1. Part 2: FOCUS ON THE lEARNER
Educ Facilitating Learning
Melanie Jeane C. Galvez
Ateneo de Davao University

2. 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

3. Cognitive Concepts
Schema
Assimilation
Accommodation

4. Cognitive Concepts
Assimilation
Accommodation
Equilibrium

5. Stages of Development 4 3 2 1 Formal Operational Concrete Operational
Sensori-motor
Pre-operational
Concrete Operational
Formal Operational 3 2 1
-hypothetical
-analogical
-deductive
-decentering
-reversibility
-conservation
-seriation
-symbolic function
-egocentrism
-centration
-reversibility
-animism
-transductive reasoning
Object permanence

6. 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

7. Piagetian-based Learning Activity Plan
Instructions:
Read the matrices found in the book
Make a simple Piagetian-based learning activity plan
Formulate learning objectives
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 significant events in Rizal’s life
Provide timelines for history class
Ask students to make a timeline of Rizal’s life

8. 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

9. Sensory maladjustment
Stage 1
Infancy
Too much trust
Too little mistrust
Sensory maladjustment
Trust vs. Mistrust
Withdrawal
Hope & Drive

10. Will power & Determination
Stage 2
Toddler hood
Too much shame
Too little doubt
Impulsiveness
Autonomy vs.
Shame & Doubt
Compulsiveness
Will power & Determination

11. Stage 3 Preschool Initiative vs. Guilt Purpose & Direction
Too much initiative
Too little guilt
Ruthlessness
Initiative vs.
Guilt
Sociopathy
Purpose & Direction

12. Stage 4 School Age Industry vs. Inferiority Competency
Too much industry
Too little inferiority
Narrow virtuosity
Industry vs.
Inferiority
Inertia
Competency

13. Identity vs Identity Confusion
Stage 5
Adolescence
Too little Identity
confusion
Too much identity
Ego Identity
Identity vs Identity Confusion
Repudiation
Fidelity & Devotion

14. Stage 6 Young Adulthood Intimacy vs. Isolation Love & Affiliation
Too much intimacy
Too little isolation
Promiscuity
Intimacy vs.
Isolation
Exclusion
Love &
Affiliation

15. Stage 7 Care Middle Adulthood Generativity vs. Stagnation
Too much generativity
Too little stagnation
Overextension
Generativity vs.
Stagnation
Rejectivity
Care

16. Stage 8 Wisdom Late Adulthood Integrity vs. Despair Presumption
Too much integrity
Too little despair
Presumption
Integrity vs. Despair
Disdain
Wisdom

17. Synthesis of concepts Infancy Hope & Drive
Life Stage/ Psychosocial Crisis
Significant Relationship
Virtue
Suggestions for the Teacher
Infancy
Hope & Drive
What teachers should do in order to facilitate learning and development of virtues in each stage
Toddlerhood
Willpower & Self Control
Preschool
Purpose & Direction
School Age
Competence & Method
Adolescent Period
Fidelity & Devotion
Young Adult
Love & Affiliation