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UNIVERSITYUNIVERSITY OF SAINT OF SAINT

LOUIS LOUIS TUGUEGARAO

CITYSCHOOL OF EDUCATION, ARTS SCHOOL OF EDUCATION, ARTS

AND SCIENCESAND SCIENCES

ILLUSTRATIVE ILLUSTRATIVE REFLECTIONSREFLECTIONSON SELECTED ON SELECTED

THEORIESTHEORIESIN IN

EDUCATION 1EDUCATION 1

Education 1

CHILDAND

ADOLESCENTDEVELOPMENT

CREATED BY:CREATED BY:

BSED 2BSED 2S S SO C TC I UI E

DA N EL C N E

T

S

BOBIT CANAPI

member

MAYLINE ABUZOMaterials manager

ZACHAREI GANGANOmember

GLYCEL OSIALEADER

GRACHELLE BORRINAGACOACH

JACQUELINE VIERNESMEMBER

MARCO BAQUIRANMEMBER

EMMANUELIZA DILLIG

RECORDER

FRANCIS ARELLANOMEMBER

HERBERT SAQUING CORPUZ

INSTRUCTOR

Human development is a lifelong process of physical, behavioral,

cognitive, and emotional growth and change. In the early stages of life—from

babyhood to childhood, childhood to

adolescence, and adolescence to

adulthood—enormous changes take place.

Throughout the process, each person

develops attitudes and values that guide

choices, relationships, and understanding.

In this PowerPoint presentation we have made, you will see variations of pictures that would best explain the different theories an individual may

undergo as he continue to live in this world.

These theories will help us to better understand an individual- ourselves

and others and the process of development that we experiences.

PSYCHOSOCIPSYCHOSOCIAL THEORYAL THEORY

by: ERIK ERIKSON

Erikson's stages of psychosocial development

as articulated by Erik Erikson explain eight

stages through which a healthily developing human should pass from infancy to

late adulthood. In each stage the person confronts, and hopefully masters, new

challenges. Each stage builds on the successful

completion of earlier stages. The challenges of stages not successfully

completed may be expected to reappear as problems in the future.

AUGUST 4, 2010 at KALYE KOMERSYO

CAPTURED THIS 2010 AT SOLANA, CAGAYAN

OCTOBER 4, 2010PEOPLE’S EMERGENCY HOSPITAL

OCTOBER 4, 2010UNIVERSITY OF SAINT LOUIS

OCTOBER 4, 2010OCTOBER 4, 2010UNIVERSITY OF SAINT LOUISUNIVERSITY OF SAINT LOUIS

OCTOBER 6, 2010

UNIVERSITY FIELD

OCTOBER 5, 2010, GRANDSTAND

OCTOBER 4, 2010

OCTOBER 4, 2010UNIVERSITY OF SAINT LOUIS

• OCTOBER 4, 2010• CATHEDRAL AND PEOPLE; EMERGENCY HOSPITAL

• OCTOBER 4, 2010• UNIVERSITY OF SAINT LOUIS

PSYCHOSEXUAL PSYCHOSEXUAL THEORYTHEORY

by: SIGMUND FREUD

According to Freud, people enter the world as unbridled pleasure

seekers. Specifically, people seek pleasure through from a series of

erogenous zones. These erogenous zones are only part of the story, as

the social relations learned when focused on each of the zones is

also important. Freud's theory of development has 2 primary ideas:

One, everything you become is determined by your first few years

- indeed, the adult is exclusively determined by the child's

experiences, because whatever actions occur in adulthood are

based on a blueprint laid down in the earliest years of life (childhood

solutions to problems are perpetuated) Two, the story of

development is the story of how to handle anti-social impulses in

socially acceptable ways

2010, APARRI

2010, SOLANA

OCTOBER 5, 2010

GYMNASIUM

OCTOBER 4, 2010ELEM

DEPARTMENT

OCTOBER 4, 2010

RIZAL’S PARK

THEORY ON THEORY ON CONNECTIONISCONNECTIONIS

MM

by: EDWARD THORNDIKES

The learning theory of The learning theory of Thorndike represents the Thorndike represents the original S-R framework of original S-R framework of behavioral psychology: behavioral psychology: Learning is the result of Learning is the result of

associations forming associations forming between stimuli and between stimuli and

responses. Such responses. Such associations or "habits" associations or "habits" become strengthened or become strengthened or weakened by the nature weakened by the nature and frequency of the S-R and frequency of the S-R pairings. The paradigm pairings. The paradigm for S-R theory was trial for S-R theory was trial

and error learning in and error learning in which certain responses which certain responses come to dominate others come to dominate others

due to rewards. The due to rewards. The hallmark of hallmark of

connectionism (like all connectionism (like all behavioral theory) was behavioral theory) was that learning could be that learning could be adequately explained adequately explained

without refering to any without refering to any unobservable internal unobservable internal

states. states.

COGNITIVE DEVELOPMENTAL THEORY

by: JEAN PIAGET

The famous Swiss psychologist, Jean Piaget (1896-1980), stressed that children actively construct their own cognitive worlds; information is not just poured into their minds from the environment. Piaget believed that children adapt their thinking to include new ideas. He thought that assimilation (which is an individual's incorporation of new information into their existing knowledge) and accommodations (an individual's adjustment to new information) operate even in the very young infant’s life. Remember, it is the different way of understanding the world that makes one stage more advanced than another; knowing more information does not make the child’s thinking more advanced, in the Piagetian view. This is what Piaget meant when he said the child’s cognition is qualitatively different in one stage compared to another.

SOCIOHISTORIC SOCIOHISTORIC THEORYTHEORY

by: LEV VYGOTSKY

A basic distinguishing A basic distinguishing feature of cultural-feature of cultural-

historical psychology is historical psychology is that "the species-specific that "the species-specific characteristic of human characteristic of human beings is their need and beings is their need and

ability to inhabit an ability to inhabit an environment transformed environment transformed

by the activity of prior by the activity of prior members of their species. members of their species. Such transformations and Such transformations and

the mechanism of the the mechanism of the transfer of these transfer of these

transformations from one transformations from one generation to the next are generation to the next are

the result of the the result of the ability/procilivity of ability/procilivity of

human beings to create human beings to create and use artifacts - aspects and use artifacts - aspects of the material world that of the material world that are taken up into human are taken up into human

action as modes of action as modes of coordinating with the coordinating with the

physical and social physical and social environment."environment."

SIR, MARAMING SALAMAT!!!!!! MARI MI IKAW NGA KALIPPANAN!!!HIGH GRADE NAMAN JAN!!!!!! HEHEHE… STAY HANDSOME.. FROM : SSS