardner also suggests that there may other “candidate” intelligences—such as
spiritual intelligence, existential intelligence, and moral intelligence—but does
not believe these meet his original inclusion criteria. (Gardner, 2011).

42. References:
● https://www.verywellmind.co
m/piagets-stages-of-
cognitive-development-
2795457
● https://educationaltechnolog
y.net/jean-piaget-and-his-
theory-stages-of-cognitive-
development/
● https://medium.com/interacti
ve-designers-
cookbook/jerome-bruner-
cognitive-learning-
abf4b3318c75
● https://www.simplypsycholog
y.org/bruner.html#piaget
● https://courses.lumenlearnin
g.com/atd-hostos-child-
development-
education/chapter/human-
language-development/
● https://www.simplypsycholog
y.org/vygotsky.html
● https://www.verywellmind.co
m/erik-eriksons-stages-of-
psychosocial-development-
2795740
● https://www.verywellmind.co
m/kohlbergs-theory-of-
moral-development-
2795071

43. CREDITS: This presentation template was created by
Slidesgo, including icons by Flaticon, infographics & images
by Freepik and illustrations by Stories
Thanks!