The Relationship Between Development and Learning

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.

·        Motor development

(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.

·        Cognitive development

(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.

·         Process of Cognitive Development.

 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.

·        Stages of Cognitive Development. Huiit  identified four stages in cognitive development:

1. 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.
2. 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
3. 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.
4. 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).

·        Social and moral development

(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.

Conclusion

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.