PERKEMBANGAN MENYELURUH KANAK2

4 aspek; fizikal, bahasa, kognitif dan sosioemosi Perkembangan fizikal: perubahan dari segi bentuk, saiz, kebolehan psikomotor Perkembangan bahasa: perubahan dari tahap mengeluarkan bunyi kepada penerimaan, kefahaman, dan mengeluarkan kata2 sebagai tindakbalas Perkembangan kognitif: keupayaan kanak2 mengumpul maklumat dan menyelesaikan masalah

Perkembangan sosioemosi: Keupayaan kanak2 begaul, berinteraksi dan meluahkan perasaan

PERKEMBANGAN SOSIOEMOSI CARA-CARA MENGGALAKKAN SOSIOEMOSI YG SIHAT Memahami keperluan kanak2 Menggalakkan kanak2 berdikari dan bertanggungjawab Memberi panduan/bimbingan Membentuk disiplin Menggalakkan kanak2 menambahkan pengetahuan Kongsi pengalaman dengan kanak2 Perhatikan kanak2

PERKEMBANGAN BAHASA CARA-CARA KANAK2 BELAJAR BAHASA Pendengaran Peniruan Pengulangan & Praktis Penghargaan & Galakan Dari Org Dewasa Pembelajaran Informal

CARA MENGGALAKKAN PERKEMBANGAN BAHASA Berbual dengan kanak2 Memberi maklumat Pertanyaan Mendengar percakapan Penerangan Permainan bahasa Bacaan awal

Theory Vygotskys Sociocultural Viewpoint

Vygotskys Sociocultural Perspective

Sociocultural theory states that:
Cognitive development occurs in a sociocultural context that influences the form it takes Most of a childs cognitive skills evolve from social interactions with parents, teachers, and other more competent associates

The role of culture in intellectual development: Vygotsky proposed that we should evaluate
human development from four interrelated perspectives:
Microgenetic-changes that occur over brief periods of time-minutes and seconds Ontogenetic-development over a lifetime Phylogenetic-development over evolutionary time Sociohistorical- changes that have occurred in one's culture and the values, norms and technologies such a history has generated

Tools of intellectual adaptation

Vygotsky (1930-1935/1978) proposed that infants are born with a few elementary mental functions attention, sensation, perception and memory that are eventually transformed by the culture into new and more sophisticated mental processes he called higher mental functions.

The Social Origins of Early Cognitive Competencies:

Zone of Proximal Development range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skillful partner
Scaffolding- the expert participant carefully tailors their support to the novice learner to assure their understanding

Apprenticeship in Thinking and Guided Participation:

guided participation, adult-child interactions in which childrens cognitions and modes of thinking are shaped as they participate with or observe adults engaged in culturally relevant activities. Our culture is one that uses what Vygotsky termed context-independent learning

Implications for Education:

Children are seen as active participants in their education teachers in Vygotskys classroom would favor guided participation in which they:

structure the learning activity provide helpful hints or instructions that are carefully tailored to the childs current abilities monitor the learners progress gradually turning over more of the mental activity to their pupils Promote cooperative learning exercises

The role of language in cognitive development contd

According to Vygotsky:
Thought and language eventually emerge A childs nonsocial utterances, which he termed private speech, illustrate the transition from paralinguistic to verbal reasoning Private speech plays a major role in cognitive development by serving as a cognitive self-guidance system, allowing children to become more organized and good problem solvers As individuals develop, private speech becomes inner speech

Which Viewpoint Should We Endorse?

According to contemporary research:
Children rely heavily on private speech when facing difficult problems There is a correlation between self-talk and competence Private speech does eventually become inner speech and facilitates cognitive development

Theories of Cognitive Development: Vygotsky vs. Piaget

Vygotskys sociocultural Piagets cognitive theory developmental theory
Cognitive development varies across cultures Stems from social interactions Social processes become individual-physiological processes Cognitive development is mostly universal across cultures Stems from independent explorations Individual (egocentric) processes become social processes

Adults are important as change agents

Peers are important as change agents

Theoretical Perspectives on Development: Contextual Perspectives: Vygotskys

Sociocultural Theory
Vygotsky was the premier psychologist of the Soviet Union after the Bolshevik Revolution. He was a Marxist, and his theory reflected that. 1) Did NOT focus on the individual child but on the child as a product of social interaction, especially with adults (parents, teachers). 2.) Focus on DYADIC INTERACTIONS (e.g., child being taught by a parent how to perform some culturally specific action), rather than child by himself.

Theoretical Perspectives on Development: Contextual Perspectives: Vygotskys

Sociocultural Theory
3.) Social world mediates children's cognitive development. Cognitive development occurs as child's thinking is molded by society in the form of parents, teachers, and peers. This leads to peer tutoring as a strategy in classrooms. 4.) The result is that people's thinking differs dramatically between cultures because different cultures stress different things.
For example, Box 1.1 on p. 17 shows that Uzbekis responded to reasoning problems using concrete examples from their own experience. But after learning to read and write, they responded to the problems in a more abstract manner. Before literacy, they had trouble with syllogism where the truth of the premises is irrelevant to the logical properties of the argument.
All people who live in red houses are purple. John lives in a red house. John is purple.

National customs Cultural values Social conditions Economic patterns Political philosophy Intimate & immediate effects: Family, School,Peers, Playground Health care services Religious institutions Mass media, education, Friends of family Extended family Legal services, work, Community/neighbors Social welfare services

Chronosystem

Macrosystem
Exosystem Mesosystem Microsystem

Historical times,etc.

Child

Bronfenbrenners Ecological model of