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 ".