Selasa, 05 Januari 2016


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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