The Relationship Between Development
and Learning
Psycho-physical development
Developing it is not the same as growing,as the same otherwise. Development is a process of qualitative change in the quality of the function of bodily organs, not a bodily organ itself. Development will continue until the person ended his life. Meanwhile, growth occurs only until a person reaches physical maturity. It mean that people
can not grow taller if limit growth. However, there are still some thing
questionable about differences between the two terms above. Development essentially is changes in the human body and spiritual moving towards perfect. Term of development in the
sense of thorough as will more often i involve the use of next working through.
This
determination is based on consideration more of dominant the use of the
word development in the sense of psycho-physical than growth which is present in books and journals.
According to the book (Psikologi Belajar, 2005) development process
includes :
1. Motor development, is processes progressive of development
and related with the acquisition a
variety of physical skills of
children.
2. Cognitive development, is development
of
intellectual
functioning or capability development process/intelligence of the child's brain.
3. Social and moral development, is
process of rebound development in related with changes method of children on communicated with other people,
both individuals although as a group.
(Syah, 2005) Briefly the motor
development can also be understood as any situation that
increase or result in the stimulation of the organs of physical activity. Physical development of the
child process has lasted for
two decades since he was born. Development occurs in
childhood was a teenager
between 12 or 13 years until 21 or 22 years.
What the provision if the newborn child was taken as the basis for the development of life in the world? There are two basic answers for
this question, that is provision of motor capacity and provision of sensory
capacity. All of the capacity was taken children from mother’s womb both of
motor capacity and sensory capacity is capital base looks immediately useful of
the continued of development.
There are four factors stimulus to
continuance development of motor skills
, that is :
1. Growth and development of the nervous system,
2.
Growth
of muscles,
3. Development and growth of endocrine function,
4. Changes in the physical structure.
In
connection with can be said that physical of development more significance than
chronological age it self.
(Khun, 2013) Cognitive
Development contains the very best empirical and theoretical work on the
development of perception, memory, language, concepts,
thinking, problem solving, meta cognition, and social cognition. Criteria for
acceptance of articles will be: significance of the work to issues of current
interest, substance of the argument, and clarity of expression.
For purposes of publication in Cognitive Development, moral and social development
will be considered part of cognitive
development when they are related to the development of knowledge or
thought processes.
The Publisher are resolute in their determination to maintain and
enhance the reputation of Cognitive Development as a leading journal in the
field, publishing papers of high quality in an expeditious manner.
They remain committed to serving the best interest of the
community of researchers, readers, and subscribers who have helped make the
journal the success it is, and to increasing the value of Cognitive
Development to those who work in the field in the future.
As a biologist, (Huitt, 2003) was interested in
how an organism adapts to its environment. Behavior (adaptation to the
environment) is controlled through mental organizations called schemata
(sometimes called schema or schemes) that the individual uses to represent the
world and designate action. This adaptation is driven by a biological drive to
obtain balance between schemes and the environment (equilibration).
Huitt hypothesized that infants are born with schema
operating at birth that he called "reflexes." In other animals, these
reflexes control behavior throughout life. However, in human beings as the
infant uses these reflexes to adapt to the environment, these reflexes are
quickly replaced with constructed schemata. Huiit described two processes used
by the individual in its attempt to adapt: assimilation and accommodation. Both
of these processes are used though out life as the person increasingly adapts
to the environment in a more complex manner.
- Sensorimotor stage (Infancy). In this period (which has 6 stages), intelligence is
demonstrated through motor activity without the use of symbols. Knowledge
of the world is limited (but developing) because its based on physical
interactions / experiences. Children acquire object permanence at about 7
months of age (memory). Physical development (mobility) allows the child
to begin developing new intellectual abilities. Some symbolic (language)
abilities are developed at the end of this stage.
- Pre-operational stage In this period (which has two sub stages), intelligence is
demonstrated through the use of symbols, language use matures, and memory
and imagination are developed, but thinking is done in a non-logical, nonrecoverable manner. Egocentric thinking predominates
- Concrete operational stage (Elementary and early adolescence). In this stage (characterized by 7
types of conservation: number, length, liquid, mass, weight, area,
volume), intelligence is demonstrated through logical and systematic
manipulation of symbols related to concrete objects. Operational thinking
develops (mental actions that are reversible). Egocentric thought
diminishes.
- Formal operational stage (Adolescence and adulthood). In this stage, intelligence is
demonstrated through the logical use of symbols related to abstract
concepts. Early in the period there is a return to egocentric thought.
Only 35% of high school graduates in industrialized countries obtain
formal operations; many people do not think formally during adulthood.
Many pre-school and
primary programs are modeled on Huiit's theory, which, as stated previously,
provided part of the foundation for constructive learning. Discovery learning
and supporting the developing interests of the child are two primary
instructional techniques. It is recommended that parents and teachers challenge
the child's abilities, but NOT present material or information that is too far
beyond the child's level. It is also recommended that teachers use a wide
variety of concrete experiences to help the child learn (e.g., use of manipulative s, working in groups to get experience seeing from anther's
perspective, field trips, etc).
Huiit research methods were based primarily on case
studies (i.e., they were descriptive). While some of his ideas have been
supported through more cor relational and experimental methodologies, others
have not. For example, Huiit believed that biological development drives the
movement from one cognitive stage to the next. Data from cross-sectional
studies of children in a variety of western cultures seem to support this
assertion for the stages of sensorimotor, preoperational, and concrete
operations (Renner, 1976).
(Kohlberg, 1971) used these findings
to reject traditional character education practices. These approaches are
premised in the idea that virtues and vices are the basis to moral behavior, or
that moral character is comprised of a "bag of virtues", such as
honesty, kindness, patience, strength, etc. According to the traditional
approach, teachers are to teach these virtues through example and direct
communication of convictions, by giving students an opportunity to practice
these virtues, and by rewarding their expression. However, critiques of the
traditional approach find flaws inherent in this model. This approach provides
no guiding principle for defining what virtues are worthy of espousal, and
wrongly assumes a community consensus on what are considered "positive
values". In fact, teachers often end up arbitrarily imposing certain
values depending upon their societal, cultural, and personal beliefs. In order
to address this issue of ethical relativity, some have adopted the
values-clarification approach to moral education. This teaching practice is
based on the assumption that there are no single, correct answers to ethical
dilemmas, but that there is value in holding clear views and acting
accordingly. In addition, there is a value of toleration of divergent views. It
follows, then, that the teacher's role is one of discussion moderator, with the
goal of teaching merely that people hold different values; the teacher does
attempt to present her views as the "right" views.
Developmental stage is basically a
progressive human psycho physical changes
from birth until
death. Psycho physical development consists
of motor development, cognitive
development, social and moral development.
