psikologi pendidikan

1. C H A P T E R 2
COGNITIVE AND
LANGUAGE
DEVELOPMENT
Ah! What would the world be to us
If the children were no more?
We should dread the desert behind us
Worse than the dark before.
— Henry Wadsworth Longfellow

2. An
Overview
of Child
Developme
nt
-Exploring
What
Development Is
-Processes and
Periods
-
Developmental
Issues
-Development
and Education

3. Twentieth-century Spanish-born American
philosopher George Santayana once
reflected,
“Children are on a different plane. They
belong to a generation and way of feeling
properly for their own.”

4. Let’s explore what that plane is like.

5. EXPLORING
WHAT DEVELOPMENT IS

6. So, why we study children’s development?

7. EXPLORING WHAT
DEVELOPMENT IS
As a teacher, you will be responsible for a
new generation of children each year in your
classroom. The more you learn about
children’s development, the more you can
understand at what level it is better to teach
them.

8. Are there Process or Period inside that Development?

9. PROCESSES AND PERIODS
The design of child development is complex
because it is the product of several
processes: biological, cognitive, and
socioemotional. And also Development
can be described in terms of periods.

10. Biological,
Cognitive, and
Socioemotional
Processes
Processes Biological processes
produce changes in the child’s body
and based on brain development,
height and weight gains, motor skills,
and puberty’s hormonal changes. So,
Genetic inheritance plays a large part.
Cognitive processes let in changes in the
child’s thinking, intelligence, and language.
Cognitive developmental processes enable a
growing child to memorize a poem, figure out
how to solve a math problem, come up with a
creative strategy, or speak meaningfully
connected to each sentences.
Socioemotional processes get
to changes in the child’s
relationships with other
people, changes in emotion,
and changes in personality.

11. Periods of Development
For the purposes of organization and understanding,
we usually describe the development in terms of
periods. In the most widely used system of
classification, the developmental periods are infancy,
early childhood, middle and late childhood,
adolescence, early adulthood, middle adulthood,
and late adulthood.

13. 1. Infancy extends from birth to 18 to 24
months. It is an extreme time of activities are
just beginning, such as language
development, symbolic thought, sensor
motor coordination, and social learning.
2. Early childhood (sometimes called the
preschool years) During this period, children
become more self-sufficient, develop school
readiness skills (such as learning to follow
instructions and identify letters), and spend
many hours with friends.
Period Of Development

14. 3. Middle and late childhood (sometimes called the
elementary school years) extends from about 6 to 11
years of age. Children master the fundamental skills
of reading, writing, and math, achievement becomes
a more central theme, and self-control increases. In
this period, children interact more with the wider
social world beyond their family.
4. Adolescence involves the transition from
childhood to adulthood. It begins around ages 10 to
12 and ends around 18 to 21. Adolescence starts with
rapid physical changes, including height and weight
gains and development of sexual functions.
Adolescents intensely pursue independence and seek
their own identity. Their thought becomes more
abstract, logical, and idealistic.
The interplay of these processes produces the periods of human
development

15. DEVELOPMENTAL ISSUES
Despite all of the knowledge that develop
mentalists have acquired, debate continues
about the relative importance of factors
that influence the developmental
processes and about how the periods of
development are related.
The most important issues in the study of
children’s development include nature and
nurture, continuity and discontinuity, and
early and later experience.

16. Nature and Nurture The nature-nurture
issue involves the debate about whether
development is primarily influenced by
nature or by nurture
(Cosmides,2011; Eagly & Wood, 2011). Nature
refers to an organism’s biological
inheritance, nurture to its environmental
experiences. Almost no one today argues that
development can be explained.
But some (“nature” proponents) claim that
environmental experiences are the most
important influence.

17. Continuity and Discontinuity Like the
seedling’s growth into an oak.
Those who emphasize nature often describe
development as a series of distinct stages,
like the change from caterpillar to butterfly.

18. Early and Later Experience The early-later
experience issue focuses on the degree to
which early experiences (especially in
babyhood) or later experiences are the key
determinants of the child’s development.

19. Evaluating the Developmental Issues
Most develop mentalists recognize that it is
unwise to take an extreme position on the
issues of nature and nurture, continuity and
discontinuity, and early and later
experiences. Development is not all nature
or all nurture, not all continuity or all
discontinuity, and not all early or later
experiences.
However, there is still spirited debate about
how strongly development is influenced by
each of these factors (Goldsmith, 2011;
Phillips & Lowenstein, 2011).

20. So, the connection between Development
to Children Education is?

21. DEVELOPMENT AND EDUCATION
Developmentally appropriate teaching takes place at a
level that is neither too difficult and stressful nor too
easy and boring for the child’s developmental level
(Bredekamp, 2011).
One of the challenges of developmentally matching-
teaching is that you likely will have children with an age
range of several years and a range of abilities and skills
in the classes you teach. Competent teachers are aware
of these developmental differences.
Rather than characterizing students as “advanced,”
“average,” and “slow,” they recognize that their
development and ability are complex, and children often
do not display the same competence to the different
skills.

22. As we discuss development in this chapter
and the next, keep in mind how the
developmental changes we describe can help
you understand the optimal level for
teaching and learning.
For example, it is not a good strategy to try
to push children to read before they are
developmentally ready—but when they are
ready, reading materials should be presented
at the appropriate level (Bredekamp, 2011;
Jalongo, 2011).