Understanding Formal and Non-Formal Education
Character education or character is very effectively applied to the formal education path. "Formal Education is a structured and tiered education pathway consisting of basic education, secondary education and higher education.
Teachers are an important key to realizing character education / character in the context of building the character / character of the nation's children. The teaching profession is very noble, which teaches children from not knowing to knowing, not being good at counting and reading and writing to being good at counting and reading and writing.
Good teacher / lecturer, professional, responsible, who are emulated are teachers / lecturers who are able to live and practice 4 (four) competencies in general, namely:
1) Pedagogic Competence
Understanding educational psychology and student psychology, understanding students according to their level of development, and understanding the profile of teacher peers.
2) Social Competence
Able to adapt to the environment around the school, able to adapt to the wider community, be able to actively participate in activities in the community, and be able to realize social behavior in the community.
3) Personality Competence
Develop personality as a good educator, interact with the surrounding environment, guide students, and set a good example for students and teacher peers.
4) Professional Competence
Mastering educational foundations including psychology of learning, mastering subject matter, preparing teaching and implementing it, evaluating student learning outcomes and learning processes, mastering learning methods and media, and the ability to master and manage classrooms.
i. The Role of Religious Teachers
Religious teachers have a very difficult task in order to educate, foster a person's personality. In essence the role of religious teachers not only teaches what religion is, but deeper than that is more important religious education.
ii. Practice Positive Behavior
It has been explained that students in their infancy are very sensitive to environmental influences, be it the family environment, the school environment or the community environment. The influence of the environment is meant to train the habits of students to do positive actions.
iii. Refinalization of School Rules to Change Student Attitudes
Attitude is a state within humans or individuals associated with observations, feelings and actions to respond to objects outside themselves. The attitude that exists in humans or individuals gives a certain style to the behavior in question. Based on the above understanding, there are 3 components of attitude namely:
a. Observation Component
Observation of an object gives birth to its feelings towards that object and responds to that object. Components of observation can not be separated from knowledge (knowledge) about an object, then assess the object.
b. Feeling component
Components of this feeling can be positive and can be negative towards objects. Positive feelings cause feelings of pleasure or like and vice versa negative feelings will cause feelings of displeasure or dislike.
c. Components of Tendency to Act
The component of the tendency to act is to take action on the object being observed is determined by the feelings and observations of individuals towards an object that either raises feelings of pleasure or pleasure, thus giving birth to positive attitudes such as caring, helpful, light-handed, etc.
iv. School Rules Are Group Norms
The school is a small community group consisting of mostly students, teachers, and other members interacting with each other. Each integrated member has a different attitude because of the different interests of an object. School order is a condition that is designed to be able to regulate and control the attitudes or behavior of individuals or students at school so as to create a safe and peaceful atmosphere at school without interference from both inside and outside. School rules in principle create conditions to prevent negative student behavior or attitudes.
C. Non-Formal Education
"Non-formal education is an educational channel outside of formal education that can be carried out in a structured and tiered way". (Law on national education systems, article 1 (12)).
Non-formal education is actually given to the community as a substitute, supplementary and complementary formal education that serves to develop the potential of students who emphasize mastery and knowledge of functional skills as well as the development of attitudes and professional personality.
Non-formal education includes life skill education, skills education, and others. Education units can be in the form of courses, training institutes, study groups, learning centers, majelis taklim, studios, etc. In a non-formal education environment which is actually loaded with a skills education curriculum filled with activities or practices that provide students with character / character. Leraning by doing in educational institutions, vocational training centers, for example sports education in sports centers, arts education in art galleries, arts theaters, arts and cultural parks, etc. are effective media for character building / character building. In other forums such as the Boy Scouts, Mapala, PMR are proven institutions for building the character of the nation's children.
Non-formal education is an educational activity that comes outside the formal education system aimed at serving students to achieve certain learning goals in order to achieve National education goals. Non-formal education is one of the effective education channels to develop the character / character of the nation's children. Non-formal education both programmed by the government and the community can take place in various places such as: Learning Activity Centers (PKB), Learning Activities Centers (SKB), Youth Education Programs, Adult Education (Androgogy), and Skills Education.
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Child Education and Participants in Early Childhood
Child Education and Participants in Early Childhood
Early childhood is a golden period (golden age) for the development of children to obtain the educational process. This period is a valuable year for a child to recognize various kinds of facts in his environment as a stimulus to his personality, psychomotor, cognitive and social development. Based on the results of the study, about 50% of adult intelligence capabilities have occurred when children are 4 years old, 80% have occurred when they are 8 years old, and reach the culmination point when children are around 18 years old. This means that the developments that occurred within the first 4 years are as large as the developments that occurred in the next 14 years. So this golden period is a critical period for children, where the development obtained in this period is very influential on the development of the next period until adulthood. While this golden age only comes once, so if missed means the opportunity is over. For this reason, early childhood education in the form of providing stimuli (stimulation) from the immediate environment is needed to optimize children's abilities.
The Indonesian government has introduced stimulation guidelines in the Toddler Family Development Program (BKB) since 1980, but its implementation has not been popular. Herawati (2017) research results in Bogor found that out of 265 families studied, only 15% knew of the BKB program. Another determining factor of the lack of awareness of the BKB program is the low level of parental participation. Then in 2017, the government through the Directorate General of Out-of-School Education and Youth issued PAUD (Early Childhood Education) program. However, the existence of the program so far has not even reached the rural level, so it cannot be accessed directly by the community.
Early childhood education is a very basic and strategic education in the development of human resources. Not surprisingly, many countries pay great attention to the implementation of early childhood education. In Indonesia according to Article 28 of the Law on the National Education System, the education of children has been placed in line with other education. Even at the peak of the National Children's Day commemoration on July 23, 2019, the President of the Republic had launched the implementation of early childhood education throughout Indonesia in the best interests of the child.
Parties Who Play A Role in PAUD
The parties involved in the management of early childhood education are the government (state), society and family. The family is the first institution to conduct education and guidance for children (generation). It was there that the first time the foundation of the child's personality was built. The child is guided by how he knows his Creator so that he will only serve the Creator of Allah SWT. Likewise, the teaching of children's behavior and character is obtained from the parents' daily attitudes when interacting with them. How is he taught to choose sentences? Good sentences, courtesy, affection towards siblings and others. They are taught to choose the right way when fulfilling the necessities of life and choose the halal items they will use. In conclusion, the basic potential for forming a quality generation is prepared by the family.
Society which is the environment of children undergoing social activities has a major role in influencing the pros and cons of the educational process, because children are an inseparable part of the community. Interaction in this environment is very necessary and influential in the growth and development of children, both physically and biologically. Therefore, the problems that children face when interacting in society must be understood so that we can work on a solution. A society consisting of a group of people who have the same thoughts and feelings and their interactions are regulated by the same rules, when each sees how important it is to maintain a conducive atmosphere for the growth and development of generations, everyone will agree to see which cases will bring positive influences and which ones have negative influences on generation education. As far as possible negative things that will plunge children will be prevented together. This is where the role of society as social control is to realize the ideal generation. Communities that are the environment of generations not only are neighbors but also include schools and communities in one country. Therefore the neighbors, educators and also the government as the organizer of state affairs are responsible for the generation of education process.
In addition to families and schools, parties and community organizations such as majelis ta ‟lim, have a role in giving birth to a generation of qualified leaders. It is there that generations will be nurtured to become powerful and tough politicians. Therefore, these parties and mass organizations also play a role in fostering mothers so that mothers can educate generations properly and correctly. Of all parties who have the responsibility in educating the smart generation, the generation cares about the nation, of course the country has the biggest and most important role in ensuring the ongoing education process of the generation.
The state is responsible for regulating treats that are displayed in electronic media and also regulating and overseeing the publication of all print media. The state is obliged to crack down on deviant behavior that has a negative impact on society, etc. The state as the main provider of educational generation, must meet all means to properly meet the educational needs of the people. On this basis the state is obliged to perfect free education for all its people. The free education policy will open up as many opportunities as possible for every individual citizen to receive education, so that education does not only touch certain circles (who are able), and is no longer used as a business arena that can reduce the quality of education itself. Though the quality of education greatly influences the style of the generation it produces.
Early childhood is a golden period (golden age) for the development of children to obtain the educational process. This period is a valuable year for a child to recognize various kinds of facts in his environment as a stimulus to his personality, psychomotor, cognitive and social development. Based on the results of the study, about 50% of adult intelligence capabilities have occurred when children are 4 years old, 80% have occurred when they are 8 years old, and reach the culmination point when children are around 18 years old. This means that the developments that occurred within the first 4 years are as large as the developments that occurred in the next 14 years. So this golden period is a critical period for children, where the development obtained in this period is very influential on the development of the next period until adulthood. While this golden age only comes once, so if missed means the opportunity is over. For this reason, early childhood education in the form of providing stimuli (stimulation) from the immediate environment is needed to optimize children's abilities.
The Indonesian government has introduced stimulation guidelines in the Toddler Family Development Program (BKB) since 1980, but its implementation has not been popular. Herawati (2017) research results in Bogor found that out of 265 families studied, only 15% knew of the BKB program. Another determining factor of the lack of awareness of the BKB program is the low level of parental participation. Then in 2017, the government through the Directorate General of Out-of-School Education and Youth issued PAUD (Early Childhood Education) program. However, the existence of the program so far has not even reached the rural level, so it cannot be accessed directly by the community.
Early childhood education is a very basic and strategic education in the development of human resources. Not surprisingly, many countries pay great attention to the implementation of early childhood education. In Indonesia according to Article 28 of the Law on the National Education System, the education of children has been placed in line with other education. Even at the peak of the National Children's Day commemoration on July 23, 2019, the President of the Republic had launched the implementation of early childhood education throughout Indonesia in the best interests of the child.
Parties Who Play A Role in PAUD
The parties involved in the management of early childhood education are the government (state), society and family. The family is the first institution to conduct education and guidance for children (generation). It was there that the first time the foundation of the child's personality was built. The child is guided by how he knows his Creator so that he will only serve the Creator of Allah SWT. Likewise, the teaching of children's behavior and character is obtained from the parents' daily attitudes when interacting with them. How is he taught to choose sentences? Good sentences, courtesy, affection towards siblings and others. They are taught to choose the right way when fulfilling the necessities of life and choose the halal items they will use. In conclusion, the basic potential for forming a quality generation is prepared by the family.
Society which is the environment of children undergoing social activities has a major role in influencing the pros and cons of the educational process, because children are an inseparable part of the community. Interaction in this environment is very necessary and influential in the growth and development of children, both physically and biologically. Therefore, the problems that children face when interacting in society must be understood so that we can work on a solution. A society consisting of a group of people who have the same thoughts and feelings and their interactions are regulated by the same rules, when each sees how important it is to maintain a conducive atmosphere for the growth and development of generations, everyone will agree to see which cases will bring positive influences and which ones have negative influences on generation education. As far as possible negative things that will plunge children will be prevented together. This is where the role of society as social control is to realize the ideal generation. Communities that are the environment of generations not only are neighbors but also include schools and communities in one country. Therefore the neighbors, educators and also the government as the organizer of state affairs are responsible for the generation of education process.
In addition to families and schools, parties and community organizations such as majelis ta ‟lim, have a role in giving birth to a generation of qualified leaders. It is there that generations will be nurtured to become powerful and tough politicians. Therefore, these parties and mass organizations also play a role in fostering mothers so that mothers can educate generations properly and correctly. Of all parties who have the responsibility in educating the smart generation, the generation cares about the nation, of course the country has the biggest and most important role in ensuring the ongoing education process of the generation.
The state is responsible for regulating treats that are displayed in electronic media and also regulating and overseeing the publication of all print media. The state is obliged to crack down on deviant behavior that has a negative impact on society, etc. The state as the main provider of educational generation, must meet all means to properly meet the educational needs of the people. On this basis the state is obliged to perfect free education for all its people. The free education policy will open up as many opportunities as possible for every individual citizen to receive education, so that education does not only touch certain circles (who are able), and is no longer used as a business arena that can reduce the quality of education itself. Though the quality of education greatly influences the style of the generation it produces.
Detecting the Development of Children from Early Childhood
Detecting the Development of Children from Early Childhood
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
When we pay close attention to a child's development, we will clearly see a change in the process of development between motor, perception, psychic, speech and thinking abilities. In addition, we will also see the biological development related to nutrition and this development is equally important, but this theme is not mentioned here, because it is too specific and requires expertise in nutrition. A child development expert must know the child development problems to the smallest, so that he is easy to understand and understand the stimulation stages needed by each child. So that the child's development can run more smoothly and the parts that experience obstacles can be restored, and with it make the overall development of children who had been running where it can develop "normal" again according to his age.
Through collaboration between educators in schools, therapists / shadow teachers and parents at home, it does not mean having to work on identical / identical programs, but rather only providing stimuli / stimuli that are similar and may be with different themes, obstacles / difficulties in children's development can be overcome by well.
Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
When we pay close attention to a child's development, we will clearly see a change in the process of development between motor, perception, psychic, speech and thinking abilities. In addition, we will also see the biological development related to nutrition and this development is equally important, but this theme is not mentioned here, because it is too specific and requires expertise in nutrition. A child development expert must know the child development problems to the smallest, so that he is easy to understand and understand the stimulation stages needed by each child. So that the child's development can run more smoothly and the parts that experience obstacles can be restored, and with it make the overall development of children who had been running where it can develop "normal" again according to his age.
Through collaboration between educators in schools, therapists / shadow teachers and parents at home, it does not mean having to work on identical / identical programs, but rather only providing stimuli / stimuli that are similar and may be with different themes, obstacles / difficulties in children's development can be overcome by well.
Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
Ecological Contextual and Theories of Moral Development
Ecological and Contextual and Theories of Moral Development
Bronfenbrenner developed the theory of child development which is influenced by various factors which include human life. In summary this theory says that child development is influenced by microsystem contexts (family, school and peers), mesosystem context (family and school relationships, schools with peers, and peers with individuals), ecosystem contexts (social background of parents and government policies), and macrosystem context (the influence of the cultural environment, norms, religion, and social environment in which children are raised.
This Bronfenbrenner theory helps provide an explanation for educators to understand the various risks that can negatively affect the child's development process such as the problem of poverty, child abuse, and conflict in the family. A teacher will establish relationships with children who have negative backgrounds by giving special attention that children do not get from their environment.
Detecting the Development of Children from Early Childhood
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another. But from this condition emotion intelligence will emerge which will maintain the child's moral growth can run properly. Thomas Lickona, father of the character from Cortland University stated that at the age of 4 to 6 years the middle child is at the stage "OBODITY WITHOUT TERMS" (Authority Oriented Morality). In this phase the child shows a submissive attitude, is easy to work with, and is willing to do the commands of parents and teachers. But sometimes their egocentric nature also arises as a form of moral development in which they are looking for form. There are several characteristics of moral development in this phase, namely:
Regard adults as being all-knowing
Can accept the views of others
Easily affected by peer delinquency
Like to complain when cheated by friends
Sometimes it tends to break the rules
Bronfenbrenner developed the theory of child development which is influenced by various factors which include human life. In summary this theory says that child development is influenced by microsystem contexts (family, school and peers), mesosystem context (family and school relationships, schools with peers, and peers with individuals), ecosystem contexts (social background of parents and government policies), and macrosystem context (the influence of the cultural environment, norms, religion, and social environment in which children are raised.
This Bronfenbrenner theory helps provide an explanation for educators to understand the various risks that can negatively affect the child's development process such as the problem of poverty, child abuse, and conflict in the family. A teacher will establish relationships with children who have negative backgrounds by giving special attention that children do not get from their environment.
Detecting the Development of Children from Early Childhood
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another. But from this condition emotion intelligence will emerge which will maintain the child's moral growth can run properly. Thomas Lickona, father of the character from Cortland University stated that at the age of 4 to 6 years the middle child is at the stage "OBODITY WITHOUT TERMS" (Authority Oriented Morality). In this phase the child shows a submissive attitude, is easy to work with, and is willing to do the commands of parents and teachers. But sometimes their egocentric nature also arises as a form of moral development in which they are looking for form. There are several characteristics of moral development in this phase, namely:
Regard adults as being all-knowing
Can accept the views of others
Easily affected by peer delinquency
Like to complain when cheated by friends
Sometimes it tends to break the rules
Children's Experiences in Achieving the Zone of Proximal Development
Children's Experiences in Achieving the Zone of Proximal Development
The children's experiences that bring them together with culture are needed to be able to achieve the "Zone of Proximal Development." For this reason, a learning approach is needed that can link the various aspects of learning that exist in the curriculum with real experiences that children experience in their daily lives. Effective methodologies related to teaching in large groups as a whole, teaching through real objects, diverse learning styles, adaptive and individual teaching, complete learning, cooperative learning, direct teaching, discovery, constructive, through peer tutors are needed by children so that they can direct themselves alone to study.
Specifically for early childhood education, modern constructivism by Vygotksy is divided into three stages:
1) Zone of Proximal Development (ZPD)
An idea that young children learn concepts is best when they are in their closest development zone. That is, a distance between the skills that are already owned by children with new skills obtained with the assistance of adults (adult / caregiver / parent / teacher) or people who have mastered these skills (knowledgeable person / peer / siblings). The Zone of Proximal Development is presented in an environment with the richest features possible so as to provide abundant opportunities for children to develop concepts and internalize their understanding of various things so that children get strong stimuli to learn concepts for their understanding in the best way possible.
2) Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
3) Scaffolding or mediated learning,
Namely step by step support for learning and problem solving as an important thing in modern constructivist thinking. Scaffolding is adjusting the support offered during a teaching session to fit the child's current level of performance. ”Scaffolding is mostly found to be done by adults (adult / care giver / parent / teacher) or people who know in advance (knowledgeable person / siblings / peer ) about a skill that should be achieved by early childhood.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another.
The children's experiences that bring them together with culture are needed to be able to achieve the "Zone of Proximal Development." For this reason, a learning approach is needed that can link the various aspects of learning that exist in the curriculum with real experiences that children experience in their daily lives. Effective methodologies related to teaching in large groups as a whole, teaching through real objects, diverse learning styles, adaptive and individual teaching, complete learning, cooperative learning, direct teaching, discovery, constructive, through peer tutors are needed by children so that they can direct themselves alone to study.
Specifically for early childhood education, modern constructivism by Vygotksy is divided into three stages:
1) Zone of Proximal Development (ZPD)
An idea that young children learn concepts is best when they are in their closest development zone. That is, a distance between the skills that are already owned by children with new skills obtained with the assistance of adults (adult / caregiver / parent / teacher) or people who have mastered these skills (knowledgeable person / peer / siblings). The Zone of Proximal Development is presented in an environment with the richest features possible so as to provide abundant opportunities for children to develop concepts and internalize their understanding of various things so that children get strong stimuli to learn concepts for their understanding in the best way possible.
2) Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
3) Scaffolding or mediated learning,
Namely step by step support for learning and problem solving as an important thing in modern constructivist thinking. Scaffolding is adjusting the support offered during a teaching session to fit the child's current level of performance. ”Scaffolding is mostly found to be done by adults (adult / care giver / parent / teacher) or people who know in advance (knowledgeable person / siblings / peer ) about a skill that should be achieved by early childhood.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another.
Theories of Early Childhood Development According to Experts
Theories of Early Childhood Development According to Experts
Developmental Theory
Raising theoretical principles in this academic paper is very important to build understanding as an effort to provide good educational services to early childhood education. Various classical theories that exist up to present theories are a long journey how the world of education is always changing to provide the best solution in order to build a noble person who is smart and good (good and smart). Some theories that will be briefly stated include:
Theory of Cognitive Development by Piaget
There are several stages of cognitive development that were initiated by Piaget:
Sensomotor stage (ages 0 to 18 months)
Preoperational Stage (ages 1 month to 6 or 7 years)
Concrete Operational Stage (ages 8 years to 12 years)
Formal Operational Stage (age 12 years to adulthood)
Early childhood aged 4 to 6 years are at this stage. Where children are able to think about objects, events, or other people. The child has begun to recognize symbols in the form of words, numbers, pictures and gestures. But this way of thinking still depends on the concrete object and the present time span, as well as the place where it is located. They have not been able to think abstractly so concrete symbols are needed to be understood by them. For example in introducing numbers must be accompanied by real objects in the form of images or other objects whose numbers correspond to these numbers. In addition, children also have not been able to link the present time with the past.
Theories of Psychosocial Development by Erik Erikson
Erikson (1902-1994) divides these stages of psychosocial development into eight developmental ranges, which in the age range of 3 to 6 years are in the Initiative stage. According to Erikson, this range of initiatives is in the development of emotions. The role of the teacher as an educator must be able to present positive emotions in the process of education. This will help children in managing conflicts that occur due to the clash of positive emotions and negative emotions in their daily relationships that relate between humans and their environment. A child with good emotional development in the previous stage will have the potential to develop positive direction. They are creative, antisius do something, like to experiment, imagine, dare to take risks and like to hang out with fellow friends. But all this depends on the conditions that educators prepared for them. If children love to be praised and their work is appreciated, of course it will foster positive emotions that are useful to strengthen the development of his personality. Conversely, if he likes to be criticized, labeled as a bad boy will naturally emerge negative emotions that will foster guilt in themselves as children. At some point guilt must be present which helps build a sense of responsibility which in propriety will support the growth of good character in children. The more a sense of responsibility grows in children, the sense of initiative will further develop in themselves.
Socio-Cultural Theory by Vygotsky
Vygotsky (1896-1934) strongly agreed with the existence of cultural messages in the learning process at school. He said that the contribution of culture, social interaction, and history in the development of individual mental are very influential, especially in the development of language, reading and writing in children. Culture-based learning and social interaction refers to the development of high mental functions, which are related to socio-historical-cultural aspects. These three things will greatly affect the perception, memory and thinking of children. He advocated the importance of conducting sociocultural interactions as a tool or tool in the learning process at school.
Developmental Theory
Raising theoretical principles in this academic paper is very important to build understanding as an effort to provide good educational services to early childhood education. Various classical theories that exist up to present theories are a long journey how the world of education is always changing to provide the best solution in order to build a noble person who is smart and good (good and smart). Some theories that will be briefly stated include:
Theory of Cognitive Development by Piaget
There are several stages of cognitive development that were initiated by Piaget:
Sensomotor stage (ages 0 to 18 months)
Preoperational Stage (ages 1 month to 6 or 7 years)
Concrete Operational Stage (ages 8 years to 12 years)
Formal Operational Stage (age 12 years to adulthood)
Early childhood aged 4 to 6 years are at this stage. Where children are able to think about objects, events, or other people. The child has begun to recognize symbols in the form of words, numbers, pictures and gestures. But this way of thinking still depends on the concrete object and the present time span, as well as the place where it is located. They have not been able to think abstractly so concrete symbols are needed to be understood by them. For example in introducing numbers must be accompanied by real objects in the form of images or other objects whose numbers correspond to these numbers. In addition, children also have not been able to link the present time with the past.
Theories of Psychosocial Development by Erik Erikson
Erikson (1902-1994) divides these stages of psychosocial development into eight developmental ranges, which in the age range of 3 to 6 years are in the Initiative stage. According to Erikson, this range of initiatives is in the development of emotions. The role of the teacher as an educator must be able to present positive emotions in the process of education. This will help children in managing conflicts that occur due to the clash of positive emotions and negative emotions in their daily relationships that relate between humans and their environment. A child with good emotional development in the previous stage will have the potential to develop positive direction. They are creative, antisius do something, like to experiment, imagine, dare to take risks and like to hang out with fellow friends. But all this depends on the conditions that educators prepared for them. If children love to be praised and their work is appreciated, of course it will foster positive emotions that are useful to strengthen the development of his personality. Conversely, if he likes to be criticized, labeled as a bad boy will naturally emerge negative emotions that will foster guilt in themselves as children. At some point guilt must be present which helps build a sense of responsibility which in propriety will support the growth of good character in children. The more a sense of responsibility grows in children, the sense of initiative will further develop in themselves.
Socio-Cultural Theory by Vygotsky
Vygotsky (1896-1934) strongly agreed with the existence of cultural messages in the learning process at school. He said that the contribution of culture, social interaction, and history in the development of individual mental are very influential, especially in the development of language, reading and writing in children. Culture-based learning and social interaction refers to the development of high mental functions, which are related to socio-historical-cultural aspects. These three things will greatly affect the perception, memory and thinking of children. He advocated the importance of conducting sociocultural interactions as a tool or tool in the learning process at school.
Idealism and Other Flow in Literary Works
Idealism and Other Flow in Literary Works
The streams contained in literary works can not be "stamped" completely to an author. Sutan Takdir Alisyahbana, for example in his work he is idealistic but also romantic, so he is also known as a romantic-idealist. In the flow of idealism there is a flow of romanticism, symbolism, expressionism, mysticism, and surrealism. While that which is included in the flow of materialism is the flow of realism, naturalism, impressionism, and determinism. Another school that views humanity as a unique person is known as the flow of existentialism.
The flow of idealism is the flow in philosophy which suggests that the world of ideas, the world of ideals, the world of hope is the main world of human thought. In the world of literature, idealism means a flow that describes the world that is aspired to, the world that is imagined, and the world of hope that is still abstract, far reaching the period of its achievement. In it is described the beauty of an ideal life, which is fun, full of peace, happiness, serenity, just prosperous and everything that describes the world of hope in accordance with the pleasures of a pleasant mind that no longer has ferocity, anxiety, poverty, oppression, injustice, backwardness, which bothers and afflicts the mind. Indonesian writer known as an idealist both in the novel and in his poetry is Sutan Takdir Alisyahbana.
This romanticism emphasizes the expression of feelings as the basis for the expression of the author's thoughts so that the reader is touched by his emotions after reading the expression of his feelings. To realize his thoughts, the author uses a form of disclosure that is as beautiful and as perfect and perfect. The flow of romance is usually associated with the problem of love because the problem of love does arouse emotions. But this assumption is not always true.
Symbolism is a literary school whose characters are not human beings but animals, or other objects such as plants that are symbolized as human behavior. Animals or plants are treated as humans who can act, talk, communicate, think, think as humans do. The presence of symbolism-based literary works is usually determined by situations that do not support the narrator or author of the speech. In old societies, for example where freedom of speech was limited by moral ethical rules that bind togetherness in community groups, their views and opinions are channeled through forms of proverbs or fables.
Expressionism is a flow in the work of art, which is concerned with the outpouring of the soul or the outpouring of the soul and not concerned with real events or events. A hard and explosive inner expression. usually regarded as a statement or attitude of the author. This flow first developed in Germany before World War I, the Indonesian author who was considered to be an expressionist was Chairil Anwar.
Mysticism is a flow in literature that refers to mystical thinking, which is thought that is based on belief in the One God Almighty, which encompasses everything in nature. This mysticism-based literary work shows work that seeks self-union with the Substance of God Almighty, namely the Lord of the Universe. During Classical Literature, Raja Ali Haji was known by his Gurindam Twelve who were full of mystical teachings. In literary works today that show mysticism, for example Abdul Hadi W.M., Danarto, and Rifai Ali.
Surrealism is a flow in literature that depicts the life and talk of the unconscious, dreamland. All the events described occur at the same time and simultaneously. This flow was influenced by Sigmund Freud (1856-1939) Austrian psychiatrist known as psychoanalysis of the symptoms of hysteria experienced by humans. He argues that the symptoms of traumatic hysteria experienced by a person can be cured through psychiatric analysis done with the patient's state of consciousness, not by way of hypnosis as was done by his colleague Breuer. According to Freud the hidden emotions are sexual. Man's actions are driven by libido, genuine sexual desire. By digging into the human subconscious, it will be returned to its original condition.
The streams contained in literary works can not be "stamped" completely to an author. Sutan Takdir Alisyahbana, for example in his work he is idealistic but also romantic, so he is also known as a romantic-idealist. In the flow of idealism there is a flow of romanticism, symbolism, expressionism, mysticism, and surrealism. While that which is included in the flow of materialism is the flow of realism, naturalism, impressionism, and determinism. Another school that views humanity as a unique person is known as the flow of existentialism.
The flow of idealism is the flow in philosophy which suggests that the world of ideas, the world of ideals, the world of hope is the main world of human thought. In the world of literature, idealism means a flow that describes the world that is aspired to, the world that is imagined, and the world of hope that is still abstract, far reaching the period of its achievement. In it is described the beauty of an ideal life, which is fun, full of peace, happiness, serenity, just prosperous and everything that describes the world of hope in accordance with the pleasures of a pleasant mind that no longer has ferocity, anxiety, poverty, oppression, injustice, backwardness, which bothers and afflicts the mind. Indonesian writer known as an idealist both in the novel and in his poetry is Sutan Takdir Alisyahbana.
This romanticism emphasizes the expression of feelings as the basis for the expression of the author's thoughts so that the reader is touched by his emotions after reading the expression of his feelings. To realize his thoughts, the author uses a form of disclosure that is as beautiful and as perfect and perfect. The flow of romance is usually associated with the problem of love because the problem of love does arouse emotions. But this assumption is not always true.
Symbolism is a literary school whose characters are not human beings but animals, or other objects such as plants that are symbolized as human behavior. Animals or plants are treated as humans who can act, talk, communicate, think, think as humans do. The presence of symbolism-based literary works is usually determined by situations that do not support the narrator or author of the speech. In old societies, for example where freedom of speech was limited by moral ethical rules that bind togetherness in community groups, their views and opinions are channeled through forms of proverbs or fables.
Expressionism is a flow in the work of art, which is concerned with the outpouring of the soul or the outpouring of the soul and not concerned with real events or events. A hard and explosive inner expression. usually regarded as a statement or attitude of the author. This flow first developed in Germany before World War I, the Indonesian author who was considered to be an expressionist was Chairil Anwar.
Mysticism is a flow in literature that refers to mystical thinking, which is thought that is based on belief in the One God Almighty, which encompasses everything in nature. This mysticism-based literary work shows work that seeks self-union with the Substance of God Almighty, namely the Lord of the Universe. During Classical Literature, Raja Ali Haji was known by his Gurindam Twelve who were full of mystical teachings. In literary works today that show mysticism, for example Abdul Hadi W.M., Danarto, and Rifai Ali.
Surrealism is a flow in literature that depicts the life and talk of the unconscious, dreamland. All the events described occur at the same time and simultaneously. This flow was influenced by Sigmund Freud (1856-1939) Austrian psychiatrist known as psychoanalysis of the symptoms of hysteria experienced by humans. He argues that the symptoms of traumatic hysteria experienced by a person can be cured through psychiatric analysis done with the patient's state of consciousness, not by way of hypnosis as was done by his colleague Breuer. According to Freud the hidden emotions are sexual. Man's actions are driven by libido, genuine sexual desire. By digging into the human subconscious, it will be returned to its original condition.
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