UNIVERSITY OF SAINT LOUIS TUGUEGARAO CITY SCHOOL OF EDUCATION, ARTS AND SCIENCES
ILLUSTRATIVE REFLECTIONS ON SELECTED THEORIES IN EDUCATION 1
E ducation 1 <ul><li>CHILD </li></ul><ul><li>AND </li></ul><ul><li>ADOLESCENT </li></ul><ul><li>DEVELOPMENT </li></ul>
<ul><li>CREATED BY: </li></ul><ul><li>BSED 2 </li></ul><ul><li>S S S </li></ul><ul><li>O C T </li></ul><ul><li>C I U </li></ul><ul><li>I E D </li></ul><ul><li>A N E </li></ul><ul><li>L C N </li></ul><ul><li>E T </li></ul><ul><li>S </li></ul>
GLYCEL OSIA LEADER BOBIT CANAPI member MAYLINE ABUZO Materials manager ZACHAREI GANGANO member GRACHELLE BORRINAGA COACH JACQUELINE VIERNES MEMBER MARCO BAQUIRAN MEMBER EMMANUELIZA DILLIG RECORDER FRANCIS ARELLANO MEMBER
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.
<ul><li>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. </li></ul><ul><li>These theories will help us to better understand an individual- ourselves and others and the process of development that we experiences. </li></ul>
<ul><li>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 . </li></ul>
AUGUST 4, 2010 at KALYE KOMERSYO CAPTURED THIS 2010 AT SOLANA, CAGAYAN
<ul><li>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 </li></ul>
The learning theory of Thorndike represents the original S-R framework of behavioral psychology: Learning is the result of associations forming between stimuli and responses. Such associations or "habits" become strengthened or weakened by the nature and frequency of the S-R pairings. The paradigm for S-R theory was trial and error learning in which certain responses come to dominate others due to rewards. The hallmark of connectionism (like all behavioral theory) was that learning could be adequately explained without refering to any unobservable internal states.
COGNITIVE DEVELOPMENTAL THEORY by: JEAN PIAGET
<ul><li>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. </li></ul>
<ul><li>A basic distinguishing feature of cultural-historical psychology is that "the species-specific characteristic of human beings is their need and ability to inhabit an environment transformed by the activity of prior members of their species. Such transformations and the mechanism of the transfer of these transformations from one generation to the next are the result of the ability/procilivity of human beings to create and use artifacts - aspects of the material world that are taken up into human action as modes of coordinating with the physical and social environment." </li></ul>
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