De Gracia, Ruel B.
TCPNEP-A
EDUC-1
Halliday recognises the increasing importance of non-verbal modes of communication in modern life but
he also remarks that there is always a lot of pressure to get away from language. Its hard work focusing
on language, so people want to do something else. So there is always a danger of people seeing other
modalities as an easy option.
Theorist/Proponent
Granville Stanley Hall
(Feb. 1, 1844 April 24, 1924)
James Mourilyan Tanner
(Aug.1, 1920 Aug. 11 2010)
Noam Chomsky
Jerome Bruner
Oct. 1 ,1915-June 5,2016
Theory/Contribution
Developmental Psychology
Expert in How Children Grow
Father of Modern Linguistics
Syntactic Structures
Language Acquisition Support
System
Implication
Hall contributed to the emerging body
of psychological knowledge specifically, the
importance of genetics
and evolution for psychology
His interests focused on childhood
development, evolutionary theory, and their
applications to education
Tanner developed more complex charts
which reflect the fact that there is not one
"normal" pattern of growth in adolescence,
but that there are early and late matures. He
supplemented the charts with the Tanner
scale, a pictorial representation of change
in genitalia, breasts and pubic hair.
He wrote widely, discussing, for
instance, how the growth patterns of children
can be powerful indicators of how their
societies care for their young, and examining
the connection between a childs physical and
psychological development during
adolescence.
He support the nativist approach to
language development, which asserts that
children have an innate Language Acquisition
Device (LAD) that enables them to learn a
language early and quickly.
Universal Grammar, the explanation
that all languages have the principles of
grammar despite surface differences
The LASS refers to the importance of a
childs social support network, which works in
conjunction with innate mechanisms to
encourage or suppress language
development. Every child has one, and
particularly during the years of the language
explosion (roughly ages 2 to 5).
Scaffolding, relates to the way that
adult's support of a child is withdrawn as they
learn the skills and can manage on their own

Writing Development in Early
William H. Teale
Elizabeth Sulzby
Lev Vygotsky Child Cognitive Development
Nov. 17,1896-June 11,1934
Learning the functions of literacy
through observation and participation in real-
life situations in where reading and writing are
used;
Developing reading and writing
Childhood
abilities concurrently and interrelatedly
through experiences in reading and writings;
and
Constructing understanding of
reading and writing through engagement with
literacy materials.
He suggests that information from the
external world is transformed and internalized
through language. Since language is both a
symbolic system of communication and a
cultural tool used to transmit culture and
history, play is an essential part of both
language development and a child's
understanding of the external world. When a
child is at play, he or she is in a constant
Theory dialogue either with self or others.
The zone of proximal
development (ZPD) has been defined as: "the
distance between the actual developmental
level as determined by independent problem
solving and the level of potential development
as determined through problem solving under
adult guidance, or in collaboration with more
capable peers" (Vygotsky, 1978, p. 86).

1. Teachers mediate or augment

The role of the teacher within
the Zone of Proximal
Lisbeth A. Dixon-Krauss
Development
7 Functions of Language
Michael Halliday
Jean Piaget theory of cognitive
development
childrens learning through social
interaction.
2. Teachers are flexible and provide
support based on the feedback of the
children as they are engaged in the
learning task.
3. Teachers vary the amount of the
support from very explicit to vague, to
suit childrens needs.
Halliday recognises the increasing
importance of non-verbal modes of
communication in modern life but he also
remarks that there is always a lot of pressure
to get away from language. Its hard work
focusing on language, so people want to do
something else. So there is always a danger of
people seeing other modalities as an easy
option.
Explains how a child constructs a mental
model of the world. He disagreed with the
idea that intelligence was a fixed trait, and
regarded cognitive development as a process,
 which occurs due to biological maturation and
interaction with the environment.
The goal of the theory is to explain the
mechanisms and processes by which the
infant, and then the child, develops into an
individual who can reason and think using
hypotheses.
Explain how the inherent qualities of a
child and his environment interact to
influence how he will grow and develop.
Bronfenbrenner stressed the
Urie Bronfenbrenner Ecological Systems Theory
importance of studying a child in the context
of multiple environments, also known as
ecological systems in the attempt to
understand his development.
The theory attempts to understand
the human intelligence in terms of distinct
components rather than a single ability.
The tri-archic theory by Sternberg
Triarchic theory of intelligence
Robert Sternberg categorized intelligence into three different
aspects ,Componential - Analytic skill,
Experiential - Creativity , Practical -
Contextual skills

Gender schema theory proposes that

children learn what it means to be male or
female from the culture in which they live.
It also suggests that children
gradually form their gender identity gradually
Sandra Bem Gender Schema Theory as they learn about the network of themes
and associations within their own culture. In
addition, gender schema is closely linked to
self-concept. Children, therefore, engage in
gender appropriate behavior motivated by the
desire to be "good" girls or "good" boys.
The cognitive wiring of human brain
is different from one person to another, which
equips human beings with wide range of
cognitive abilities. According to Gardner,
Gardners Multiple
Howard Gardner there is no absolute way to measure human
Intelligence
intelligence. His theory further suggests that
someone could be terrible at math, but be
exceptional in another field, like learning
different languages.
Jensen (1969) proposed two level-
theories of mental abilities, which sparked a
debate on the association of heredity versus
Two level-theory of mental
Arthur Jensen environment with intelligence. He
abilities
demonstrated clear-cut genetic differences in
the average intelligence of races and social
classes. Jensen suggested that two genetically
based levels of intelligence exist.
 Intelligence consists of two levels of
abilities. The Level I ability is associative
learning, which consists of Short-Term
Memory (STM), rote learning, attention and
simple associative skills. The Level II is called
cognitive learning, which consists of abstract
thinking, symbolic thought, conceptual
learning, and use of language in problem
solving.

Eriksons psychosocial theory of

development considers the impact of external
factors, parents and society on personality
Erik Erikson ERIKSONS Psychosocial development from childhood to adulthood.
Development According to Eriksons theory, every person
must pass through a series of eight
interrelated stages over the entire life cycle.
People learn through observing
others behavior, attitudes, and outcomes of
those behaviors. Most human behavior is
learned observationally through modeling:
from observing others, one forms an idea of
Social Learning Theory how new behaviors are performed, and on
Albert Bandura
later occasions this coded information serves
as a guide for action. (Bandura). Social
learning theory explains human behavior in
terms of continuous reciprocal interaction
between cognitive, behavioral, and
environmental influences.
Emotional Intelligence (EQ) is defined
as the ability to identify, assess, and control
ones own emotions, the emotions of others,
and that of groups.
To Golman, emotional competencies
Daniel Goleman Emotional Intelligence are not innate talents, but rather learned
capabilities that must be worked on and can
be developed to achieve outstanding
performance. Goleman believes that
individuals are born with a general emotional
intelligence that determines their potential
for learning emotional competencies
Marcia posited that the adolescent
stage consists neither of identity resolution
nor identity confusion, but rather the degree
to which one has explored and committed to
an identity in a variety of life domains from
James Marcia Identity Status Theory vocation, religion, relational choices, gender
roles, and so on.
Marcias theory of identity
achievement argues that two distinct parts
form an adolescents identity: crisis (i. e. a
time when ones values and choices are being
reevaluated) and commitment. He defined a

Kohlbergs Stages of Moral children and adults, led him to theorize that
Lawrence Kohlberg
Development
Theory of moral development
Carol Gilligan
for women
crisis as a time of upheaval where old values
or choices are being reexamined. The end
outcome of a crisis leads to a commitment
made to a certain role or value.
Kohlberg observed that growing
children advance through definite stages of
moral development in a manner similar to
their progression through Piaget's well-known
stages of cognitive development.
His observations and testing of
human beings progress consecutively from
one stage to the next in an invariant sequence,
not skipping any stage or going back to any
previous stage. These are stages of thought
processing, implying qualitatively different
modes of thinking and of problem solving at
each stage.
Gilligan produces her own
stage theory of moral development for
women. It has three major divisions: pre-
conventional, conventional, and post
conventional. But for Gilligan, the transitions
between the stages are fueled by changes in
the sense of self rather than in changes in
cognitive capability.