12 Principles of Child Development
from birth through age 8
(DUABBELAS Prinsip Dasar
Perkembangan Anak (0+--8))
7.
Children are active learners, drawing on direct physical and
social experience as well as culturally transmitted knowledge to construct
their own understandings of the world around them. (Children learn best when they are actively involved in what they
are experiencing, they enchance their own learning and development when they
gather their own information and make their own conclusion about what they have
experienced)
Children contribute to their own development and learning
as they strive to make meaning out of their daily experiences in the home, the
early childhood program, and the community. From birth, children are actively
engaged in constructing their own understandings from their experiences, and
these understandings are mediated by and clearly linked to the sociocultural
context. Young children actively learn from observing and participating with
other children and adults, including parents and teachers. Children need to
form their own hypotheses and keep trying them out through social interaction,
physical manipulation, and their own thought processes -- observing what
happens, reflecting on their findings, asking questions, and formulating
answers. When objects, events, and other people challenge the working model
that the child has mentally constructed, the child is forced to adjust the
model or alter the mental structures to account for the new information.
In the statement of this principle, the term "physical and
social experience" is used in the broadest sense to include children's
exposure to physical knowledge, learned through firsthand experience of using
objects (observing that a ball thrown in the air falls down), and social
knowledge, including the vast body of culturally acquired and transmitted
knowledge that children need to function in the world. For example, children
progressively construct their own understanding of various symbols, but the
symbols they use (such as the alphabet or numerical system) are the ones used
within their culture and transmitted to them by adults. Yet, direct instruction
may be totally ineffective; it fails when it is not attuned to the cognitive
capacities and knowledge of the child at that point in development.
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8.
Development and learning result from interaction of biological
maturation and the environment, which includes both the physical and social
worlds that children live in. (Both descent and domain influence learning and the
development of a child are related)
The simplest way to express this principle is that human
beings are products of both descent and domain and these forces are
interrelated. Behaviorists focus on the environmental influences that determine
learning, while maturationists emphasize the unfolding of predetermined, descent
characteristics. Each perspective is true to some extent, and yet neither
perspective is sufficient to explain learning or development. For example, a
child's genetic makeup may predict healthy growth, but inadequate nutrition in
the early years of life may keep this potential from being fulfilled. Or a
severe disability, whether inherited or environmentally caused, may be
ameliorated through systematic, appropriate intervention. Likewise, a child's
inherited temperament -- whether a predisposition to be wary or outgoing --
shapes and is shaped by how other children and adults communicate with that
child.
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9.
Play is an important vehicle for children's social, emotional,
and cognitive development, as well as a reflection of their development. (Children learn best through play, for developing self-regulation and promoting
language, cognition, and social competence)
Play
gives children opportunities to understand the world, interact with others in
social ways, express and control emotions, and develop their symbolic
capabilities. Children's play gives adults insights into children's development
and opportunities to support the development of new strategies. Play provides children best
opportunity to learn and develop in all areas.
The importance of play as a tool for learning provide a
thematic lesson for
play; offer appropriate props, space, and time; and become involved in the play
by extending and elaborating on children's ideas, children's language and
literacy skills can be improved.
In addition to supporting cognitive development, play serves
important functions in children's physical, emotional, and social development.
Children express and represent their ideas, thoughts, and feelings when engaged
in symbolic play. During play a child can learn to deal with emotions, to
interact with others, to resolve conflicts, and to gain a sense of competence
-- all in the safety that only play affords. Through play, children also can
develop their imaginations and creativity.
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10. Development advances when
children have opportunities to practice newly acquired skills as well as when
they experience a challenge just beyond the level of their present mastery. (Development
and learning advance when children are challenged )
After repeated failure, most children will
simply stop trying. So most of the time, teachers should give young children
tasks that with effort they can accomplish and present them with content that
is acceptable at their level of
understanding. Moreover, in a task just beyond the child's independent reach,
the adult and more-competent peers contribute significantly to develop.
Development and learning are dynamic processes requiring that
adults understand, observe children closely to match curriculum and teaching to
children's emerging competencies, needs, and interests, and then help children
move forward by targeting educational experiences to the edge of children's
changing capacities so as to challenge but not frustrate them. Human beings,
especially children, are highly motivated to understand what they almost
comprehend and to master what they almost can, but not quite, do. The principle of
learning is that children can do things first in a supportive context and then
later independently and in a variety of contexts. Describes the process of
adult-assisted learning as "guided participation" to emphasize that
children actively collaborate with others to move to more complex levels of
understanding and skill.
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11.
Children demonstrate different modes of knowing and learning and
different ways of representing what they know. (Children learn in a variety of ways)
Every
children have their own learning style, a way in which they learn best. Each
individual style of learning should be recognized, but it is also important to
encourage those styles that may not be as strong. For some time, learning theorists and
developmental psychologists have recognized that human beings come to
understand the world in many ways and that individuals tend to have preferred
or stronger modes of learning. It may be visual, auditory, or tactile learners. Human beings ability at least seven
"intelligences." In addition to having the ones traditionally
emphasized in schools, linguistic and logical-mathematical, musical, spatial,
bodily-kinesthetic, intrapersonal, and interpersonal.
The processes
of representing their understanding can with the assistance of teachers help
children deepen, improve, and expand their understanding. Teachers should
provide not only opportunities for individual children to use their preferred
modes of learning to capitalize on their strengths but also opportunities to
help children develop in the modes or intelligences in which they may not be as
strong.
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12.
Children develop and learn best in the context of a community
where they are safe and valued, their physical needs are met, and they feel
psychologically secure. (Children’s
experiences shape their motivation and approaches to learning)
Children's physical health and safety often threatened today,
programs for young children must not only provide adequate health, safety, and
nutrition but may also need to ensure more comprehensive services, such as
physical, dental, and mental health and social services. In addition,
children's development in all areas is influenced by their ability to establish
and maintain a limited number of positive, consistent primary relationships
with adults and other children. These primary relationships begin in the family
but extend over time to include children's teachers and members of the
community; therefore, practices that are developmentally appropriate address
children's physical, social, and emotional needs as well as their intellectual
development. An environment where the children feel safe, secure, strong attachments to
positive, consistent people, is where children will learn best to develop their
physical, social, emotional, and cognitive areasof growth.
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