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2
Application
Name: BELISARIO, IXIAH KATE F.
Section: BPED 2A
Professor’s name: VIVIAN D. BERGAÑO
1. You must complete the matrix by concentrating on the developmental theories that were
discussed in the earlier section of this module. Please respond with the requested
information.
Developmental Theories Brief description Application to the
teaching-learning
process
Piaget’s Cognitive Piaget proposed that Teachers should design
Development Theory children progress through age-appropriate
four stages of cognitive activities—using hands-on
development materials for younger
(sensorimotor, learners and abstract,
preoperational, concrete problem-solving tasks for
operational, and formal older learners. Encourage
operational). Learning discovery learning and
occurs as learners actively allow students to explore
construct knowledge concepts at their
through interaction with developmental level.
their environment.
Vygotsky’s Socio-cultural Vygotsky emphasized the Teachers act as
Theory role of social interaction facilitators, providing
and culture in learning. He support (scaffolds) and
introduced the concept of gradually withdrawing it as
the Zone of Proximal learners become more
Development (ZPD) and independent. Collaborative
the importance of learning, peer tutoring, and
scaffolding. discussions are
encouraged.
Erikson’s Psycho-social Erikson outlined eight Teachers should be
Theory stages of psychosocial sensitive to learners’
development, each emotional and social
involving a conflict that needs. For example,
must be resolved (e.g., adolescents (identity vs.
trust vs. mistrust, identity role confusion) should be
vs. role confusion). given opportunities for self-
Successful resolution expression, choice, and
fosters positive personality building confidence.
development.
Freud’s Psychoanalytic Freud emphasized the Teachers should be
Theory influence of the sensitive to students’
unconscious mind, early emotional needs, home
childhood experiences, backgrounds, and possible
and psychosexual stages unconscious influences on
Developmental Theories Brief description Application to the
teaching-learning
process
(oral, anal, phallic, latency, behavior. A supportive,
genital) in personality non-threatening classroom
development. Emotional environment helps reduce
conflicts in these stages anxiety and promotes
shape behavior. positive learning.
Understanding hidden
motivations can guide
classroom management
and student support.
Bronfenbrenner’s Skinner emphasized that Teachers can use rewards,
Ecological Theory learning is shaped by praise, and feedback to
reinforcement and encourage good
punishment. Desired performance and
behaviors are appropriate behavior.
strengthened through Clear rules and consistent
positive reinforcement. consequences also
support classroom
management.
Kohlberg’s Stages of Kohlberg explained that Teachers can integrate
Moral Development moral reasoning develops discussions about fairness,
in stages (pre- justice, and ethical
conventional, conventional, dilemmas to enhance
post-conventional) as students’ moral reasoning.
individuals mature. Role-play and debates can
encourage critical
reflection on values.
Information Processing This theory views the mind Teachers should capture
Theory- Attention and as a system that and sustain students’
Memory processes information like attention using engaging
a computer. Learning materials, reduce
depends on how well distractions, and organize
learners pay attention, content clearly. Strategies
encode, store, and retrieve like chunking, mnemonics,
information from memory. graphic organizers, and
repetition can help learners
retain and recall
information effectively.
