Weekly Chapter Report
12 Principles of Child
Development from birth through age 8
(DUABELAS Prinsip Dasar
Perkembangan Anak (0+--8))
Submitted in partial
fulfillment of the requirements
For English for Young Learner
2nd
Meeting (September 22nd, 2014)
BACHRUDIN
MUSTHAFA, M.A., PH.D
A.
Introduction
Young children
experience and learn about the world around them through play. They also
learn through past experiences, interactions with peers and teachers, and by
interacting with the class environment. Children
learn best when they are engaged in meaningful learning experiences. These
experiences can be through music, games, books, finger plays, modern technology
(computers, I-pods, I-pads, interactive boards) or hands on activities in which
the children can manipulates materials.
To guide their
decisions about practice, all early childhood teachers need to understand the
developmental changes that typically occur in the years from birth through age
8 and beyond, variations in development that may occur, and how best to support
children's learning and development during these years.
Because
development and learning are so complex, no one theory is sufficient to explain
these phenomena. However, a broad-based review of the literature on early
childhood education generates a set of principles to inform early childhood
practice. Principles are generalizations that are sufficiently reliable that
they should be taken into account when making decisions (Katz & Chard 1989).
Following is a list of empirically based principles of child development and
learning that inform and guide decisions about developmentally appropriate
practice.
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B.
12 Principles of Child Development from
birth through age 8 (DUABBELAS Prinsip Dasar Perkembangan Anak (0+--8))
First Principles: Domains of children development – physical,
social, emotional, and cognitive-are closely related. Development in one domain
influences and is influenced by development in other domains.
In
this first principle of the children development from 0 to 8 there are 4
content that including the expansion that is Physical, Social, Emotional and
Cognitive. That’s means whereas children who has ‘good’ condition of their
physical he/she could be easier to acceptance the information through the
teacher (could be teacher in school or parent in a home). Nonetheless their
emotional and the way they receive the knowledge that has given will acceptable
clearly. It could be has different outcome with the children who has problem
with their ability. E.g: the children who can differentiate the word ‘b’ or
‘d’, or ‘s’ and ‘5’. It hard to them learn as fast as a normal student’s. The
can differ the shapes letter, or read sentence clearly. It’s named Dyslexia
(word blindness). So the teacher can judge that student ‘stupid’ or ‘idiot’
because, may be they have a different way to learn. It can make that student
depress or might be kill themselves or run away from their daily life.
Another example,
when babies begin to crawl or walk, their ability to explore the world expands,
and their mobility, in turn, affects their cognitive development. Likewise,
children's language skill affects their ability to establish social
relationships with adults and other children, just as their skill in social
interaction can support or board up their language development.
Because
developmental domains are interrelated, educators should be aware of and use
these interrelationships to organize children's learning experiences in ways
that help children develop optimally in all areas and that make meaningful
connections across domains.
Recognition of
the connections across developmental domains is also useful for curriculum
planning with the various age groups represented in the early childhood period.
Curriculum with infants and toddlers is almost as if driven by the need to
support their healthy development in all domains. During the primary grades,
curriculum planning attempts to help children develop conceptual understandings
that apply across related subject-matter disciplines.
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Second Principles: Development occurs in a relatively orderly
sequence, with later abilities, skills, and knowledge building on those already
acquired.
Predictable
changes occur in all domains of development -- physical, emotional, social,
language, and cognitive -- although the ways that these changes are manifest
and the meaning attached to them may vary in different cultural contexts.
Knowledge of typical development of children within the age during served by
the program fund a general design to guide how teachers prepare the learning
environment and plan realistic curriculum goals and objectives and appropriate
experiences. For example: the run ability of a child is influential with their
ability to walk.
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Third Principles: Development proceeds at varying rates from child
to child as well as unevenly within different areas of each child’s functioning.
Each child is a
unique person with an individual pattern and timing of growth, as well as
individual personality, temperament, learning style, and experiential and
family background. All children have their own strengths, needs, and interests;
for some children, special learning and developmental needs or abilities are
identified. Given the enormous variation among children of the same
chronological age, a child's age must be recognized as only a crude index of
developmental maturity.
Recognition that
individual variation is not only to be expected but also valued requires that
decisions about curriculum and adults' interactions with children be as
individualized as possible. Emphasis on individual appropriateness is not the
same as "individualism." Rather, this recognition requires that
children be considered not solely as members of an age group, expected to
perform to a anticipate norm and without adaptation to individual variation of
any kind. For example: every child has differentiated development depends on
his/her condition or region. Child who always active in daily life or school
will teachable different with the child who always silent in daily life.
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Fourth Principles: An early experience has both cumulative and
delayed effects on an individual child’s development; optimal periods exist for
certain types of development and learning.
Children's early
experiences, either positive or negative, are cumulative in the sense that if
an experience occurs occasionally, it may have minimal effects. If positive or
negative experiences occur frequently, however, they can have powerful,
lasting, even "snowballing," effects (Katz & Chard 1989). For
example, a child's social experiences with other children in the preschool
years help him develop social skills and confidence that enable him to make
friends in the early school years, and these experiences further enhance the
child's social competence. Conversely, children who fail to develop minimal
social competence and are neglected or rejected by peers are at significant
risk to drop out of school, become delinquent, and experience mental health
problems in adulthood (Asher, Hymel, & Renshaw 1984; Parker & Asher
1987).
Similar patterns
can be observed in babies whose cries and other attempts at communication are
regularly responded to, thus enhancing their own sense of efficacy and
increasing communicative competence. Likewise, when children have or do not
have early literacy experiences, such as being read to regularly, their later
success in learning to read is affected accordingly.
Early
experiences can also have delayed effects, either positive or negative, on next
development. For instance, some evidence suggests that reliance on extrinsic
rewards (such as candy or money) to shape children's behavior, a strategy that
can be very effective in the short term, under certain circumstances lessens
children's intrinsic motivation to engage in the rewarded behavior in the long
term (Dweck 1986; Kohn 1993). For example, paying children to read books may
over time undermine their desire to read for their own enjoyment and
edification. Although delays in language development due to physical or
environmental deficits can be ameliorated later on, such intervention usually
requires considerable effort. Children who have many opportunities and adult
support to practice large-motor skills (running, jumping, hopping, skipping)
during this period have the cumulative benefit of being better able to acquire
more sophisticated, complex motor skills (balancing on a beam or riding a
two-wheel bike) in subsequent years. On the other hand, children whose early experiences
are truly limited may struggle to acquire physical competence and may also
experience delayed effects when attempting to participate in sports or personal
fitness activities later in life.
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Fifth Principles: Development proceeds in predictable directions
towards greater complexity, organization, and internalization.
Learning during
early childhood proceeds from behavioral knowledge to symbolic or
representational knowledge (Bruner 1983). For example, children learn to
navigate their homes and other familiar settings long before they can
understand the words left and right or read a map of the house. Developmentally
appropriate programs provide opportunities for children to broaden and deepen
their behavioral knowledge by providing a variety of firsthand experiences and
by helping children acquire symbolic knowledge through representing their
experiences in a variety of media, such as drawing, painting, construction of
models, dramatic play, verbal and written descriptions (Katz 1995).
Even very young
children are able to use various media to represent their understanding of
concepts. Furthermore, through representation of their knowledge, representational
modes and media also vary with the age of the child. For instance, most
learning for infants and toddlers is sensory and movement, but by age 2
children use one object to stand for another in play (a block for a phone or a
spoon for a guitar).
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Sixth Principle: Development and learning occur in and are
influenced by multiple social and cultural contexts.
Bronfenbrenner
(1979, 1989, 1993) provides an ecological model for understanding human development.
He explains that children's development is best understood within the
sociocultural context of the family, educational setting, community, and
broader society. These various contexts are interrelated, and all have an
impact on the developing child. For example, even a child in a loving,
supportive family within a strong, healthy community is affected by the biases
of the larger society, such as racism or sexism, and may show the effects of
negative stereotyping and discrimination.
We define culture
as the usual beliefs and patterns of and for behavior, both clear and completely
passed on to future generations by the society they live in and/or by a social,
religious, or ethnic group within it. Because culture is often discussed in the
context of difference or multicultural, people fail to recognize the powerful
role that culture plays in influencing the development of all children. As
Bowman states, "Rules of development are the same for all children, but
social contexts shape children's development into different
configurations" (1994, 220). Early childhood teachers need to understand
the influence of sociocultural contexts on learning, recognize children's
developing competence, and accept a variety of ways for children to express
their developmental achievements (Bruner 1996).
Teachers should
learn about the culture of the majority of the children they serve if that
culture differs from their own. However, recognizing that development and
learning are influenced by social and cultural contexts does not require
teachers to understand all the nuances of every cultural group they may
encounter in their practice; this would be an impossible task. Rather, this
fundamental recognition sensitizes teachers to the need to acknowledge how
their own cultural experience shapes their perspective and to realize that
multiple perspectives, in addition to their own, must be considered in
decisions about children's development and learning.
Children are
capable of learning to function in more than one cultural context
simultaneously. However, if teachers set low expectations for children based on
their home culture and language, children cannot develop and learn optimally.
Education should be an additive process. Likewise, children who speak only
English benefit from learning another language. The goal is that all children
learn to function well in the society as a whole and move comfortably among
groups of people who come from both similar and dissimilar backgrounds.
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C.
My Comments
From the first until the sixth principles of child
development from birth through age 8 completely clear enough to understand and that
inform developmentally appropriate to practice.
D.
Conclusion
So in the first principle
means that, all areas of development and learning are important. We can’t
separate every element in there because they are closely correlated. But in the
second principle focus on learning and development by follow sequences. In third,
development and learning proceed at varying rates. The fourth principle focus
on development and learning result from an interaction of maturation and
experience. The fifth, early experiences have profound effects on development
and learning. and the last sixth, development proceeds toward greater
complexity, self-regulation, and symbolic or representational capacities.
Overall, what did you learn from my paper?
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E.
Bibliography
Gestwicki, C. 2007. Development
Appropriate Practice: Curriculum and Development in Early Childhood Education. USA:
Thomson Delmar Learning
MUSTAFA,
B. 2008. Teaching English to young
learners: Principle & Techniques. Bandung: School of Postgraduates
Studies.UPI.
Katz, L.G., & Chard, S.C. 1989 Engaging
Children’s Minds: The Project Approach. Norwood, New Jersey: Ablex Publishing
Corporation.
Bruner,
J. 1996. The culture of education. Cambridge,
MA: Harvard University Press
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