PART 2: FOCUS ON
THE LEARNER
Educ 221 - Facilitating Learning
Melanie Jeane C. Galvez
Ateneo de Davao University
Piaget’s Stages of
Cognitive Development
The principal goal of education is to create men (people)
who are capable of doing new things,
not simply repeating what other generations have done –
men (people) who are creative, iInventive and discoverers.
Jean Piaget
Cognitive Concepts
Accommodation
Assimilation
Schema
Cognitive Concepts
Assimilation
Accommodation
Stages of Development
4
3
2
1
Sensorimotor
Object
permanence
Preoperational
-symbolic
function
-egocentrism
-centration
-reversibility
-animism
-transductive
reasoning
Concrete
Operational
-decentering
-reversibility
-conservation
-seriation
Formal
Operational
-hypothetical
-analogical
-deductive
Principles (Piaget’s Theory)
• Children provide different explanations of reality at
different stages
• Cognitive development is facilitated by providing activities
or situations that engage learners and require adaptation
• Learning materials and activities should involve the
appropriate level of motor and mental operations for a
child at a given age
• Use teaching methods that actively involve students and
present challenges
Piagetian-based Learning Activity Plan
Instructions:
1. Read the matrices found in the book
2. Make a simple Piagetian-based learning activity plan
3. Formulate learning objectives
4. Pick 2-3 applications from the matrix to help achieve the objectives
you make
Subject:
Lesson Topic:
Grade/Year Level:
Objectives
Application
Specific Activity plan
Highlight
Provide timelines Ask students to
significant events for history class make a timeline
in Rizal’s life
of Rizal’s life
Erikson’s Psycho-Social
Theory of Development
Healthy children will not fear life if
their elders have integrity enough not
to fear death.
Erik Erikson
Stage 1
Infancy
Too much trust
Sensory
maladjustment
Too little mistrust
Trust vs.
Mistrust
Hope & Drive
Withdrawal
Stage 2
Toddler hood
Too much shame
Impulsiveness
Too little doubt
Autonomy vs.
Shame & Doubt
Will power &
Determination
Compulsiveness
Stage 3
Preschool
Too much initiative
Ruthlessness
Too little guilt
Initiative vs.
Guilt
Purpose &
Direction
Sociopathy
Stage 4
School Age
Too much industry
Narrow
virtuosity
Too little inferiority
Industry vs.
Inferiority
Competency
Inertia
Stage 5
Adolescence
Too little Identity
confusion
Too much identity
Ego Identity
Identity vs Identity
Confusion
Fidelity &
Devotion
Repudiation
Stage 6
Young Adulthood
Too much intimacy
Promiscuity
Too little isolation
Intimacy vs.
Isolation
Love &
Affiliation
Exclusion
Stage 7
Middle Adulthood
Too much generativity
Overextension
Too little stagnation
Generativity vs.
Stagnation
Care
Rejectivity
Stage 8
Late Adulthood
Too much integrity
Presumption
Too little despair
Integrity vs.
Despair
Wisdom
Disdain
Synthesis of concepts
Life Stage/
Psychosocial
Crisis
Infancy
Toddlerhood
Preschool
School Age
Significant
Relationship
Virtue
Suggestions for
the Teacher
Hope & Drive
Willpower & Self
Control
Purpose &
Direction
What
teachers
should do in
order to
facilitate
learning and
development
of virtues in
each stage
Adolescent
Period
Competence &
Method
Fidelity &
Devotion
Young Adult
Love & Affiliation