VIEWS SOME EXPERTS ON CHILD DEVELOPMENT

VIEWS SOME EXPERTS ON CHILD DEVELOPMENT 

1. John Locke (the emviromentalis) 

John Locke's famous theory of Tabula sense the mind of a child is the result of the learning experience. Learning experiences gained through the senses of the human form becomes a unique individual. The experience gained from the child's stimulant. This stimulation was made by adults who come from the wild in the form of educational program. 

2. Jean Jockues Rousseu (The Heredity) 

Since the baby was born she has been provided by the sense of justice or morality as well as feelings and thoughts does it mean when the baby is born she already has the capacity or capital that will continue to evolve naturally step by step, the task of parents is to provide an opportunity for talent or innate can expand help growth of children. 

3. Charles Darwin (Theory of Evolution) 

That there is a natural law that will select the law of nature, but humans have a social behavior and reasoning that helped him to survive and evolve. Charles Darwin believed that humans can understand themselves better, both as a species and individually, by studying their early development. 

4. Sigmund Freud (Psychoanalysis Theory) 

This theory describes the development as an unconscious (beyond awareness) and in the paint by emotion. Psychoanalytic theorists believe that behavior is a characteristic surface and that a real understanding of the development can be analyzed only in symbolic behavior and the mind working. The experts also stressed that early experiences with parents significantly shape the development. 

Freud believed that personality has three structures, namely the id, ego, and super-ego. Id consists of instincts which is where the individual's psychic energy storage. For Freud a primary instinct, and the main source of psychic energy, sexual nature. In Freud's view entirely unconscious id, id have no contact with reality. When children experience the demands and limits of the realities facing, a new part of the personality emerging-ego, a personality structure that Freud reality facing charges. Ego is called the executive branch (executive brach) personality as the ego uses reasoning to make decisions. 

Freud also argued about the stages of psychosexual development, namely: 

1. Oral stage occurs during the first 18 months of life. Where is the baby centered around the mouth. Chewing, sucking, and biting the child is a source of pleasure. 

2. Anal stage occurs between the ages of 1.5 and 3 years, with the greatest pleasure involves children anus or discharge the functions associated with it. 

3. Phallic stage occurs between the ages of 3 to 6 years, during this phase focused on genital pleasure when young men and women realize that the manipulation itself is fun. 

4. Latency stage occurs around the age of 6 years until puberty. During this time the child presses all sexual interest and develop social and intellectual skills. 

5. Genital stage occurs from the start of puberty onwards. Genital stage is the stage of sexual awakening, a source of sexual pleasure now come from someone outside the family.

5. Erik Erikson (psychosocial theory) 

Erikson says that we develop in psychosocial stages, rather than in the psychosexual stages. For Erikson primary motivation of human social nature and reflects a desire to connect with others, Erikson emphasizes developmental changes throughout the human life. In Erikson's eight stages of development of the theory developed throughout life. Each stage of life is made up of a unique developmental task that confronts a person in a crisis that must be solved. According to Erikson, this crisis is not a catastrophe but a turning point in the growing weakness and abilities. The more successful a person to resolve the crisis at hand, will be more healthy development. 

He divided the period into 8 stages of development: 

1. Trust versus mistrust (trust versus mistrust) is the first stage of Erikson's psychosocial, experienced in the first year kehidupan.Rasa believe melbatkan feel good physically and there is no fear or anxiety about the future. 

2. Autonomy versus shame and doubt (autonomy versus doubt and shame). This stage occurs in late infancy and early childhood (1-3 years). 

3. Initiative versus guilt (intiative versus guilt), this phase occurs during the preschool years. Once the child enters preschool wider social world, they face more challenges than when the baby. 

4. Hard work versus inferior (industry versus inferiority), going around the elementary school years. Initiatives to bring their children in touch with many new experiences. 

5. Identity versus identity confusion (identity versus identity confusion). This stage is experienced by a person during adolescence. At this time, individuals are faced with the discovery of self, neighbor who they are, and where they will go in life. 

6. Intimacy versus isolation (intimacy versus isolation) is a stage of development experienced by a person during early adulthood. Familiar with other people. 

7. Generativity versus stagnation is the stage of development experienced by a person in middle adulthood. At this stage, the main concern is mebantu generation easier to develop and lead a useful life. 

8. Integrity versus despair (integrity versus despair) in phase one reflects on the past that he had had a good life, or otherwise concludes that his life has not been put to good use.
 

6. Piaget (Cognitive Theory) 

Piaget said that children actively construct pemahanan about the world and through the four stages of cognitive development. Two processes underlying the development: organization and adaptation. Piaget believed that we adapt in two ways, namely assimilation and accommodation. Assimilation occurs when children combine information into knowledge they already have. Accommodation occurs when children adapt their knowledge to fit the new information and experience. 

There are four stages in Piaget's sense of the world by: 

1) Sensory Motor Stage (Age birth - 2 years) 
2) preoperational stage (2 years -7 years) 
3) Concrete Operational Stage (7 years -11 years) 
4) Formal Operational Stage (11 - adult)
 

7. Vygotsky (social cognitive theory of culture) 

Vygotsky describes the development of the child as an integral part of social and cultural activities (rowe & wertsch, 2004). He believes that the development of memory and reasoning attention involves learning to use the invention as a language, sistematematis, and memory strategies. In a culture such matters may include learn to count with the help of a computer can also use an abacus. 

Vygotsky emphasized that the child's social interactions with adults and more skilled peers is essential in improving cognitive development.
 

8. B.F. Skinner (operant conditioning) 

In this theory the consequences of behavior produce changes in the probability of occurrence of these behaviors. Behavior that is followed by an unpleasant stimulus would be more likely occurs again, but the behavior is followed by a stimulus sentence is less likely to happen again. For example; a child is more likely to repeat a behavior when rewarded with a smile than if rewarded with a disgusted look. For Skinner reward and punishment as it shaped the development of a person. 

9. Konrad Lorenz (Theory of Ethnology) 

This theory considers that the behavior is strongly influenced by biology and evolution. Ethology theory also emphasizes that our sensitivity to the kind of diverse experience change throughout the life span. In other words, there is a critical or sensitive period for some experience. If we fail to gain experience during the sensitive period, this theory states that our development can not be optimal. 

One of the important applications in the development of the theory of human ethology include attachment theory John Bowlby (1969, 1989). Bowlby stated that attachment to caregivers during the first year of life have lifelong consequences. 

10. Bronfenbrenner (Theory of Ecology) 

This theory states that development is influenced by five environmental systems, ranging from five contexts rough on direct interaction with people to broad-based cultural context. 

Five of these systems are: 

1. Mikrosistem is the environment in which individuals live.2. Mesosistem include the relationship between mikrosistem, or the relationship between context3. Ecosystems involved when experiences in another social environment in which individuals do not have an active influence what is experienced by individuals in the immediate context.4. Makrosistem include culture in which one lives.5. Kronosistem include pattern making environmental events and transitions throughout the life.
 

11. Chomsky (Theory Psycholinguistics) 

Chomsky put forward the hypothesis that children have pembawaaan ability to learn a new language.  

According to the LAD (Language Acquistion Device) is a skill in itself in the sense that enables children to understand the rules and use them to talk. 

Chomsky cognitive-biological outlook is as follows: 

1. Every child is born with the potential for biological language intended only for humans. 
2. Acquisition and language development occurs, due to the potential biological and also the language environment that encourages, as well as the environment in general. 

Chomsky noted in several levels of language development include: 

1. Study prelinguistic (Speech Pralingusitik ages birth - 1.0) 
There are three major types of prelinguistic speech, the cries, dekutan (cooing), Rabanan (Babbling).  


2. Syntax acquisition and development (A word utterances ages 1-2). 
These words mean this is a children's language syntax called the speech a word. Many words are made up of one repeated syllable, formed of one consonant and one vowel just as "gi-gi" (left). 

3. Acquisition and development of Syntax (two-and three-word utterances ages 2-3) 
Two-and three-word speech is called telegraphic speech because, as a telegram, speech is composed only of words that mean the most important ones, there is also a call primitive sentences. 

4. Acquisition and development of Syntax (complete utterances 3-5) 
In the full speech increasingly complex sentence structure such as sentences that contain additional information is also developing simple after age 3-5 years. At these ages children have mastered the transformation-trasnformasi to form complex sentences are true. This factor is also of course depends on the given stimuli mainly from the family environment. 

5. Acquisition and development of phonology. 
The basic principles of language acquisition and development that preceded pemrokdusian understanding of language, as has been stated earlier, applies also in the acquisition and development of phonology. 

6. Acquisition and development of the Semantic 
Acquisition and development is essentially semantic categorization and recognition through propositions. Both processes are closely related to the idea, in essence thought processes. Acquisition and development of semantic melalaui kategoriasasi process takes a long time. As soon as children acquire speech one word, in fact he had obtained the meaning of words based on the characteristics of cir-object or a reference named by the word. However, the characteristics that initially incomplete, so understanding the boy fled.

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