The document outlines the framework of learner-centered education and principles of human development, covering significant theories by Freud, Piaget, and Erikson. It discusses stages of development from infancy to adulthood, emphasizing the importance of individualized learning approaches, motivational factors, and the impacts of environment on learning. Additionally, it highlights the necessity of adaptability and continuous learning for future educators.

1. LEARNER IN FOCUS
Reported by:
Princess Sarah C. Paragsa

2. What is learner in focus
Learning-Focused is an instructional framework
that facilitates collaborative planning to produce
purposeful lessons that guide students in
acquiring, understanding, and retaining
information.

3. OVERVIEW
Human development refers to the biological and
psychological development of the human being
throughout the lifespan. It consists of the
development from infancy, childhood, and
adolescence to adulthood.

4. Principles of Human Growth and Development:
1. Development is continuous.
2. Development is gradual.
3. Development is sequential.
4. Rate of development varies person to person.
5. Development proceeds from general to specific.

5. Principles of Human Growth and Development:
6. Most traits are correlated in development.
7. Growth and development is a product of both heredity and
environment.
8. Development is predictable.
9. Development brings about both structural and functional changes.
10. There is a constant interaction between all factors of development.

6. Issues on Human Development
The first issue is nature versus nurture.
This controversy goes back to the ancient Greeks. Early philosophers believed
that at birth our minds are a 'blank state' and that one's environment
determines the messages that will be written on the slate.
The second issue is continuity versus discontinuity. Continuity proposes
that development is continuous, with new abilities, skills and knowledge
gradually added at a relatively uniform rate. It also suggests that adult
thinking and intelligence differ from every children.

7. Issues on Human Development
The third and final issue is stability versus change.
Stability proposes that individuals maintain their personal
characteristics from childhood to adulthood. They emphasize
that one can tell what kind of character an individual will have
by the characteristics they display during childhood.

8. Freud’s Psychoanalytic Theory -Sigmund Freud
(1856-1939)
• He is a popular psychologist whose theory of human development.
• According to Freud, a person goes through the sequence of these five
stages and along way here are needs to be met. Whether these needs are
met or not, determines whether the person will develop a healthy personality
or not.
⮚ Oral Anal Phallic Latent Genital
⮚ ⮚ ⮚ ⮚

9. PERSONALITY STRUCTURE

10. Piaget’s Stages of Cognitive Development
ASSIMILATION- an adaptation process which uses an existing schema to
deal with a new object or situation.
ACCOMMODATION- happens when existing schema (knowledge) does not
work and needs to be changed to deal with a new object situation.
EQUILIBRATION- a force which drives learning process by mastering the new
challenge (accommodation).

11. Erikson’s Psycho-Social Theory of Development
• Erikson’s “psychosocial” term is derived from the two source words namely
psychological (or the root, ‘psycho’ relating to the mind, brain, personality,
etc) and social (external relationships and environment), both at the heart of
Erikson's theory. Occasionally, you'll see the term extend to biopsychosocial,
in which “bio” refers to the life, as in biological.
• Erikson's theory was largely influenced by Sigmund Freud. But Erikson
extended the theory and incorporated cultural and social aspect intro Freud's
biological and sexually oriented theory

12. The Stages of Development
• Prenatal period
• Infancy
• Early childhood
• Middle and late childhood
• Adolescence
• Early adulthood
• Middle adulthood
• Late adulthood

13. INFANCY AND TODDLERHOOD
Between birth and age three, children rapidly achieve many
important milestones that create the foundation for later
growth and development. Early in life, babies depend on others
to meet their needs for safety and security. When infants
receive warm, consistent care and attention from adults, they
are able to establish a sense of trust in the world.

14. Middle Childhood
Middle childhood is the stage when children undergo so many
different changes physically, emotionally, socially and cognitively.
This is the stage between 6 to 12 years old. Children in this stage
receive less attention than children in infancy or early childhood.
The support of the family and friends of the child is very important
during this phase of development.

15. Adolescence
The period of adolescence begins with biological changes of puberty and ends
with the role and work of adult life. The specific ages for this period varies from
person to person but distinct phases have been identified. The advent of puberty
may come early for some and late for some others. But everyone goes these
stages.
(1) early adolescence characterized by puberty mostly occurring between age 10
to 13.
(2) middle adolescence identity issues with the age 14 to 16
(3) late adolescence identity which marks the transition into adulthood age of 17
to 20.

16. Learner Centered and Learning Principles
This definition of learner-centered is thus based on an understanding of the
Learner Centered Psychological Principles as a representation of the current
knowledge base on learners and learning. The Principles apply to all learners,
in and outside of school, young and old. Learner-centered is also related to
the beliefs, characteristics, dispositions, and practices of teachers - practices
primarily created by the teacher.

17. COGNITIVE AND METACOGNITIVE FACTOR
1. Nature of Learning Process the learning of complex subject matter is most
effective when it is an international process of constructing meaning from
information and experience.
2. Goals of the Learning Process the successful learner, over time and with
support and instructional guidance, can create meaningful, coherent
representations of knowledge.
3. Construction of Knowledge the successful learner can link new information
with existing knowledge in meaningful ways. Knowledge widens and deepens
as students continue to build links between new information and experiences
and their existing knowledge base

18. COGNITIVE AND METACOGNITIVE FACTOR
4. Strategic Thinking the successful learner can create and use a repertoire
of thinking and reasoning strategies to achieve complex learning goals.
Successful learners use in their approach to learning reasoning, problem
solving, and concept learning.
5. Thinking about thinking Successful learners can reflect on how they think
and learn, set reasonable learning or performances goals, select potentially
appropriate learning strategies or methods, and monitor their progress
towards these goals.
6. Context of Learning Learning is influenced by environmental factors,
including culture, technology and instructional practices

19. MOTIVATIONAL AND AFFECTIVE FACTOR
7. Motivational and emotional influences on learning the rich internal world
of thoughts, beliefs, goals, and expectation for success or failure can enhance
or interfere with the learner’s quality of thinking and information processing.
8. Intrinsic motivation to learn Intrinsic motivation is stimulated by tasks
of optimal novelty and difficulty, relevant to personal interests, and providing
for personal choice and control.
9. Effects of motivation on effort Effort is another major indicator of
motivation to learn. The acquisition of complex knowledge and skills demands
the investment of considerable learner energy and strategic effort, along with
persistence over time.

20. DEVELOPMENTAL AND SOCIAL FACTOR
10. Developmental influences on learning learning is most effective when
differential developmental within and across physical, intellectual, emotional,
and social domains is taken into account. Individuals learn best when
material is appropriate to their developmental level and is presented in an
enjoyable and interesting way.
11. Social influences on learning Learning can be enhanced when the
learner has an opportunity to interact and to collaborate with others on
instructional tasks.

21. INDIVIDUAL DIFFERENCES FACTOR
12. Individual differences in learning Individuals are born with and develop
their own capabilities and talents. Educators need to help students examine
their learning preferences and expand or modify them, if necessary.
13. Learning and diversity the same basic principles of learning, motivation,
and effective instruction apply to all learners.
14. Standards and assessment Assessment provides important information
to both the learner and teacher at all stages of the learning process

22. SUMMARY OF THE 14 PRINCIPLES
1. The knowledge base One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control Learners can develop skills to reflect and regulate their
thoughts and behaviors in order to learn more effectively.
3. Motivation and affect Factors such as intrinsic motivation, reasons for wanting to learn,
personal goals and enjoyment of learning tasks all have a crucial role in the learning
process.
4. Development and Individual Differences Learning is a unique journey for each person
because each learner has his own unique combination of genetic and environmental
factors that influence him.
5. Situation or context Learning happens in the context of a society as well as within an
individual.

23. Takeaway
In this Report, we talk about changes that we cannot stop, so as we future
teachers need to be flexible, ready for adaptation and lastly never stop
learning.
THANK YOU for listening