Psychology Education -Personal, Social,

Emotional Development-

Created by group 1 :

Lia Novi Utami Purba (4103312017)Sheilla Khairuna pulungan (4103312025)Siti Mawaddah (4103312026)

Domain Development

Education is essentially the efforts made to help the development of learners. Therefore,

education should be adapted to the processes and stages of development. That is, to provide

education based on knowledge of the typical development of individuals in the age range (accuracy

of age) and the uniqueness of the child (individual accuracy).

Some principles of development need to be understood to be based on the development of

education, namely:

1) Physical, cognitive, and socio-emotional domains are interrelated.

2) Development occurs in a relatively orderly sequence with the skills and knowledge skills that

develop later will be based on the expertise, skills and knowledge that have been obtained

previously.

3) Individual variations characterize the child's development. Every child is a unique individual, and

all have the power.

4) The development is influenced by social and cultural contexts of diverse, teachers need to

understand how the socio-cultural context such as ethnicity, poverty affects child development.

5) Children are active learners and should be encouraged to construct an understanding of the

surrounding world.

6) The development will increase if children are given the opportunity to practice new skills, and if

the child feels challenges beyond their current capabilities.

7) Children will develop very well in the context of the community where they are safe and valued

their physical needs are met and they feel psychologically safe.

Physical Development

The learning process takes place both physically and mentally. Children perform a variety

of physical activity as a learning experience. Conditions senses, limbs normality, nutrition and

overall health conditions affect the learning process.

Teachers need to realize that the physical state and all the changes experienced by students

in the process of development affects student learning. Therefore, teachers need to member

information to students about it so they can understand it properly and mentally prepared to deal with

it. In line with this teacher also needs to pay attention to the physical state in the management class.

In this way the physical factors that are likely to hinder students' learning process can be controlled so

as not to affect widespread.

Cognitive Development

Cognitive development is a process of change in the individual's ability to think. The most

popular figure in discussing cognitive development is Piaget. Cognitive development in Piaget's

theory of cognitive processes, namely schema, assimilation, accommodation, organization, and

equilibration.

The scheme is the concept of cognitive framework or frame of reference that exists in the

mind of someone who is used to organize and interpret information. When individuals incorporate

new knowledge into existing knowledge within the scheme of the mental process is called

assimilation. When an individual received information through the process of assimilation less

according to existing schemes within the individual then there is a process of mental adjustment to

new information and is called accommodation.

Piaget said that to understand his world would classify the individual cognitive behavior

into separate cognitive system is more orderly and smooth, grouping or structuring behavior into

categories. This mental process called organization. Use of the organization will be able to enhance

the ability of long-term memory. The mechanism of how individuals move from one stage to the

stage of thinking thoughts hereinafter called equilibrium. This shift occurs when individuals

experience cognitive disequilibrium in his quest to understand his world. In the end, individuals

resolve conflicts and get a balance of thought.

Stages of Cognitive Development

SENSORIMOTORSTAGE

PREOPERATIONALSTAGE

CONCRETE OPERATIONALSTAGE

FORMAL OPERATIONAL STAGE

The infant constructs an understanding of the world by coordinating sensory experiences with physical actions. And infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage

The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action.

He child can now reason logically about concrete events and classify objects into different sets

The adolescent reasons in more abstract, idealistic, and logical ways.

Birth to 2 Years of Age 2 to 7 Years of Age 7 to 11 Years of Age11 Years of Ages Through

Adulthood

The Sensor-motor Stage

• From birth to approximately 2 years

• Begins with reflexive responding and ends with using symbols

• Object permanence: understanding that objects exist independently

Object Permanence and the “Impossible Event”

Criticisms of the Theory

The Preoperational Stage

• From approximately 2 to 7 years

• Children use symbols but are many errors in thinking

• Egocentrism: The inability to distinguish between one’s own perspective and someone

else’s perspective.

• Centration: Focusing on one characteristic to the exclusion of others

• Confuse appearance and reality

Egocentric Conversations

The Balance Scale:An Example of Centration

The Three Mountain Tasks

The Concrete Operational Stage

• From approximately 7 to 11 years

• Thinking based on mental operations (strategies and rules that make

thinking more systematic and powerful)

• Operations can be reversed

• Focus on the real and concrete, not the abstract

Conservation Tasks

Type of conservation Number Matter Length

Initial presentationTwo identical rows of objects shown to child

Two identical balls of clay shown to child

Two sticks are aligned in front of child

ManipulationOne row is spaced Experimenter changes

shape of one ballExperimenter moves one stick to right

Preoperational child’s answer to “Are they still the same?”

“No, the longer row has more”

“No, the longer one has more”

“No, the one on top is longer”

Some Dimensions of Conservation: Number, Matter, and Length

The Formal Operational Stage

• From approximately 11 years to adulthood

• Adolescents can think hypothetically, abstractly, idealistic, and

logically

• Use deductive reasoning

Theory of Mind

The Child as Theorist

Piaget's theory can be applied in the education of children through the following ways:

1) Use the constructivist approach

2) Their facilities to learn

3) Consider the child's knowledge and level of thinking

4) Use continuous assessment

5) Increase students' intellectual abilities

6) Make your classroom into space exploration and discovery

Sosio-emotional development

Yusuf (2007:122) states that social development is the achievement of maturity in social relationships. Social

development can also be interpreted as a process of learning to adapt to group norms, morals and traditions,

merge into one entity and communicate with each other and co-operation.

Fanken (2005:105) explains that emotions are the result of information between subjective factors (cognitive

processes), environmental factors (learning outcomes) and biological factors (hormonal processes).

Department of Health, Education and Welfare, USA (1969) in Schloss (1984:3) in Deplhie (2005:33) mentions factors

that cause children sosioemosional difficult to adjust include: feelings of fear, feelings of dissatisfaction caused

others, aggression, and negative attitudes to a victory.

• The main focus is the social context in which children live with the people who influence the child's development.

• Concedes that a person’s biologically-influenced characteristics interact with environmental forces to shape development

Bronfenbrenner’s

Ecological System Theory

• Assuming that natural environments are the major source of influence on developing persons

• In other words, the developing person is said to be at the center of and embedded in several environmental systems, ranging from immediate settings, such as the family, to more remote contexts, such as the broader culture.

• Each of these systems is thought to interact with the others and with the individual to influence development in important way.

Bronfenbrenner

(1979)

MICROSYSTEM

MESOSYSTEM

EXOSYSTEM

CHRONOSYSTEM

MACROSYSTEM

BRONFENBRENNER’S SYSTEM

MICROSYSTEM• system where people spend the most

time such as family, neighbors, teachers, peers and others. Students do not receive passively experience in this setting, but students are reciprocally interacting with people and helped construct that settings.

MESOSYSTEM• a connection between systems. An

example is the relationship between the experience at home with the school experience. Experiences among families with peers, the results showed that the program conducted jointly by the school and family has helped bridge the gap between different social classes in the school.

EXOSYSTEM

• system that occurs when the experience in other settings (students off) affects the experience of students and teachers in their own context. For example, the gardener, recreational facilities, libraries. Those decisions in this environment can help or hinder a child's development.

MACROSYSTEM

• wider culture, including ethnicity, culture, socio-economic factors in child development. For example, Arab culture has traditionally treated women and American culture that seeks to treat women equal to men will influenced child development and learning skills.

CHROSYSTEM

• a condition of development. For example : Students today are the first generation to grow up in an environment filled with electronics and computers in town who does not know the boundaries between villages and towns.

• Look at the child as someone who is involved in a variety of environments and systems affected by the system.

• Stay in touch with the school community through both formal and informal channels.

• Realize the importance of community, socioeconomic status and culture in child development as a very broad context affects the development of children.

• Comprehensive education involving schools, families, and communities in the formation of knowledge, character, creativity, and innovation is very relevant in this approach.

According to five

system in

Bronfenbrenner’s

Theory, there are

somethings that must

do to educate children

• According to Erikson, there are eight stages of development to be passed in the span of one's life. Each stage consists of the development task facing individuals in crisis. The more successful a person facing a crisis, the more the individual accord. Each stage has a positive and a negative side.

Erikson’s Theory of life-span

development

Stage 1 – Oral Sensory (Trust vs. Mistrust) • birth to 1 year (infancy)

• basic conflict is trust vs. mistrust

• the important event is feeding and the important relationship is with the mother

• the infant must develop a loving, trusting relationship with the mother/caregiver through feeding, teething and comforting

• failure to resolve this conflict can lead to sensory distortion, and withdrawal

Positive Outcome: Familiarity, comfort, and nourishment are met.

Negative Outcome: Children will see the world as unfriendly and unpredictable, they will have trouble developing close relationships. They become suspicious, fearful, and mistrusting of their surroundings.

Stage 2 – Muscular-Anal (Autonomy vs. Shame and Doubt )

• age 1 to 3 years (toddler)

• Basic conflict is autonomy vs. shame/doubt

• The important event is toilet training and the important relationship is with the parents

• The child’s energy is directed towards mastering physical skills such as walking, grasping and muscular control

• The child learns self control but may develop shame, doubt, impulsivity or compulsion if not handled well

Positive Outcome: Children must take more responsibility for their own feeding, toileting, & dressing. Parents must avoid overprotection.

Negative Outcome: If parents set too many limits or too few, children become compulsive about controlling themselves. Fear of losing self-control may fill them with inhibitions, doubt, shame and loss of self-esteem.

Stage 3 – locomator ( Initiative vs. Guilt )• age 3 to 6 years (preschool)

• basic conflict is initiative vs. guilt

• the important event is independence and the important relationship is family

• the child continues to become more assertive in exploration, discovery, adventure and play

• the child may show too much force in this stage causing feelings of guilt

• failure to resolve this conflict can lead to ruthlessness and inhibition

Positive Outcome: Children must learn to accept w/o guilt. They mustbe guilt free when using their imagination.

Negative Outcome: When unresolved they become guilt-ridden and repressed. They may become adults who inhibit their impulses and are self-righteously intolerant of others.

Stage 4 – Latency ( Industry vs. Inferiority )• age 6 to 12 years (school age)

• the basic conflict in this stage is industry vs. inferiority

• the important event is school and the important relationships are teachers, friends and neighbourhood

• the child must learn to deal with new skills and develop a sense of achievement and accomplishment

• failure to do so can create a sense of inferiority, failure and incompetence

Positive Outcome: It is essential for children to discover pleasure in being productive.

Negative Outcome: If they feel inadequate, they may regress to an earlier level of development - lack of self-initiative; if they become too industrious, they may neglect relationships with other people and become workaholics.

Stage 5 – Adolescence ( Identity vs. Rolue Confusion )• age 12 to 20 years (adolescent)

• the basic conflict is identity vs. role confusion

• the important event is development of peer relationships and the important relationships are peers, groups and social influences

• The teenager must achieve a sense of identity in occupation, sex roles, politics and religion. In addition, they must resolve their identity and direction.

• Failure to make these resolutions can lead to the repression of aspects of the individual for the sake of others (fanaticism)

Positive Outcome: Adolescents must make a conscious search for identity.

Negative Outcome: role confusion, feelings of inadequacy, isolation and indecisiveness

Stage 6 – Young Adulthood ( Intimacy vs. Isolation )• age 20 to 40 years

• the basic conflict in young adulthood is intimacy vs. isolation

• the important event is parenting and the important relationships are lovers, friends and work connections

• in this stage, the individual must develop intimate relationships through work and social life

• failure to make such connections can lead to promiscuity, exclusivity and isolation

Positive Outcome: The young adult must be willing to be open and committed to another individual.

Negative Outcome: Those unable or unwilling to share themselves with others suffer a sense of loneliness or isolation.

Stage 7 – Middle Adulthood ( Generativity vs. Stagnation ) • age 40 to 65 years

• the basic conflict is generativity vs. stagnation

• the important event is parenting and the important relationships are with children and the community

• this stage is based on the idea that each adult must find a way to satisfy, support and contribute to the next generation; it is often thought of as giving back

• failure to resolve this stage can lead to overextension or rejectivity

Positive Outcome: To have & nurture children and or become involved with future generations.

Negative Outcome: Too much stagnation can result in self-indulgence or even in physical or psychological sickness.

 

Stage 8 – Maturity ( Ego Integrity vs. Despair )• age 65 to death

• the basic conflict is ego integrity vs. despair

• the important event is reflection on and acceptance of the individual’s life

• the individual is creating meaning and purpose of one’s life and reflecting on life achievements

• failure to resolve this conflict can create feelings of disdain

Positive Outcome: The adult feels a sense of fulfillment about life and accepts death as an unavoidable reality.

Negative Outcome: : People who do not achieve acceptance are overwhelmed by despair, realizing that time is too short to seek other roads to integrity; past lives are viewed as a series of disappointments, failures and misfortunes.

• Encourage children to take the initiative. Through the experience of playing, feel compassion and gentle education that will provide opportunities for the growth of the question.

• Promoting learning effort for elementary school children. Teachers should strive to create an atmosphere that encourages children to learn, enjoys learning and satisfied with the results of his study.

• Encourage teens to explore their identity is multidimensional, and this will increase the depth of her knowledge.

• Assess yourself as a teacher with eight lenses Erikson's stages of development. Success in your career will probably be able to increase the identity as a teacher.

Educating children based

on Erikson’s theory

3. Developments socio-emotional Related to the development of self-esteem. This development is related to family, peers and

school. Some ways you can do to improve self-esteem in children is to implement four key areas:

Identifying the causes of low self-esteem and competence for themselves. In children who

neglected the family, friends and school support for increased competence will enhance the

self-esteem of children.

Providing emotional support and social acceptance. Children who come from families that

many blame the child, the child derogatory, negative assessment can be helped by this

emotional support.

Helping children achieve their goals and achievements.

Develop troubleshooting skills.

Moral DevelopmentMoral development is related to the development of the rules and

conventions of the interaction between the fair. Moral development can be

assessed through the domains of cognitive, behavioral and emotional.

The main cognitive domains of students are how the reason to do ethical

behavior. In the behavioral domain how students actually behave, not the

morality of the idea and the emotional domain emphasis on how students feel

emotionally.

Piaget suggested that the stages of moral development are :

1st stage : heteronymous morality.

It takes about four to seven years of age where justice and the rule regarded as

something that cannot be changed, beyond human control.

2nd stage : autonomous morality.

This stage begins around the age of 0 years or older, children begin to realize that rules

and laws are man-made and that in judging an action, behavioral intentions and consequences

need to be considered

• At this level has not lasted intemalisasi moral values. Moral reasoning is controlled by external rewards and punishments.

Pre-conventional reasoning.

• At this stage intermalisasi still patchy. Children obey internally to a certain standard, but it's basically the standard set by other people such as parents, teachers or social rules. Conventional reasoning

• At this stage fully internalized morality and not based on external standards. Students know the rules of moral alternatives, explore options and then decide for themselves what is the best moral code for himself.

Post-conventional Reasoning.

According to Lawrence Kohlberg's moral development takes place in the following stages:

The positive form is pro-social moral development. Pro-social behavior is behavior that is considered to be altruistic, fair share of attention and empathy. Some strategies that can increase pro-social students are as follows:

1. Appreciate and emphasize the duty to help others. This will help the development of empathy and concern for others.

2. Being exemplary examples of pro-social behavior.

3. Label and identify social and anti-social behavior.

4. Reveal to students positive intention to positive action.

5. Using positive discipline strategies.

Educational Effectively

Educate will be effective if educators master the subject matter to be

taught, to determine the learning strategies that are relevant to the

development needs of students, Constructing design of learning, classroom

management expert, an expert in motivating, experts in communication, to

work effectively with students from diverse backgrounds different cultures,

in charge of technology, strong commitment and motivation.

Santrok (2007) suggests that to be effective teachers need to consider a few things, namely:

Effective teaching requires that teachers master the full knowledge that it teaches.

Broadening perspectives. Teachers must believe that he can be an effective teacher, as she wanted. Teachers

need to try to look at things as students look (glasses students) and teachers need to find out how the

students looked at the teacher.

Teachers need to improve you continuously. Characteristics of educators

who make education effective, among others by Santrok (2007) are :

having a sense of humor, made the class interesting, mastering subject matter, explain

clearly, take the time to help students, to be fair to students, treat students as adults,

dealing with students, the feelings of students and not favoritism.

Instead of education will not be effective if the teacher makes the class boring, does

not explain clearly, favoritism, bad attitude, too demanding for students, does not

connect with the students, giving too much homework, too rigid and less able to

manage the class.

Conclusion The development is also associated with the learning process, especially regarding the

contents of what will develop actions related to learning. Besides, it is also how things are learned,

whether through memorization (memorization) or through imitation or by capturing and

relationships, these things are all in determining the process of development. It can also be said that

the development as a process that is eternal and still heading out to an organization at a higher level

of integration occurs by a process of growth, maturity, and learn.

The education refers to the stage and developmental processes. Domain

developments include the physical development of motor, cognitive, psychosocial, socio-

emotional and moral. All stages of this development affect student learning readiness.

Therefore, teachers need to understand how the development of the students in general

and specifically in each developmental domain. This understanding enables teachers to

help students acquire the needed information in accordance with and help students

pass through and reach the stage of development that should be entered in accordance

with the students' age. In general, teachers can understand the level of preparedness of

students in the study based on the theory in question. So the effort of learning the

teacher can be processed

Suggestion

The development stage is a basis for subsequent developments. A development

would not be possible sustainable well when encouraged to go beyond or

hastily undergoing the early stages. Children should be given time to suit their

needs before moving on to the next stage.

any Questions ?

THANK YOU SO MUCH