Psychosexual Development Theory

Introduction
Age itself cannot cause development. Indeed, developmental change runs parallel with chorological age due to genetic factors and environmental factors. Genetic factors play a vital role of overall growth such as changes in proportion of body and brain parts. Environmental factors could be diet and disease exposure, social, emotional and cognitive experiences. Development may not be constant, it might be different from person to person. In this assignment, I have selected for major developmental theories and how those theories can be applied to our teaching.

1. Cognitive theory of Piaget
This theory assumes that children are merely less competent thinkers than adults and young children think in strikingly different compared to

Psychoanalytic (psychosexual development) theory of Sigmund Frued
Psychosexual development describes how personality develop over the course of childhood. This theory suggests that personality mostly develop by the age of five. However, early experiences also plays a vital role of personality development. Sigmund Frued 's theory can be applied in our classroom in the following ways
(a) Allow children to be more socially interactive. For this to happen, create a safe environment in the classroom where each child feels appreciated and comfortable exploring new knowledge and relationships rather than letting fear inhibit learning.
(b) Among our adolescent students, teachers need be more responsible in discussing about topics regarding sexuality. Teachers must be more sensitive and careful because as we know that on this stage, students are going through a lot of crises and confusion. Therefore, teach them to be sexually responsible by explaining to them the sexual changes they are going through, and the consequences of their actions
(c) Teacher and the student must have a good relation which could discuss the situations where the student may go wrong or have made the wrong

He believed that there were six identifiable stages which could be more generally classified into three levels. Kohlberg believes that every individual will pass these stages but one stage at a time. Kohlberg also believes that moral development occurs through social interaction. Kohlberg's theory can be applied in our classroom in the following ways
(a) Kohlberg's theory on moral development can be applied to the classroom where rules, standards, and consequences are concerned.
(b) Give students to create a classroom code of conduct rather than ordering them to follow the rules set by the teachers or authorities. This would enhance students to be more responsible for the rules and more likely follow the rules accordingly.
(c) When a student misbehavior repeats, allow short written self-evaluation as a consequence of disciplinary action Also provide adequate time for the student to come up with the solution of the misbehavior.
(d) Give the students opportunities to hear different perspectives especially in deciding what is right or wrong. Have discussions, forums, debates, etc. about certain issues.
(e) Be an example to the students. We must walk our talk so to speak. Values are caught than taught. So as teachers, we must present values and attitudes worth