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AINA HAFIZAH BINTI ZAKARIAPISMP BI (SK) 3, JAN 2013

INTRODUCTION

Child development that occurs from birth to adulthood was largely ignored throughout

much of history. Children were often viewed simply as small versions of adults and littleattention was paid to the many advances in cognitive abilities, language usage, and physical

growth that occur during childhood and adolescence

There are different development theories that we can see such as; cognitive,

emotional, physical, social and educational growth that children go through from birth and

into early adulthood. Some of the major theories of child development are known as grand

theories; they attempt to describe every aspect of development, often using a stage

approach. Others are known as minitheories; they instead focus only on a fairly limitedaspect of development, such as cognitive or social growth.

!or every theory that " learned in Child #evelopment course, all were from different

theorist with their own perspective about one theory that they invented. Their ideas were

basically original from their own research and logic thoughts. There are few well known

theorists like $ean %iaget, Sigmund !reud, &rik &rickson, 'lbert (andura, )oam Chomsky,

*awrence +ohlberg, 'rnold esell and many more. They all came out with brilliant and

relevant theories of their own.

!or this first semester of #egree, we had our first S(& from - st to thof 'pril /0-1.

'part from going to the school to attend our S(&, we had to complete our assignment on

Child #evelopment subject where the teacher trainees were re2uired to do a case study on

one selected child to study how far the S(& school had succeeded in developing the

potentials of the physical, cognitive, moral, language and social emotional aspect. 'part from

that, we were re2uired to prepare the instruments to collect the data that needed.

!or the instruments, " used five instruments which are observation, checklist,

2uestionnaire, interview and video recording.

CHILD DEVELOPMENTEDU 3102

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LANGUAGE DEVELOPMENT

Analysis.


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)oam Chomsky 3-4 5 believes that children are born with an inherited ability to

learn any human language. 6e claims that certain linguistic structures which children use so

accurately must be already imprinted on the child7s mind. Chomsky believes that every child

has a 8language ac2uisition device7 of *'# which encode the major principles of a language

and its grammatical structures into the child7s brain. Children have then only to learn new

vocabulary and apply the syntactic structures from the *'# to form sentences. &very

language is e9tremely comple9, often with subtle distinctions which even native speakers are

unaware of. 6owever, all children regardless of their intellectual ability become fluent in their

native language within five to si9 years.

This theory was affected by nature and there are four stages which are prespeech,

babbling stage, one word 3holophrastic5 stage and combining word stage.

1.Pre-speech::uch of importance goes on even before the child utters his word infants

learn to pay attention to speech, pays attention to intonation and the rhythm of speech long

before they begin to speak.

.!a""lin# s$a#e: (egins at several months of age. Characteri

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impressive, because he grew up in the environment that uses &nglish as mother tongue.

This somehow had influenced him to speak &nglish in his daily life, as native language

rather than to speak in "ndian. This shown that the environment affects his language

development .(esides that, as " observed more about him, he hardly speaks in :alay. 6is

parents transferred him from his previous school to Sekolah +ebangsaan because they

wanted him to learn (ahasa :alaysia because in Sekolah +ebangsaan, mostly students and

teachers use :alay language to communicate with each other. So, with everyday practice, it

could help him to improve his :alay language either in writing or speaking, since >%S? too,

is around the corner. So, the environment in the new school and more practice might help

him.

(asically, parents and teachers play a very important role in order to develop

children7s language development. "t needs time to train the children in mastering one

language, but early e9posure to a big social circle helps the children to gain new knowledge

and can help them widen their vocabulary.

(ased on the (ehaviourist7s theory, the child7s environment influences his@her

language development. (ased on the observation, it shows that the respondent is very good

with the native language 3&nglish5 which he is used to speak with that language at home.

They imitate their parents7 sounds and it helps in his language development but because of

the practicing of speaking in &nglish, he is lack in his native language, "ndian language.

!rom my observation, the school " went for S(& developed the potential of language

development by using fully &nglish while teaching 3the teachers5 &nglish subject in class so

that the students will practice the habit of speaking in &nglish. :eanwhile for the native

language, :alay language, it is spoken outside the &nglish7s lesson and this could help

=udhishtra too, to improve his :alay language either in speaking or writing. (ut, ever since

&nglish is no longer used for :athematics and Science subjects in school, this school has

not stopped from teaching the students using both languages which on the homework

sheets, they were given e9ercises with :alay and &nglish languages so that the students

can practice and can understand some terms, which is a good preparation for Secondary

School.

6ence, the observation complies with the behaviourist7s theory that environment play

an important role in children7s language development.


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MORAL DEVELOPMENT

Analysis.

*awrence +ohlberg7s theory of moral development was dependent on the thinking of

$ean %iaget, $ohn #ewey, and $ames :ark (aldwin. They emphasinderstanding which were divided into three different

levels; %reconventional :orality, Conventional :orality and %ost Conventional :orality.

'ccording to +ohlberg, young children at the age of to -0 based their morality on

punishments and obedience orientations. :uch like %iaget, +ohlberg believed that young


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children behave morally because they are fear of the authority and always try to avoid from

getting punished. "n other words, little kids follow the rules because they do not want to get

into trouble or punishment.

" did e9periment this theory to the same student, =udhishtra which is -/ years old

boy. The instrument that " used for this :oral #evelopment theory was direct interview based

on 2uestions prepared that were related to the topic. !or 2uestion number one 3why must he

get his homework finished5 and his answer was 8'fraid of the punishment7. :eanwhile for

number two 3reason of achieving e9cellent result is because5 8?eward that your parents had

promised7 and the last 2uestion was 3how do you supposed to behave when visiting

neighbour5 he answered 8reet the owner and behave well7.

Those answers from respondent shown that at this level, the child is responsive to

cultural rules and labels of good and bad, right or wrong, but he interprets the labels in the

term of either the physical or hedonistic conse2uences of action either in the form of

punishment, reward or e9change of favours, or the physical power of those who enunciate

the rules and labels 3 +ohlberg,-4A-5

!urthermore, not only focused on the particular respondent because, other students

were also listened to the instruction given by the teachers in classroom. The teachers also

set up classroom rules that re2uire moral behaviour. "n addition, there were also activities

carried out by the teachers to instil good moral values in students. This is to encourage the

moral development of students. (elow is the picture of the rules in the classroom

'part from that, every classroom as well as the school has the duty roaster for the

students to follow. &very morning, the prefect will monitor the students to do all the work


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such as picking up the rubbish and refill the mineral water tank. 'lso, there is also bell to

indicate certain time. This is to encourage the student to be punctual. These practises done

by the school administration are aimed to help the students practice good moral

development.

6ence, "nstead of depending on the parents, the school also should put effort to help

to develop student7s moral. This is because the school plays a very important role to help the

students develop in the aspect of moral.

COGNITIVE DEVELOPMENT


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Analysis.

%iaget was the first psychologist to make a systematic study of cognitive

development. 6is contributions include a theory of cognitive child development, detailed

observational studies of cognition in children, and a series of simple but ingenious tests to

reveal different cognitive abilities.

(efore %iaget7s work, the common assumption in psychology was that children are

merely less competent thinkers than adults. %iaget showed that young children think in

strikingly different ways compared to adults. 'ccording to %iaget, children are born with a

very basic mental structure 3genetically inherited and evolved5 on which all subse2uent

learning and knowledge is based.

!or the e9periment that " e9perimented on =udhishtra using cognitive theory at the

Science *aboratory, since the e9periment need to use beakers and cylinder shaped beakerto observe if he could answer the 2uestions relevantly. (ut once " started the e9periment,


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and asked few 2uestions, about the volume of water in the beaker and cylinder shaped

beaker, he could not answer it correctly because as he saw the different shape of the

beaker, he started to think that the volume of water might change and the different sintil " e9plained to him and showed him how the volume of water won7t change even

though we use different shapes of beaker, the 2uantity of water will stay the same. Then

only, he could understand.

To %iaget, cognitive development was a progressive reorgani

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'part from that, there were also collaborations between the teacher and student as

well as among the students themselves. Teacher also gives some clues or reminder to the

student to guide the student in applying the knowledge in their daily life. The teacher also

increases the level of difficulty of the e9ercises depends on the student7s ability.

The school also applies and e9periments with peerteacher tutoring among the

students. This is somehow can be seen as one of the efforts of the school to help the child to

develop from the aspect of cognitive.

.

OCIO-EMOTION DEVELOPMENT


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Analysis.

&rik &riksonwas a follower of Sigmund !reudwho broke with his teacher over the

fundamental point of what motivates or drives human behaviour. !or &rikson, the most

important force driving human behaviour and the development of personality was social

interaction. &riksonBs viewis that the social environment combined with biological maturation

provides each individual with aset of crises that must be resolved. The individual is

provided with a sensitive period in which to successfully resolve each crisis before a new

crisis is presented. The results of the resolution, whether successful or not, are carried

forward to the ne9t crisis and provide the foundation for its resolution. This is different from

other theories such as %iagetBs theory of cognitive developmentor:aslowBs theory of

human needswhere the level must be satisfactorily addressed before one can move on to

the ne9t level.

!or this development theory, " did the e9periment on the same student, and the

instrument that " used was 2uestionnaire, where the student was re2uired to answer the2uestions by writing. (asically, the 2uestions were about his daily life and how he sees

http://en.wikipedia.org/wiki/Erik_Eriksonhttp://en.wikipedia.org/wiki/Erik_Eriksonhttp://en.wikipedia.org/wiki/Sigmund_Freudhttp://webspace.ship.edu/cgboer/erikson.htmlhttp://www.childdevelopmentinfo.com/development/erickson.shtmlhttp://www.childdevelopmentinfo.com/development/erickson.shtmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/conation/maslow.htmlhttp://www.edpsycinteractive.org/topics/conation/maslow.htmlhttp://www.edpsycinteractive.org/topics/conation/maslow.htmlhttp://en.wikipedia.org/wiki/Sigmund_Freudhttp://webspace.ship.edu/cgboer/erikson.htmlhttp://www.childdevelopmentinfo.com/development/erickson.shtmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/conation/maslow.htmlhttp://www.edpsycinteractive.org/topics/conation/maslow.htmlhttp://en.wikipedia.org/wiki/Erik_Erikson

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punishment and reward in achieving something. (ased on observation, he does not like

being punished either at home or school. Dhen " asked him about his family background, he

came from a good family, an engineerdad and an educatormom. 6e said his family do not

practice punishment, but more to encouragement in a strict way. So, this kind of environment

actually helped him to develop a good personality and bring the positive mind and thought to

school and as " observed that he always participates in class 3either in answering 2uestions

or socialising5.

Other than that, on the perspective of other children, most of his classmates also

developed in term of the children can learn new skills or knowledge from mistakes they

made plus the teachers mostly were very tolerant of their mistakes and the teachers also

tried to help each of them by correcting the mistakes they made in order to make them

understand and learn better without being punished or cursed.

(esides that, those children who were under my observation showed trust to peers

and teachers. This is supported by my observation which; =udhishtra shared his problems

3especially about academic5 and asked advice from teachers as well as peers. 6e made

mistakes in answering the 2uestion but he did ask for e9planation from the teachers as well

as peers.

The picture below shows that she asked her friends to e9plain it to her when she made

mistake 3=udhisthra7s classmate5

'part from that, usually the students will show the enjoyment and pleasure when they

are praised by the teachers and this encouraged them to finish their work faster. They also

have a high level of confidence in e9pressing herself in class. This is because the teachers


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have given the student opportunity to show their ability and to e9press themselves in class.

This effort of the teacher is actually helping the student to develop in term of socio emotion.


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MATURATION DEVELOPMENT

Analysis.

"nspired by #arwin7s work, 6all and his wellknown student 'rnold esell 3-EE0F

-4G-5 devised theories of childhood and adolescence based on evolutionary ideas 3genetic

influences5. These early leaders regarded development as a genetically determined process

that unfolds automatically, much like a flower 3esell, -411; 6all, -40H5. esell was also

among the first to make knowledge about child development meaningful to parents. "f, as he

believed, the timetable and pattern of development is the product of millions of years of

evolution, then children are naturally knowledgeable about their needs.

esell was one of the first psychologists to systematically describe children7s

physical, social, emotional achievements, particularly in the first five years of life. 6e realised

the vast importance of both )urture and )ature. 6e believed that many aspects of human

behaviour were heritable.

(ased on my observation and the usage of check list had helped me to keep incontact of his development and measure how much had he developed physically and what


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the school had done in order to help his development. The student had proven to be fairly

developed at year -/. The student showed mastery in certain games that re2uire specific set

of skills such as in soccer, badminton and athletics. " did the observation during %$+ lesson,

where " could see him running around and participate actively in all games. Dhen " asked

him about the school7s Sports #ay, he e9citedly mentioned about his winning on -00metres

fastrun. This showed his 2uite remarkable fitness and how he has a welldevelop rate.

Other than that, according to esell7s theory, he also mentioned that at this rate, a

child is prone to build and learn a masculine and feminine role. 's far as " concerned, he

also showed to be developing good socialisingskill. 6e certainly has no problem to mi9

around and befriend with everyone in the class either boys or girls, meaning that he have

started developing his masculinity element in himself and get prepared for his adolescence

or teenager hood.

'part from that, " could also see that he practiced healthy moral and self

development. 6e seemed to be aware of his own ability and work on it. The maturity level

has shown up when he is no longer being aggressive or naughty in class, but prefer to stay

at his seat and do homework or e9ercises if the teachers haven7t came in to class. 'nd also,

he had built 2uite a relationship with peers, that they can greet each other wherever they

meet. This is a good development of a child at school, that they can value friendship among

them and socialise better.

'part from that, this is also supported by how the school always concern about the

physical development of each student. *ike on the third day of S(&, there was a teethcheck

by the overnment 6ospital at the school for the students. So it is a good thing that school

and hospital keep updated the teethrecord of the students at school. 'lso, the teachers will

also do the updatingwork on the Buku Rekod Kesihatanevery si9 months, for new record

and observation of the developments that occur to one student. This school also is veryactive in cocurricular activity and always encourages the students regardless the age, to

always participate actively every time they have %$+ lesson, and inject the words of wisdom

8(adan Sihat Otak Cergas7 into students mind so that they will always be reminded to be

balanced in academic and cocurriculum. (esides that, for the good social interaction

among peers and teachers, this school is very active with the campaign of 8(udaya

%enyayang7 at school, where every one of them will greet each other every time they meet or

bump into, either teachers, workers, staffs, or among students themselves even though they

are in different levels or standards. That is a good practice in encouraging the students with


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positive air and friendly environment at school, in fact that this can also avoid bulliesissue at

school.

CONCLUION.

To conclude, different students grow differently. De can conclude that, their

development is much influenced by the environment where they learn from each other and

from the school itself. " basically had analysed a student based on &rickson7s theory,

Chomsky7s theory, usell7s theory, +ohlberg7s theory and %iaget7s theory. " was able to

collect relevant data for the case study by using, observation, interview, survey and

checklist. (esides, " also selected the five theories to e9plain the development of the student

in my case study. These five theories that " used are relevant for their cognitive, maturation,

socioemotion, emotional and language development. !inally, " am also able to analyse the

findings by interpreting the data that " had collected from each instrument and also figured

out how the school helps student in developing few theories to help children7s development

at school. Therefore, all those findings were able and enough to prove and support the

theories of those theorists@ behaviourists.


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APPENDI/


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0IVE INTRUMENT


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RE0ERENCE

Cherry, +. Child development theories. 3/0045. ?etrieved from

http://psychology.about.com/od/developmentalpsychology/a/childdevtheory.htm

6uitt, D. Socioemotional development. Educational Psychology Interactive. 3/00E5.

Ialdosta, ' Ialdosta State >niversity. ?etrieved from

http@@www.edpsycinteractive.org@topics@[email protected]

:c*eod, S. #evelopment psychology$ean %iaget. 3/0045. ?etrieved from

http://www.simplypsychology.org/piaget.html

:c*eod, S. Cognitive +ohlberg . 3/0--5. ?etrieved from

http://www.simplypsychology.org/piaget.html


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%ostill, #. 'rnold esell.3/00E/0-/5. ?etrieved from

http@@www.danceyourlife.eu@sourcesofbiodan

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EA O0 0IVE T2EORIE

CHILD DEVELOPMENT

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