- The document discusses psychology education with a focus on personal, social, and emotional development. - It covers several topics related to development including physical development, cognitive development based on Piaget's stages, and socio-emotional development. - Key aspects of socio-emotional development discussed include the importance of relationships, self-esteem, and social influences from family, peers, and school. The document emphasizes understanding child development from various theoretical perspectives.

1. Psychology Education
-Personal, Social, Emotional
Development-
Created by group 1 :
Lia Novi Utami Purba (4103312017)
Sheilla Khairuna pulungan (4103312025)
Siti Mawaddah (4103312026)

2.  Domain Development
Education is essentially the efforts made to help the development of learners. Therefore,
education should be adapted to the processes and stages of development. That is, to provide
education based on knowledge of the typical development of individuals in the age range (accuracy
of age) and the uniqueness of the child (individual accuracy).

3. Some principles of development need to be understood to be based on the development of
education, namely:
1) Physical, cognitive, and socio-emotional domains are interrelated.
2) Development occurs in a relatively orderly sequence with the skills and knowledge skills that
develop later will be based on the expertise, skills and knowledge that have been obtained
previously.
3) Individual variations characterize the child's development. Every child is a unique individual, and
all have the power.

4. 4) The development is influenced by social and cultural contexts of diverse, teachers need to
understand how the socio-cultural context such as ethnicity, poverty affects child development.
5) Children are active learners and should be encouraged to construct an understanding of the
surrounding world.
6) The development will increase if children are given the opportunity to practice new skills, and if
the child feels challenges beyond their current capabilities.
7) Children will develop very well in the context of the community where they are safe and valued
their physical needs are met and they feel psychologically safe.

5.  Physical Development
The learning process takes place both physically and mentally. Children perform a variety
of physical activity as a learning experience. Conditions senses, limbs normality, nutrition and
overall health conditions affect the learning process.

6. Teachers need to realize that the physical state and all the changes experienced by students in
the process of development affects student learning. Therefore, teachers need to member information
to students about it so they can understand it properly and mentally prepared to deal with it. In line
with this teacher also needs to pay attention to the physical state in the management class. In this way
the physical factors that are likely to hinder students' learning process can be controlled so as not to
affect widespread.

7.  Cognitive Development
Cognitive development is a process of change in the individual's ability to think. The most
popular figure in discussing cognitive development is Piaget. Cognitive development in Piaget's
theory of cognitive processes, namely schema, assimilation, accommodation, organization, and
equilibration.

8. The scheme is the concept of cognitive framework or frame of reference that exists in the
mind of someone who is used to organize and interpret information. When individuals incorporate
new knowledge into existing knowledge within the scheme of the mental process is called
assimilation. When an individual received information through the process of assimilation less
according to existing schemes within the individual then there is a process of mental adjustment to
new information and is called accommodation.

9. Piaget said that to understand his world would classify the individual cognitive behavior
into separate cognitive system is more orderly and smooth, grouping or structuring behavior into
categories. This mental process called organization. Use of the organization will be able to enhance
the ability of long-term memory. The mechanism of how individuals move from one stage to the
stage of thinking thoughts hereinafter called equilibrium. This shift occurs when individuals
experience cognitive disequilibrium in his quest to understand his world. In the end, individuals
resolve conflicts and get a balance of thought.

10. Stages of Cognitive Development

11. SENSORIMOTOR PREOPERATIONAL CONCRETE OPERATIONAL
FORMAL OPERATIONAL STAGE
STAGE STAGE STAGE
The infant constructs an The child begins to represent He child can now reason The adolescent reasons in more
understanding of the world by the world with words and logically about concrete events abstract, idealistic, and logical
coordinating sensory images. These words and and classify objects into ways.
experiences with physical images reflect increased different sets
actions. And infant progresses symbolic thinking and go
from reflexive, instinctual beyond the connection of
action at birth to the beginning sensory information and
of symbolic thought toward the physical action.
end of the stage
11 Years of Ages Through
Birth to 2 Years of Age 2 to 7 Years of Age 7 to 11 Years of Age
Adulthood

13. The Sensor-motor Stage
• From birth to approximately 2 years
• Begins with reflexive responding and ends with using symbols
• Object permanence: understanding that objects exist independently

14. Object Permanence and the “Impossible Event”
Criticisms of the Theory

15. The Preoperational Stage
• From approximately 2 to 7 years
• Children use symbols but are many errors in thinking
• Egocentrism: The inability to distinguish between one’s own perspective and someone else’s
perspective.
• Centration: Focusing on one characteristic to the exclusion of others
• Confuse appearance and reality

16. Egocentric Conversations

17. The Balance Scale:
An Example of Centration

18. The Three Mountain Tasks

19. The Concrete Operational Stage
• From approximately 7 to 11 years
• Thinking based on mental operations (strategies and rules that make
thinking more systematic and powerful)
• Operations can be reversed
• Focus on the real and concrete, not the abstract

20. Conservation Tasks

21. Some Dimensions of Conservation: Number, Matter, and
Length
Type of conservation Number Matter Length
Initial presentation
Two identical rows of Two identical balls of Two sticks are
objects shown to child clay shown to child aligned in front of
child
Manipulation
One row is spaced Experimenter changes Experimenter moves
shape of one ball one stick to right
Preoperational child’s
answer to “Are they still “No, the longer row “No, the longer one has “No, the one on top is
the same?” has more” more” longer”

22. The Formal Operational Stage
• From approximately 11 years to adulthood
• Adolescents can think hypothetically, abstractly, idealistic, and
logically
• Use deductive reasoning

23. Theory of Mind
The Child as Theorist

24. Piaget's theory can be applied in the education of children through the following ways:
1) Use the constructivist approach
2) Their facilities to learn
3) Consider the child's knowledge and level of thinking
4) Use continuous assessment
5) Increase students' intellectual abilities
6) Make your classroom into space exploration and discovery

25. Sosio-emotional development
Yusuf (2007:122) states that social development is the achievement of maturity in social relationships. Social
development can also be interpreted as a process of learning to adapt to group norms, morals and traditions,
merge into one entity and communicate with each other and co-operation.
Fanken (2005:105) explains that emotions are the result of information between subjective factors (cognitive
processes), environmental factors (learning outcomes) and biological factors (hormonal processes).
Department of Health, Education and Welfare, USA (1969) in Schloss (1984:3) in Deplhie (2005:33) mentions factors
that cause children sosioemosional difficult to adjust include: feelings of fear, feelings of dissatisfaction caused
others, aggression, and negative attitudes to a victory.

27. • Assuming that natural environments are the major source of
influence on developing persons
• In other words, the developing person is said to be at the center
Bronfenbrenner of and embedded in several environmental systems, ranging from
immediate settings, such as the family, to more remote
(1979) contexts, such as the broader culture.
• Each of these systems is thought to interact with the others
and with the individual to influence development in important
way.

28. BRONFENBRENNER’S SYSTEM

29. MICROSYSTEM MESOSYSTEM
• system where people spend the most • a connection between systems. An
time such as family, neighbors, example is the relationship between
the experience at home with the school
teachers, peers and others. Students experience. Experiences among
do not receive passively experience families with peers, the results showed
in this setting, but students are that the program conducted jointly by
reciprocally interacting with people the school and family has helped
bridge the gap between different social
and helped construct that settings. classes in the school.

30. • system that occurs when the experience in other settings (students off)
affects the experience of students and teachers in their own context.
For example, the gardener, recreational facilities, libraries. Those
EXOSYSTEM decisions in this environment can help or hinder a child's development.
• wider culture, including ethnicity, culture, socio-economic factors in
child development. For example, Arab culture has traditionally treated
women and American culture that seeks to treat women equal to men
MACROSYSTEM will influenced child development and learning skills.
• a condition of development. For example : Students today are the
first generation to grow up in an environment filled with
electronics and computers in town who does not know the
CHROSYSTEM boundaries between villages and towns.

31. • Look at the child as someone who is involved in a
variety of environments and systems affected by
According to five the system.
• Stay in touch with the school community through
system in both formal and informal channels.
Bronfenbrenner’s • Realize the importance of community,
socioeconomic status and culture in child
Theory, there are development as a very broad context affects the
development of children.
somethings that must
• Comprehensive education involving schools,
do to educate children families, and communities in the formation of
knowledge, character, creativity, and innovation is
very relevant in this approach.

32. • According to Erikson, there are eight
stages of development to be passed in the
span of one's life. Each stage consists of
the development task facing individuals
in crisis. The more successful a person
facing a crisis, the more the individual
accord. Each stage has a positive and a
negative side.

33. Stage 1 – Oral Sensory (Trust vs. Mistrust)
• birth to 1 year (infancy)
• basic conflict is trust vs. mistrust
• the important event is feeding and the
important relationship is with the mother
• the infant must develop a loving, trusting
relationship with the mother/caregiver
through feeding, teething and comforting
• failure to resolve this conflict can lead to
sensory distortion, and withdrawal

34. Positive Outcome: Familiarity,
comfort, and nourishment are met.
Negative Outcome: Children
will see the world as unfriendly
and unpredictable, they will have
trouble developing close
relationships. They become
suspicious, fearful, and mistrusting
of their surroundings.

35. Stage 2 – Muscular-Anal (Autonomy vs. Shame and Doubt )
• age 1 to 3 years (toddler)
• Basic conflict is autonomy vs. shame/doubt
• The important event is toilet training and the important
relationship is with the parents
• The child’s energy is directed towards mastering physical
skills such as walking, grasping and muscular control
• The child learns self control but may develop shame, doubt,
impulsivity or compulsion if not handled well

36. Positive Outcome: Children must take
more responsibility for their own feeding,
toileting, & dressing. Parents must avoid
overprotection.
Negative Outcome: If parents set too
many limits or too few, children become
compulsive about controlling themselves.
Fear of losing self-control may fill them with
inhibitions, doubt, shame and loss of self-
esteem.

37. Stage 3 – locomator ( Initiative vs. Guilt )
• age 3 to 6 years (preschool)
• basic conflict is initiative vs. guilt
• the important event is independence and the
important relationship is family
• the child continues to become more assertive
in exploration, discovery, adventure and play
• the child may show too much force in this
stage causing feelings of guilt
• failure to resolve this conflict can lead to
ruthlessness and inhibition

38. Positive Outcome: Children
must learn to accept w/o guilt.
They must
be guilt free when using their
imagination.
Negative Outcome: When
unresolved they become guilt-
ridden and repressed. They may
become adults who inhibit their
impulses and are self-righteously
intolerant of others.

39. Stage 4 – Latency ( Industry vs. Inferiority )
• age 6 to 12 years (school age)
• the basic conflict in this stage is industry vs.
inferiority
• the important event is school and the important
relationships are teachers, friends and
neighbourhood
• the child must learn to deal with new skills and
develop a sense of achievement and
accomplishment
• failure to do so can create a sense of inferiority,
failure and incompetence

40. Positive Outcome: It is essential
for children to discover pleasure in
being productive.
Negative Outcome: If they feel
inadequate, they may regress to an
earlier level of development - lack of
self-initiative; if they become too
industrious, they may neglect
relationships with other people and
become workaholics.

41. Stage 5 – Adolescence ( Identity vs. Rolue Confusion )
• age 12 to 20 years (adolescent)
• the basic conflict is identity vs. role confusion
• the important event is development of peer
relationships and the important relationships are
peers, groups and social influences
• The teenager must achieve a sense of identity in
occupation, sex roles, politics and religion. In addition,
they must resolve their identity and direction.
• Failure to make these resolutions can lead to the
repression of aspects of the individual for the sake of
others (fanaticism)

42. Positive Outcome: Adolescents
must make a conscious search for
identity.
Negative Outcome: role confusion,
feelings of inadequacy, isolation and
indecisiveness

43. Stage 6 – Young Adulthood ( Intimacy vs. Isolation )
• age 20 to 40 years
• the basic conflict in young adulthood is intimacy vs.
isolation
• the important event is parenting and the important
relationships are lovers, friends and work connections
• in this stage, the individual must develop intimate
relationships through work and social life
• failure to make such connections can lead to
promiscuity, exclusivity and isolation

44. Positive Outcome: The young
adult must be willing to be open
and committed to another
individual.
Negative Outcome: Those
unable or unwilling to share
themselves with others suffer a
sense of loneliness or isolation.

45. Stage 7 – Middle Adulthood ( Generativity vs. Stagnation )
• age 40 to 65 years
• the basic conflict is generativity vs. stagnation
• the important event is parenting and the important
relationships are with children and the community
• this stage is based on the idea that each adult must
find a way to satisfy, support and contribute to the
next generation; it is often thought of as giving back
• failure to resolve this stage can lead to overextension
or rejectivity

46. Positive Outcome: To have &
nurture children and or become
involved with future generations.
Negative Outcome: Too much
stagnation can result in self-indulgence
or even in physical or psychological
sickness.

47. Stage 8 – Maturity ( Ego Integrity vs. Despair )
• age 65 to death
• the basic conflict is ego integrity vs.
despair
• the important event is reflection on
and acceptance of the individual’s
life
• the individual is creating meaning
and purpose of one’s life and
reflecting on life achievements
• failure to resolve this conflict can
create feelings of disdain

48. Positive Outcome: The adult feels a
sense of fulfillment about life and accepts
death as an unavoidable reality.
Negative Outcome: : People who do
not achieve acceptance are overwhelmed
by despair, realizing that time is too short
to seek other roads to integrity; past lives
are viewed as a series of
disappointments, failures and
misfortunes.

49. Educating • Encourage children to take the initiative. Through the experience
of playing, feel compassion and gentle education that will provide
children opportunities for the growth of the question.
• Promoting learning effort for elementary school children. Teachers
based on
should strive to create an atmosphere that encourages children to
learn, enjoys learning and satisfied with the results of his study.
• Encourage teens to explore their identity is multidimensional, and
Erikson’s this will increase the depth of her knowledge.
• Assess yourself as a teacher with eight lenses Erikson's stages of
development. Success in your career will probably be able to
theory increase the identity as a teacher.

50. 3. Developments socio-emotional
Related to the development of self-esteem. This development is related to family, peers and school.
Some ways you can do to improve self-esteem in children is to implement four key areas:
 Identifying the causes of low self-esteem and competence for themselves. In children who neglected the
family, friends and school support for increased competence will enhance the self-esteem of children.
 Providing emotional support and social acceptance. Children who come from families that many blame
the child, the child derogatory, negative assessment can be helped by this emotional support.
 Helping children achieve their goals and achievements.
 Develop troubleshooting skills.

51.  Moral Development
Moral development is related to the development of the rules and conventions of the
interaction between the fair. Moral development can be assessed through the domains of
cognitive, behavioral and emotional.
The main cognitive domains of students are how the reason to do ethical behavior. In
the behavioral domain how students actually behave, not the morality of the idea and the
emotional domain emphasis on how students feel emotionally.

52. Piaget suggested that the stages of moral development are :
1st stage : heteronymous morality.
It takes about four to seven years of age where justice and the rule regarded as something that
cannot be changed, beyond human control.
2nd stage : autonomous morality.
This stage begins around the age of 0 years or older, children begin to realize that rules and laws
are man-made and that in judging an action, behavioral intentions and consequences need to be
considered

53. According to Lawrence Kohlberg's moral development takes place in the following
stages:
Pre-conventional • At this level has not lasted intemalisasi moral values.
Moral reasoning is controlled by external rewards and
reasoning. punishments.
Conventional • At this stage intermalisasi still patchy. Children obey internally to
a certain standard, but it's basically the standard set by other
reasoning people such as parents, teachers or social rules.
Post-conventional • At this stage fully internalized morality and not based on external
standards. Students know the rules of moral alternatives, explore
Reasoning. options and then decide for themselves what is the best moral
code for himself.

54. The positive form is pro-social moral development. Pro-social behavior is behavior that is
considered to be altruistic, fair share of attention and empathy. Some strategies that can increase
pro-social students are as follows:
1. Appreciate and emphasize the duty to help others. This will help the development of empathy
and concern for others.
2. Being exemplary examples of pro-social behavior.
3. Label and identify social and anti-social behavior.
4. Reveal to students positive intention to positive action.
5. Using positive discipline strategies.

55.  Educational Effectively
Educate will be effective if educators master the subject matter to be taught, to
determine the learning strategies that are relevant to the development needs of students,
Constructing design of learning, classroom management expert, an expert in motivating,
experts in communication, to work effectively with students from diverse backgrounds
different cultures, in charge of technology, strong commitment and motivation.

56. Santrok (2007) suggests that to be effective teachers need to consider a few things, namely:
 Effective teaching requires that teachers master the full knowledge that it teaches.
 Broadening perspectives. Teachers must believe that he can be an effective teacher, as she wanted. Teachers
need to try to look at things as students look (glasses students) and teachers need to find out how the
students looked at the teacher.

57. Teachers need to improve you continuously. Characteristics of educators who make education
effective, among others by Santrok (2007) are :
having a sense of humor, made the class interesting, mastering subject matter, explain clearly, take the time
to help students, to be fair to students, treat students as adults, dealing with students, the feelings of students
and not favoritism.
Instead of education will not be effective if the teacher makes the class boring, does not explain clearly,
favoritism, bad attitude, too demanding for students, does not connect with the students, giving too much
homework, too rigid and less able to manage the class.

58. Conclusion
The development is also associated with the learning process, especially regarding the
contents of what will develop actions related to learning. Besides, it is also how things are learned,
whether through memorization (memorization) or through imitation or by capturing and
relationships, these things are all in determining the process of development. It can also be said that
the development as a process that is eternal and still heading out to an organization at a higher level
of integration occurs by a process of growth, maturity, and learn.

59. The education refers to the stage and developmental processes. Domain developments include the
physical development of motor, cognitive, psychosocial, socio-emotional and moral. All stages of this development
affect student learning readiness. Therefore, teachers need to understand how the development of the students in
general and specifically in each developmental domain. This understanding enables teachers to help students
acquire the needed information in accordance with and help students pass through and reach the stage of
development that should be entered in accordance with the students' age. In general, teachers can understand the
level of preparedness of students in the study based on the theory in question. So the effort of learning the teacher
can be processed

60. Suggestion
The development stage is a basis for subsequent developments. A development
would not be possible sustainable well when encouraged to go beyond or
hastily undergoing the early stages. Children should be given time to suit their
needs before moving on to the next stage.

61. any Questions ?

62. THANK YOU SO MUCH
