Chapter 7

Dimensions and tasks of developmental tasks

A. Dimensions of individual development

Human development occurs in many dimensions (multidimensional). That is,

development occurs in biological, psychological and social dimensions. Each dimension can
develop to different degrees, for example a very intelligent 4 year old child does not necessarily
have emotional maturity at the same level as his intelligence or during adolescence and early
adulthood, that person is a good person, but when it comes to That middle age is bad /
troublesome. Likewise, those who used to be naughty, when they are old, turn into good and
obedient worship. All of this takes place in a systematic, progressive and sustainable
manner.

The dimensions of individual development are divided into sections:

1. Physical development
Physical development is changes in the body, brain, sensory capacities and motor
skills. Body / physical changes are characterized by increasing height and weight, bone and
muscle growth, and maturity of sexual organs and reproductive functions.

2. Development of psychomotor behavior

Development controls body movements through coordinated activity between central
nerves and muscles. It starts with gross movements that involve a large part of the body, such as
sitting, walking, running, jumping, etc. Where is getting into the late adult phase, this
development has decreased energy (getting weaker)

3. Language development
The ability to respond to voices, follow orders, and speak spontaneously. Language
development is related to cognitive development, meaning that the intellectual / cognitive factors
greatly affect the development of language skills. So language development is an increase in the
ability to master communication tools through spoken and written. As well as using signs and
gestures.
Language can provide results such as recording, disclosing and communicating various
information either through written, spoken or pictorial. Through initial processes such as
groping, speaking monologues, thirst for names, like to ask questions and also make simple
sentences.

4. Cognitive development
Cognitive development refers to the stages of a child's ability to obtain meaning and
knowledge from the experiences and information they get. Cognitive development includes
the process of remembering, problem solving, and also decision making. This development has
experienced a very drastic memory decline such as dementia and memory loss.
 Percentage level of development according to BENJAMIN S.BLOO
(1964).

AGE OF COGNITIVE DEVELOPMENT

1 YEAR AROUND 20%

4 YEARS AROUND 50%
8 YEARS AROUND 80%
13 YEARS AROUND 92%

According to him, development will reach its peak at the age of 13.

OTHER VERSIONS

0-4 YEARS 50%

4-8 YEARS 75%
8-10 YEARS 100%

According to JEAN PIAGET (1896-1980), there are 4 stages of human

cognitive development

1.Sensorimotor stage (motor sensory stage) (0-2 years)

Children understand something about the world using sensory experiences (such as
seeing and hearing) through both physical and motor actions. Children can develop their abilities
with their respective sensory experiences. And every child has a different experience

2.Preoperational stage (2-7 years)

At this stage the child is able to present the situation around him with words, pictures and
pictures. Their symbolic thoughts are visible, but this phase lacks internal mental activity.

3. Concrete operational stage (7-11 years)

In this phase, the child is old enough to use logical thinking or thinking, but can only
apply logic to physical objects. Children begin to show conservation abilities (number, area,
volume, orientation). Although children can solve problems in logical ways, they are not yet able
to think abstractly or hypothetically.

4. The formal operational stage (11-15 years)

Children are able to think more abstractly and logically. Formal operational thinkers are
more systematic in solving problems, able to develop hypotheses about what happened. Or
simply put, a teenager can do mathematical calculations, think creatively, use abstract reasoning,
and imagine the results of certain actions.
 CHARACTERISTICS OF AGE PERIOD

AGE PERIOD CHARACTERISTICS

0-2 MOTOR SENSORS Babies learn to distinguish themselves from
other objects in their environment, learn the
difference between "I" and "not me"
2-4 PRE OPERATIONAL The child is still very egocentric, but now
THOUGHTS classifies objects in a simple way, mainly
according to important individual features.
4-7 INTUITIVE The child classifies things more generally, but
does not realize that he is using the lower class
7-11 CONCRETE OPERATIONS Children can use logical operations, such as
inversion, deliberate classification and
serialization.
11-15 FORMAL OPERATIONS. Children become more conceptual and able to
think in abstract ideas

5. Development of social behavior.

Everyone knows that everyone is a social being, if there were no other humans, they
would not be able to live until now. Refers to child development, how early childhood interacts
with peers, adults and the wider community in order to adapt well. The process of forming
social behavior can occur in the family environment, then in the surrounding community,
school environment or the wider community.

Characteristics of the development of social behavior from BUHLER

0-3 years : all phenomena seen with their own eyes

3-4 years : argumentative, stubborn
4-6 years : start following the rules
6-12 years : compare with the rules
12-13 years : experimental behavior, wants to be tested.
13-16 years : begin to realize a different reality from their point of view
16-18 years : behave in accordance with the demands of society and one's abilities

6. The development of morality

a measure of the high and low moral values of a person based on the development of
moral reasoning, in other words a person has experienced moral development if he shows
behavior in accordance with the rules in his society. In other words, moral development
correlates with individual adaptability.
 There are six stages which are divided into three levels:

Grade 1 (Pre-Conventional 0-9 years)

1. Obedience and punishment orientation
2. Personal interest orientation

Level 2 (Conventional 9-15 years)

3. Harmony orientation and interpersonal suitability (Good boy attitude)
4. Authority orientation and maintenance of social rules (Morality of laws and rules)

Level 3 (Post-Conventional 15 and Up)

5. Social contract orientation
6. Universal ethical principles

7. Development of the religious sector

Every human being believes that there is an extraordinary power from outside
humans. It is an appreciation of the beliefs that each person has. Because when we pray that is
where we obey and no one can answer it except one God.

The stages of religious development according to Abin Syamsuddin (2003) and

their characteristics:

1. Early Childhood Religious Development

- Receptive attitude even though he asked a lot of questions
- A personified view of Deity
- Not yet deep spiritual appreciation
- Piety is understood ideosyncritically (according to his personal imagination)

2. Late Child Religious Development

- Receptive attitude accompanied by understanding
- A rational view of divinity
- Deeper spiritual appreciation, performing ritual activities is accepted as a moral imperative.

3. Early Adolescent Religious Development

- Negative attitudes are caused by critical thinking that sees the reality of religious hypocrites
(pretending).
- The divine view becomes chaotic, due to various conflicting schools of understanding.
- Their spiritual appreciation tends to be skeptical, so that many are reluctant to carry out the
rituals that have been carried out in full obedience.

4. Late Adolescent Religious Development

- An attitude of returning to a positive direction, along with intellectual and even religious
maturity, will be his life guide
- He understands the view of divinity in the context of the religion he adopts and chooses.
- His spiritual life returns to calm after going through the process of identification and longing
for puja, he can distinguish religion as a human doctrine or teachings.
8. Conative development
The impulse of desire or will that drives one's behavior that comes from internal and
external motivations, related to internal, namely ideals, hopes, intentions, channeling energy,
sex, avoiding boredom, curiosity, avoiding being left behind. And external factors such as the
desire to get a prize, competitive pressure, salary, threats and others.

9. Emotional development
This phase relates to emotions, physiological changes, environmental conditions,
health conditions, availability of needs, climate of interaction with the environment and other
people, such as likes vs dislikes, happy vs displeased, strong vs weak, etc.

The opinion of BRIDGES on the process of emotional development

AGE Characteristic

At birth General sensitivity to certain stimuli, such as sound, light,

temperature and so on
0-3 months Emotional atmosphere such as joy and joy began to be defined
from the emotions of their parents
3-6 months Displeasure differentiates into anger, hatred, and fear.
9-12 months The differentiation of joy into passion and affection
18 months Jealousy begins to differentiate into passion and affection
2 years Enjoyment and enjoyment are differentiated from pleasure
5 years Displeasure differentiates into shame, anxiety and
disappointment while pleasure differentiates into hope and
affection.

B. Student development assignments

These tasks are related to the attitudes, behaviors and skills that the
individual must complete in a certain phase or period of life; and if they succeed in
achieving it they will be happy, but if they fail, they will be disappointed and
criticized by their parents or society. Ideally, it is completed at the
developmental age phase, the individual's task comes from factors of physical
maturity, socio-cultural demands, religious ideals and norms.

Harvighurst (1948) put forward the task of developmental tasks:

1. Infants and children (0-6 years)

• Learn to walk
• Learn solid food mechanics
• Learn to speak
• Learn to control the disposal of body waste
• Achieve physiological stability
• Forms a simple understanding of physical and social reality
• Learn about emotional contact with parents, family and other people
• Learn to know right and wrong and develop a conscience

2.Children's school period (6-12 years of elementary school)

• Learn physical agility to play
• The formation of a healthy attitude towards oneself as a growing organism
• Learn to get along well with children of the same age
• Learn gender roles
• Develop basic reading, writing and numeracy skills
• Develop the insights necessary for the needs of everyday life
• Develop a rigorous scale of morality and values
• Learn to break free from self-addiction
• Develop healthy attitudes towards groups and institutions

3. Youth (12-21 years)

• Accept physical conditions and use them effectively
• Accept the social role of sex as male / female
• Desires and achieves socially responsible behavior
• Achieve emotional independence from parents and other adults
• Learn to get along with groups of women and men
• Development of a value scale
• Consciously develops a closer picture of the world
• Preparations for economic independence
• Selection and job training
• Preparing for marriage and family

4. Early Adulthood
•Start working
• Choosing a life partner
• Learn to live with husband / wife
• Started a family
•Parenting
• Managing / driving a household
• Accept / take responsibility for citizens of the State
• Find fun social groups
 5. Middle Age / Middle Adult
• Accept and adapt to physical and physiological changes
• Connect yourself with your life partner as an individual
• Helping teenagers learn to be responsible and happy adults
• Achieve and maintain satisfactory achievements in career work
• Develop adult leisure time activities
• Achieve full social and citizen responsibility.

C. PROBLEMES OF SCHOOL AGE CHILDREN

In connection with the problems that exist in school, there must be many
problems from children who are currently in school, but it is very possible that
their problems are fewer than those who are not in school. The age range is
between 12 years and 18/20 years (adolescence).
There are various changes in the physical and psychological dimensions
that can cause certain problems for those who are in school, but actually the
teacher's job is to solve the problems that exist for each student well. If it is not
handled properly, it will have a bad impact on criminal acts.

Problems that arise:

1. Physical and motor development problems
Usually after finishing elementary school, physical growth changes rapidly,
when these physical and motor changes do not match expectations of insecurity,
embarrassment and inferiority from other friends, even many events such as
solitude or seeking attention.
2. Cognitive and language development problems
When entering school, every child has the opportunity to be able to develop
their intellectual potential, but there are also those who cannot maximize their
intellectual potential, which in turn can cause delays in receiving knowledge and
their potential does not develop, causing frustration.
3. Problems with the development of social behavior, morality and
religion
At this age, they are very vulnerable to lose their self-identity, because their
souls are eager to socialize and be accepted in a group, but there is rejection that
causes frustration and isolation.
4. Personality and emotional development problems
The emotional condition of children in this phase is very range, because in
this phase they are looking for their identity, looking for their identity by trying
new things and evaluating themselves, if they don't get it, it is feared that it will
interfere with their emotional and even social personality.
D. Child development is not learning practice
1. Implications of pre-service
• Know the child's background
• Recognizes each student's name
• Knowing the interests and talents of students
• Understand the essence of individual student service
• Must be impersonal, not discriminatory
• Ready for extra work for students in need
• Do not give up

2. Implications for education and learning services

• Parents and teachers create a comfortable environment for the child's
development process
• The care of parents and teachers for children must be in accordance with the level
of intellectual, social, emotional and physical maturity
• Knowing a child's physical and spiritual nature can create an effective
environment
• Teachers and parents must create an emotional climate, such as emotional
connection, degree of freedom, responsibility.
• Teachers must be sincere
• The teacher can provide a complete explanation
• Teachers must understand the realities that exist in the implementation of tasks,
not just hopes, desires or opinions of students
• Experience is the best window of action and fosters the curiosity of every student.