Facilitating Learning, Module 2.

2. Theories Related to the
Learner’s Development

3. “The mind is like an
iceberg, it floats with
one-seventh of its
bulk water.”
- Sigmund Freud

4. Three Components of
Personality
0 Id- pleasure-centered
0 Ego- reality-centered
0 Superego- related to ego ideal
or conscience

5. Three Components of Personality
-Freud0 The Id
Contains life instincts (sex, hunger, thirst, etc.) and death
instincts (aggressive, destructive tendencies).
Libido: sexual energy that fuels the entire personality;
needed for everyday life.
Pleasure Principle: seeks immediate gratification of impulses
regardless of consequences.
Pleasure = reduction in tension. Tension increases if we don’t
release energy from impulses.

6. Three Components of Personality
-Freud0 The Ego
Logical, rational.
Executive of personality: determines where, when, and how
impulses are expressed.
Goal: to satisfy the id in ways that are socially and morally
acceptable. This requires use of the...
Reality Principle: tendency to delay gratification of impulses
until they can be expressed in socially and morally
acceptable ways.

7. Three Components of Personality
-Freud0 The Superego
Contains moral values; not rational; doesn’t care about
consequences (like id).
Consists of two parts:
Conscience: memories of behaviors that have been
punished; if we repeat these actions, we feel guilty.
Ego Ideal: memories of behaviors for which we have been
praised or rewarded; repeating them gives us feelings of
pride.

8. Three Components of Personality
-Freud

9. Five Psychosexual Stages of
Development
0 Oral
0 Anal
0 Phallic
0 Latency
0 Genital

10. Five Psychosexual Stages of Development
- Freud
0 Freud believed that personality
develops through a series of
childhood stages during which the
pleasure-seeking energies of the id
become focused on certain
erogenous areas.
This psychosexual energy, or libido,
was described as the driving force
behind behavior.

11. Five Psychosexual Stages of Development
- Freud
If the stages are completed successfully, the result is
a healthy personality. If certain issues are not
resolved at the appropriate stage, fixation can occur.
A fixation is a persistent focus on an earlier
psychosexual stage. Until this conflict is resolved, the
individual will remain "stuck" in this stage. For
example, a person who is fixated at the oral stage
may be over-dependent on others and may seek oral
stimulation through smoking, drinking, or eating.

12. -where pleasure
is centered
0 Oral Stage (0-18months)
-this is when infants
will be found putting
anything into their
mouth including their
thumbs.
Five Psychosexual Stages of
Development
- Freud

13. -which occurs in the second
year of life. During this stage,
the anus becomes the focus of
sexual grafication.
0Anal Stage (18-36 months)
-This occurs because the child
finds sexual pleasure in the
sensations that come with
having or withholding bowel
movements.
Five Psychosexual Stages of
Development
- Freud

14. -stage where the child learns
that there is a difference
between males and females.
Phallic Stage (3-6 years)
-Oedipus Complex occurs
during the phallic stage and is a
conflict in which the boy wishes
to possess his mother sexually
and perceives his father to be a
rival in love
Five Psychosexual Stages of
Development
- Freud

15. Five Psychosexual Stages of Development
- Freud
0 According to Freud, the child must give up his
sexual attraction for his mother in order to
resolve this attraction and move to the next stage
of psychosexual development. Failure to do so
would lead the child to become fixated in this
stage.
0Typically the Oedipus Complex refers to a boy
wanting to possess his mother, while the Electra
Complex refers to a girl wishing to possess her
father.

16. - a child's sexual impulses are
repressed.
Latency Stage (6 years to puberty)
- The reason for this is that
during the stage before latency
(phallic stage) the child
resolves the Oedipus or Electra
Complex which are such
traumatic events that the
child then repress all of his or
her sexual impulses.
Five Psychosexual Stages of
Development
- Freud

17. -now focused on opposite
sex people of similar age.
Genital Stage (puberty on)
- the teenager has overcome
latency, made associations
with one gender or the other,
and now seeks out pleasure
through sexual contact with
others.
Five Psychosexual Stages of
Development
- Freud

18. “Healthy
Children will not
fear life if their
elders have
Integrity enough
not to fear death”
-Erik Erikson

19. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Developmental tasks:
-Any skill that must be mastered, or
personal change that must take place, for
optimal development (e.g., learning to
read and adjusting to sexual maturity)
0 Psychosocial dilemma:
-Conflict between personal impulses
and the social world

20. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage One: Trust versus Mistrust (Birth–1)
-Children are completely dependent on
others.
Trust: Established when babies given
adequate warmth, touching, love, and
physical care
Mistrust: Caused by inadequate or
unpredictable care and by cold, indifferent,
and rejecting parents

21. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Two: Autonomy versus Shame and
Doubt (1–3)
Autonomy: Doing things for themselves
Overprotective or ridiculing parents may
cause children to doubt abilities and feel
shameful about their actions

22. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Three: Initiative versus Guilt (3–5)
Initiative: Parents reinforce via giving children
freedom to play, use imagination, and ask
questions
Guilt: May occur if parents criticize, prevent
play, or discourage a child’s questions

23. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Four: Industry versus Inferiority (6–12)
Industry: Occurs when child is praised for
productive activities, such as painting and
building.
Inferiority: Occurs if child’s efforts are regarded
as messy or inadequate

24. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Five (Adolescence): Identity versus
Role Confusion
Identity: For adolescents; problems answering,
“Who am I?”
Role Confusion: Occurs when adolescents are
unsure of where they are going and who they
are

25. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Six (Young Adulthood): Intimacy
versus Isolation.
Intimacy: Ability to care about others and to
share experiences with them.
Isolation: Feeling alone and uncared for in life.

26. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Seven (Middle Adulthood):
Generativity versus Stagnation
Generativity: Interest in guiding the next
generation.
Stagnation: When one is only concerned with
one’s own needs and comforts.

27. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Eight (Late Adulthood): Integrity versus
Despair
Integrity: Self-respect; developed when people have
lived richly and responsibly.
Despair: Occurs when previous life events are viewed with
regret; experiences heartache and remorse Trait Theories
Attempt to learn what traits make up personality and how they
relate to actual behavior.

28. Erik Erikson’s Eight Stages of
Psychosocial Dilemmas
0 Stage Eight (Late Adulthood): Integrity versus
Despair
Integrity: Self-respect; developed when people have
lived richly and responsibly.
Despair: Occurs when previous life events are viewed with
regret; experiences heartache and remorse Trait Theories
Attempt to learn what traits make up personality and how they
relate to actual behavior.

29. “ The Principal
goal of education in
the schools should be
creating men
and women
who are
capable of doing
new things, not simply
repeating what
other generations
have done.”
- Jean Piaget

30. Jean Piaget
Stages of Development

55. “Right action tends to
be defined in terms of
general individual
rights and standards
that have been
critically examined and
agreedupon by the
whole society.”
- Kohlberg

56. “The teacher
must orient his
work not on
yesterday’s
development in
the child but on
tomorrow’s.”
- Vgotsky

57. Urie
Bronfenner

58. Ecological Systems Theory

59. 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

60. Four layers of relationships that influence
a child’s development
Microsystem
Microsystem: 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

61. Four layers of relationships that influence
a child’s development
Microsystem
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

62. Four layers of relationships that influence
a child’s development
Mesosystem
Mesosystem: Interconnections between the
microsystems.
Examples:
Interactions between the family and
teachers
Relationship between the child’s peers and
the family

63. Four layers of relationships that influence
a child’s development
Exosystem
Exosystem: Institutions of society that
indirectly affect a child’s development.
Examples:
-Parent’s workplace
-Funding for education
-Impacts a child’s development by
influencing structures in the microsystem

64. Four layers of relationships that influence
a child’s development
Macrosystem
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

65. Four layers of relationships that influence
a child’s development
Macrosystem
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

66. Thank u!