Theory of Child Development

1. Cognitive theory - Jean Piaget (1896 - 1980) Principle: o cognitive theory known as the theory that a thorough intellectual development which reflects the strength of the biological and psychological function. Piaget's theory of the development of the concept of intelligence as well as biological systems build structures to function, which is influenced by the growth of intelligence physical and social environment, maturity and equilibration. All of the organisms are born with a tendency to adapt to its environment. o How to adapt different for each individual, as well as a process from one stage to another stage in one individual. Individuals are motivated to understand the world, using the process of organizing and adaptation (assimilation and accommodation). o We respond to the world by connecting the experience earned by our past experience (assimilation), while each experience it contains aspects that may be new. The new aspect is what causes the cognitive structure (accommodation). o Assimilation is the process of responding to the environment in accordance with one's cognitive structure. But the process of intellectual growth would not be captured if the experience is not different from the existing schemata therefore necessary accommodation processes, ie processes that alter cognitive structures. For Piaget the accommodation process can be likened to learning. o Individuals exceed 4 stages of cognitive development, namely: sensorimotor stage (birth - 2 years), Sensorimotor means knew that it was like, sound like, know how to manipulate the object. Clear limits of sensorimotor function that does not remind the baby of the past, anticipate the future, to form mental images of objects or reflecting on their experiences. Piaget believed that infants do not have the awareness that the world regardless of their activity. pre-operational stage (ages 2-7 years); concrete operational stage (ages 7-11 years), and Phase formal operasinal (ages 11 - adult) According to Piaget (1983), intelligence can be viewed from three different perspectives: Content; It is a coarse material. "content" is less important than with its structure and function. If the content is "what" of intelligence, while the "how" and "why" is determined by the cognitive or intellectual. Structure The structure and organization are in the neighborhood , but the human mind is more than imitating the structure of external reality passively . Interaction with the outside world of the human mind , matching the world to the " mental framework " of its own . Cognitive structure is the mental framework built smb take and interpret information from the environment , as well as transforming mereorganisasikannya . Two important things that must be remembered about building cognitive structures :

a person actively involved in the build process . environment in which a person interacts important for structural development . Piaget did not see the cognitive structure as a biological mechanism outward . He does not believe that children enter the world with a " basic tool " for understanding reality . The children are slowly and gradually build their own perspective on reality . Cognitive structure formation started at the beginning of life as soon as the baby starts to have an experience with the environment . But is not a newborn baby has not had any experience on the environment ? Piaget believed that a baby has not experienced the full structure already established that they are programmed to interact with the environment , which is called the physical structures , such as dams nervous system of the human brain and sensory organs and specific reflexes which is referred to as " automatic behavioral reactions " . Baby train these structures in interaction with the environment and begin immediately to develop cognitive structures . Function The function is a process by which cognitive structures are built . All living organisms interact with the environment through the process of having the function of an organization and adaptation . Organization : tend to integrate themselves and the world into a form of the parts into a single unit that is full of meaning as a way to reduce complexity . Adaptation to the environment occurs in two ways : i. organisms manipulate the outside world in a way making it similar to him , this process is called assimilation . ii. organisms modify itself so that it becomes more like the environment , the process is called accommodation . Assimilation takes something from the outside world and fitting it into the already existing structure . When someone accommodates something , they transform themselves to meet the external requirements . Piaget apply the process of assimilation and accommodation of the intellectual as the physical process . The children assimilate new ideas , " food for thought " by fitting it into the existing cognitive structure and accommodate these ideas to transform their cognitive structures to respond . If the new ideas and the cognitive structures necessary to make it meaningful , the kids will make as part of their thought process and will change the way they think in respond . Intellectual development will not occur if the ideas the children were known to have been assimilated or if they continue to structure the assimilation Excess Piaget's theory:

i. ii.

2. This concept helps teachers about the need to select and customize the material rests on the fundamental idea known to the child, and then developed with greater stimulation for example in the form of questions that increase a child's ability in dealing with more complex experience. 3. Assist in the preparation of the curriculum to suit individual interests and developmental stages. Lack of Piaget's theory: 1. The phase can be changed according to the situation of a person. 2. The difference is very big stage. 3. Less emphasis on the socio-cultural influences (extrinsic). 1. Contructivism Social Theory (Vygotsky) Principle: o social is very important in a child's cognitive development. o Parents, teachers, and friends to interact with children and collaborating to develop an understanding. So learning occurs in a social context, and appears a term zone of Proximal Development (ZPD). ZPD is defined as the area of a child's potential to learn, or a stage in which the capability can be enhanced with the help of someone more expert. o to develop each child's ability scaffolding or assistance needed direction so that children eventually master these skills independently. o In teaching the teacher needs to be a mediator or facilitator where educators to be there when the kids need their help. Mediatoring is part of the scaffolding. Although children as active learners and want to know almost everything, but with the help of the right to learn more needs to be stimulated so that the learning process more effective. o The child's mind develops through: (1) Take part in a cooperative dialogue with opponents who are skilled in tasks outside the zone of proximal development, (2) Using what the educators who are experts in what is done. Advantages: Assist in the preparation of the curriculum to suit individual interests and developmental stages. Disadvantages: Less emphasized cognitive thinking skills in children (intrinsic). 2. Psychosocial theory ( Erikson ) Principle : o Focusing on psychosocial development from childhood to adulthood in eight stages , namely : a) Trust vs. mistrust (Infancy Stage : 0-1 years); Faith - distrust , the good results of this development is the confidence and optimism . b) Autonomy vs. shame and doubt (Stage toddlerhood : 1-3 years); Autonomy no doubt, a good result from this development is self- control and adekuasai . c) Initiative vs. guilty (3-5 years / pre-school); Initiative - guilt, the good results of this development is the ability to start their own activities.

d) Industry vs. inferiority (6-11 years / school days); Industry - inferiority, the good results of this development is the ability of competence in intellectual, social and physical. e) Identity vs. identity confusion (12-18 / adolescence); Identity - identity confusion, a good result from this development is an integrated self-image as a unique person . f) Intimacy vs. isolation (18-40 / early adulthood); Intimacy - isolation, good results of this development is the ability to form close relationships, career commitment. g) Generativity vs. stagnation (40-60 years old / middle adulthood); Generatifitas - pull away, a good result from this development is a concern to the families, communities and future generations) Ego integrity vs. despair (> 60 years old / older adults); Integrity - despair, the good results of this development are satisfied with life and ready to face death. o Everyone will go through stages and each stage will get positive and negative experiences. Healthy personality could be obtained if one can pass through a crisis in the development of a task well. o Restrictions and excessive criticism would lead to a growing sense of doubt on her abilities. Advantages: Highlighting experienced psychosocial aspects of childhood that can help educators to be able to accompany your child through this period to be independent. Disadvantages: Human development is influenced by social interactions - relationships with others. Sources: http://pembelajaranguru.wordpress.com/2008/05/25/teori-perkembangan-anak-%e2%80%93erickson-dan-gardner/ http://kuliahpsikologi.dekrizky.com/teori-perkembangan-anak http://pembelajaranguru.wordpress.com/2008/05/25/perkembangan-anak-menurut-jean-piagetdan-vigotsky/ http://anwarholil.blogspot.com/2008/04/teori-perkembangan-kognitif-piaget.html http://repository.ui.ac.id/contents/koleksi/11/b0a786d45c288dfb0c391a9108d1d58ff91ef120.pdf