CHAPTER I

PRELIMINARY
A. Background
Late childhood (7-12 years) is the period when children are considered to be able to
take responsibility for their behavior, about their parents, peers, and others. Age 7-12
years are also often called school age. That is, school becomes the core experience of
children of this age, which is the focal point of physical, cognitive, and psychosocial
development (Lusi Nuryanti, 2008).
School-age is a time when children get the basics of knowledge to successfully adjust
to adult life and acquire certain skills (Wong, 2009).
At this stage, an individual is exploring his potential that is used to reach maturity
when the individual is growing up. However, children's emotions are sometimes unstable
so they must be directed and processed in such a way as not to fall into something that
can harm themselves and others around them.
At this time, every individual will experience school periods where they will interact
in a broader scope with a variety of different characteristics. Therefore, it must be learned
and understood every character of school-age children to provide the right tasks that can
optimize their potential according to their age.

B. Problem Formulation
The problem formulation of this paper is:
1. What are the special social, emotional, and moral development characteristics of
children?
2. What are the characteristics of social, emotional, moral behavior that need to be
developed?
3. What are the social, emotional, and moral problems of children?
4. What is the stimulation in the child's social, emotional, and moral development?

C. Purpose of the Problem

The purpose of writing this paper is as follows:
1. To find out the understanding of social, emotional, and moral development of children
aged 7-12 years

1
 CHAPTER II
DISCUSSION
A. The specifics of the child's social, emotional and moral development
Middle and late childhood is a period in which children are in a process of
development and growth marked by physical, psychological, motor and cognitive
changes.
This period lasts from the age of 7 years until the time comes for individuals to become
sexually mature. This sexual maturity varies greatly between sexes and between different
cultures. This period is also called the period of school children. Children are more
independent. At this time children are the most sensitive and most ready to learn. They
are hungry for knowledge and want to always know and understand.
The beginning of the middle age and the end of these children is marked by the entry of
children into the first grade of primary school. For most children, this is a big part of their
life patterns. Because entering first grade is an important event for children which results
in a change in attitude value and behavior.
1. Physical Development
a) State of Weight and Height
In physical development, the middle and end of children is a period of slow
physical growth that is relatively uniform until puberty changes occur. Physical
growth tends to be more stable or calm before entering adolescence whose growth
is so fast. This quiet period is needed by children to learn various academic
abilities. Children become taller, heavier, stronger, and learn various skills.
During the children's final period, they grow around 5-6% in height and weigh
about 10% each year. At the age of 7, the average height of a child is 46 inches
with a weight of 22.5 kg. Then at the age of 12 years, the child's height reaches 60
inches 42.4 kg. An increase in height and weight varies from child to child. The
role of health and nutrition is very important in the growth and development of
children.
b) Motor Development
During the middle and late childhood, children's motor development becomes
smoother and more coordinated compared to early childhood. To refine their
motor skills, children continue to carry out various physical activities. These
physical activities are carried out in forms of play that are sometimes informal,
games that are arranged by the child. Besides, children also involve themselves in

2
 sports activities that are formal. When mastered, these physical skills are a source
of great pleasure and achievement for children young children.
When children enter primary school years they gain more control over their bodies
and can sit and stand for long periods. But elementary school children are far from
physical maturity, and they must be more active. They become more active bored
from sitting too long rather than running, jumping, or biking. Physical measures
are important for children to refine their developing skills. Therefore, in principle,
elementary school children must be actively involved rather than passively in
activities.
2. Cognitive Development
Cognitive is extensive knowledge about thinking and observing, cognitive is the
behavior that results in people gaining knowledge or needed to use that knowledge.
a) Cognitive Development According to Piaget
According to Piaget, operations are logical relationships between concepts or
schemes. While concrete operations are mental activities that are focused on
tangible or concrete objects and events that can be measured.
Children will go through three kinds of processes called operations, namely:
Negation (negation). In pre-operational children only see the state of the
beginning and end of a row of objects. Reciprocal relationships. When the child
sees how the row of objects is changed, the child knows that the range of the
object is changing and the position is not the same as the original, but the child
knows that the number of objects is the same. Identity, children in the concrete
operational period can already recognize one by one the objects that exist in the
row. The child can count, so even if the object is moved the child can know that
the amount will remain the same.
b) Memory Development
At the age of 7, a child enters a concrete operational stage. So named because at
this time children can use mental operations to solve concrete problems (actual).
Children can think logically than before because at this time they can take various
aspects of the situation into consideration. Even so, they are still limited to
thinking about situations only at that time.
Along with the entry of children into elementary school, their cognitive abilities
also experience rapid development. Because by going to school, it means that the
world and interests of children are broadened, and with wider interests will also

3
 increase the understanding of humans and objects that were previously
meaningless to children. Under normal circumstances, the mind of a school-age
child develops gradually. If in the past the child's thought power is still
imaginative and egocentric, then at this elementary school age the child's thought
power develops toward thinking concretely, rationally and objectively. His
memory becomes very strong, so the child is in a learning stage.
During the middle and late years, children show important changes as they
organize and remember information. After a 7-year-old child does not see a
significant improvement. The way they process information is different from
adults. Long-term memory in children is seen to increase with increasing age
during the middle and late childhood. This is because long-term memory is very
dependent on individual learning activities when learning and remembering
information.
Even though in the middle and the end of children there was no significant
increase in long-term memory, instead showed limitations, but during this period
they tried to reduce these limitations using a memory strategy (memory strategy),
which is intentional behavior used to improve memory.
According to Marlin, there are four memory strategies, namely rehearsal,
organization, imagery, and retrieval. Rehearsal (repetition) is one of the strategies
to improve memory by repeating information repeatedly after the information is
presented. Organizations (organizations) such as categorizing and grouping, is a
memory strategy that is often used by adults. Imagery (comparison) is a type of
shadowing characteristics of a person. The memory of first grade students in
primary schools increases after they are trained to form interactive comparisons.
Retrieval (reappearance) is the process of removing or displaying information
from memory.
In addition to the strategies above, there are also other things that affect children's
memory, such as age, attitude, motivation, and others.
c) Development of Critical Thinking
Critical thinking is the understanding or reflection of problems in depth,
maintaining thinking thoughts with different approaches and perspectives, not just
trusting information that comes from various sources. To develop children's
critical thinking by teaching children to use correct thought processes, developing

4
 problem solving strategies, improving their mentality, motivating children to use
the thinking skills they have just learned.
d) Intelligence Development (IQ)
Quotions intelligence has been considered as a norm that determines the
development of abilities and optimal achievement of children's learning outcomes
in school. By knowing the intelligence, a child can be categorized as a smart /
intelligent (genius), moderate, or stupid (idiot) child. Intelligence can be
interpreted as the ability to think abstractly, solve problems using verbal symbols,
and the ability to learn to adjust to environment.
e) Development of Emotional Intelligence (EQ)
According to Goleman Emotional Quotions (emotional intelligence) has five
important components, namely: recognize emotions, manage emotions, motivate
yourself, recognize the emotions of others, and build relationships. As children get
older, they become more sensitive to their own feelings and the feelings of others.
They can better regulate their emotional expression in social situations, and they
can respond to other people's emotional pressure. At the age of 7 or 8 years,
feelings of shame and pride will be implicated in their actions and the type of
socialization they have received.
Recognizing self-emotions or self-awareness is knowing what is felt and using it
to make decisions, having realistic benchmarks of self-ability and strong self-
confidence. Managing emotions is handling emotions so that positive self-
positive, people who have emotional intelligence are people who are able to
master, manage and direct their emotions properly. Self motivation is to move the
deepest desires to move and guide people toward goals, help make decisions in
action, and be able to survive in failure.
Recognize the emotions of others (empathy), namely the ability to feel what other
people feel, be able to understand their opinions, foster a trusting relationship that
aligns with people. Building relationships is the ability to control and handle
emotions properly when dealing with others.
f) Development of Spiritual Intelligence (SQ)
Spiritual Quotions or emotional intelligence is the intelligence to face and solve
problems of meaning and value, namely intelligence to place our behavior and life
in the context of a broader and richer meaning, intelligence to judge that one's
actions or way of life are more meaningful than others.

5
 The aspect of SQ is the intelligence to face and solve problems of meaning and
value, SQ is the intelligence to determine human behavior and life in the context
of a broader and richer meaning, SQ is the intelligence to judge that one's actions
or way of life are more meaningful than others , SQ is intelligence that is not only
to know the values that exist, but also to creatively find new values.
Children have the SQ abilities they carry from birth, and religious education must
be maintained as an important part of the programs provided at school.
g) Language Development
During the children's last days, language development continues. The vocabulary
of children increases and the way children use words and sentences is increasingly
complex and more closely resembles adult language. From various lessons given
at school, reading, talking with other children, as well as through radio and
television, children add to the vocabulary they use in speech or writing. When the
child enters the first grade, the vocabulary reaches 20,000 to 24,000 words. When
the child sits in grade 6, the vocabulary reaches 50,000 words.
As vocabulary increases in school years, the use of proper verbs for action
increases. They learn not only to use many words but also to sort out the correct
words for certain uses.
Children also experience progress in speaking, pronunciation, sentence formation,
ie from age 6-10 years, sentence length will increase, long sentences are usually
irregular and choppy, gradually after and progress in understanding.
3. Psychosocial development
The world of child psychology becomes more complex and different from the early
days of the child. Relationships with family and peers play an important role. School
and teacher relationships make structured aspects of a child's life. Children's
understanding of the self “self” develops.
a) Development of Self-Understanding
At elementary school age, children's self-understanding or self-concept changes
very rapidly. According to Santrock, these changes include: Internal
Characteristics, children in the middle and end are more likely to define
themselves through subjective inner conditions than through external
circumstances. Characteristics of social aspects, during the elementary school
years, social aspects of self-understanding also increase. Primary school children
often make social groups as a reference for explaining themselves. Characteristics

6
 of Social Comparison, at this stage school-age children tend to differentiate
themselves from others.
b) Development with Peers
According to Barker and Wright, 2-year-old children spend 10% of their afternoon
time interacting with peers. At the age of 4 years, the time spent on peers is 20%.
While children aged 7-11 years spend more than 40% for peers.
c) Formation of Groups.
The formation of groups of friends, primary school-age children emphasizes the
importance of joint activities, such as talking, listening to music, playing games,
etc., are the basis for the formation of peer groups.
B. Characteristics of social, emotional, moral behavior that need to be developed
According to the theory of socioemotional development expressed by Erikson,
elementary school-age students are at the industrial vs inferiority stage (Diligent vs Low
Self). Age between 6-12 years. Children at this age have the following social
characteristics.
a. Desire to master something
b. Desire prevails,
c. Mastering the physical and social skills,
d. Requires positive affirmation/appreciation of the perfected task
e. Feeling inferiority complex when criticized.
Elementary school children generally face learning new skills or otherwise face the
risk of feelings of inferiority, failure, and incompetence. The skills gained are like
schooling. Children who fail in this ranking will feel inferior and not only in terms of
academic achievement but also in social relationships with individuals in their
environment.
Primary school-age children are at the industrial vs. inferiority stage. At this stage,
children begin to have a lot of contact with peers and explore all their abilities. The
salient characteristics that are formed at this stage are self-confidence, competitive
attitude, and social sense. These times are full of confidence that I can do it myself. This
period is a time of golden development. Children are at the level of having high spirits,
are independent, cooperate with groups and dare to appear to get recognition from their
environment (McHale, Dariotis, & Kauh, 2003)

7
Important aspects to be studied during elementary school age include the following.
a) Self Concept and Self Esteem
One factor that comes from within students is the concept of self which is a
combination of ideas, feelings, and attitudes of a person about himself (Hilgard,
Atkinson & Atkinson, 1979), where the views and values are obtained through his life
experience. About self-concept, a person also has self-esteem (self-esteem), which is
an assessment or appreciation for one's ability and sense of self-worth.
Self-concept and self-esteem are often used together although they have different
meanings. To be able to understand this concept better, it can be said that self-concept
is related to the cognitive element which contains all the knowledge about a person.
While self-esteem involves an affective element because in self-esteem there is
already a good or bad assessment of someone.
b) Social comparison
The process of comparing someone with others to obtain information and evaluate
and provide an assessment of the abilities, attitudes, and self-recognition.
c) Play/group friends
Increasing importance of peers in elementary school children. In grades 1-5 primary
school peers generally consist of children of the same sex with a relatively similar
age. Meanwhile, approaching sixth grade students often form groups that include both
men and women. The members of the peer group teach each other about their
different worlds. Boys increase prestige by behaving physically aggressively,
excelling in sports, being brave, gaining attention, and being friendly with other male
friends. Whereas in women's peer groups friendship is more related to being
attractive, popular, friendly, optimistic, and has a sense of humor (Rubin, 1980)
d) Group Acceptance
Peer acceptance by elementary school children is classified as follows: Popular
children are children who are referred to most often by their peers as someone they
like and rarely someone they dislike. Conversely, children who are rejected (rejected
children) are the children most often referred to by their peers as someone they dislike
and are rarely called someone they like. Children are also classified as neglected.
These children are rarely referred to as someone who is liked or referred to as
someone who is not liked. Controversial children are often referred to as liked but
also often referred to as someone who is not liked. The average children are those
who are called as liked and disliked with moderate frequency or frequency. With a

8
 peer review study, Parker and Asher (1987) concluded that children who were not
well received or ignored by their peers in primary school were high-risk children.
These children are more likely to drop out of school, become involved in juvenile
delinquency, and have more emotional and psychological problems in adolescence
and adulthood than their more accepted peers (Morrison and Masten, 1991).
Some neglected children tend to be very aggressive, others tend to be very passive
and inclined. Neglected, aggressive, and aloof children tend to be at the highest risk
because they are involved in various difficulties (Hymel, Bowker, and Woody, 1993).
Children who are excluded are more sensitive and confident, compared to children
who become popular or many who like. They are more likely to be quiet, depressed
children, and sometimes are often offended by their friends' jokes. Social
development will also be disrupted, because children who are excluded will have few
friends and are not confident. So it is difficult to socialize with his friends and
difficult to develop these children. Compared to popular children, who have many
friends. They are easier to socialize, develop themselves, and have complete
confidence.
Development of Elementary School Student Emotions
1. Emotional development of elementary school-age children
The emotional development of elementary school-age children is explained in more
detail as follows.
At the age of 5-6
a. Children begin to learn the rules and rules that apply
b. Children learn the concepts of justice and secrets.
c. Children begin to be able to keep secrets. This is a skill that demands the ability
to hide information
Children 7-8 years old
a. Emotional development during this time the child has internalized shame and
pride.
b. Children can verbalize the emotional conflict they experience. As children get
older, children become more aware of themselves and others.
Children aged 9-10 years
a. Children can regulate emotional expression in social situations and can respond to
emotional stress that occurs in others.
b. Moreover, it can control negative emotions such as fear and sadness.

9
 c. Children learn what makes them sad, angry or afraid so they learn to adapt so that
emotions can be controlled (Suriadi & Yuliani, 2006).
At the age of 11-12 years
a. Children's understanding of the good and bad of the norms of rules and values that
apply in their environment becomes more flexible and also more flexible, not as
rigid as in early childhood.
b. They begin to understand that good-bad judgments or rules can be changed
depending on the circumstances or situations in which the behavior arises.
c. Their emotional nuances are also increasingly diverse.
2. Characteristics of Emotions in Children
a) Strong emotions
Young children react with the same intensity, both too trivial and serious
situations. Pre-teen children even react with strong emotions to things that seem to
adults to be trivial.
b) Emotions often appear
Children often show increased emotion and they find that emotional outbursts
often result in punishment, so they learn to adjust to situations that arouse
emotions. Then they will try to curb their emotional outbursts or react in more
acceptable ways.
c) Emotions are temporary
The rapid transition in young children from laughing to crying, or from anger to
smiling, or from jealousy to affection is the result of 3 factors, namely:
a. Cleanses the latent emotional system with straightforward expressions.
b. Impeccable understanding of the situation due to intellectual immaturity and
limited experience.
c. Short attention span so that attention is easily diverted. As children age, their
emotions become more settled.
d) The reaction reflects individuality
All newborns have the same reaction pattern. Gradually with the influence of
learning and environmental factors, the behaviors that accompany various
emotions are increasingly individualized. One child will run out of the room if
they are scared, while another child may cry and another child may hide behind a
chair or someone's back.
e) Emotions change their strength

10
 With the increasing age of the child, at a certain age, a very strong emotion
decreases its strength, whereas other emotions that were weak turned into
strengths. This variation is partly due to changes in motivation, partly by
intellectual development, and partly by changes in interests and values.
f) Emotions can be identified through behavioral symptoms
Children may not show their emotional reactions directly, but they show it
indirectly through anxiety, daydreaming, crying, difficulty speaking, and nervous
behavior, such as nail-biting and thumb sucking.
3. Factors that Influence Emotional Development
a. Childhood
Individual circumstances in children, such as bodily disabilities or deficiencies in
children will greatly affect emotional development, even will have a further
impact on the child's personality. For example: low self-esteem, easily offended,
or withdrew from the environment.
b. Learning factors
Children's learning experiences will determine which potential reactions they use
to get angry. Learning experiences that support emotional development include:
1) Learn by trial and error
Children learn by trying to express their emotions in the form of behaviors that
provide little or no satisfaction.
2) Learn by imitating
By imitating and observing things that arouse the emotions of others, children
react with emotions and methods similar to those observed.
3) Learning by likening yourself
Children imitate the emotional reactions of others who are stimulated by the
same stimuli as stimuli that have aroused the emotion of the person being
copied. Here children only imitate people who are admired and have a strong
emotional bond with it.
4) Learning through conditioning
With this method object, a situation that initially fails to provoke an emotional
reaction then succeeds by association. Conditioning occurs easily and quickly
early in life because young children are less reasoned, knowing how irrational
their reactions are.
5) Learning with guidance and supervision.

11
 Children are taught how to react which is acceptable if emotion is aroused.
With training, children are stimulated to react to stimuli that usually arouse
pleasant emotions and are prevented from reacting emotionally to stimuli that
arouse unpleasant emotions (Fatimah, 2006)
c. Conflicts in the development process
Every child goes through various conflicts in undergoing developmental phases
which in general can be passed successfully. However, if the child cannot observe
these conflicts, he usually experiences emotional disturbances
d. Family environment
One of the functions of the family is the socialization of family values about how
children behave and behave. The family is an institution that first teaches
individuals (through examples given by parents) how individuals explore their
emotions. The family is the first and foremost environment for children's
development. The family is very functioning in instilling the basics of emotional
experience because that's where the first experience gained by the child.
The family is an institution of growth and early learning (learning and growing)
that can lead children to growth and further learning. The family parenting style
will greatly affect the emotional development of children. If the child is developed
in a positive emotional family environment, the child's emotional development
will be positive. However, if a parent's habit of expressing his emotions is
negative, such as venting anger with an aggressive attitude, irritability,
disappointment and pessimism in dealing with problems, then the child's
emotional development will become negative (Syamsu, 2008). The theoretical
linkages between family environment and emotional expression are also explained
by Goleman (2000), who reviewed the process of emotional expression from the
beginning, namely in childhood. Goleman (2000) explains that the methods used
by parents to deal with their child's problems provide lessons that imprint on
children's emotional development.
The style of educating parents who ignore the child's feelings, which is reflected
in the parents' negative perception of emotions, children's emotions are seen as a
disturbance or something parents always respond with rejection. In adulthood, the
child will not appreciate his own emotions that cause limitations in expressing his
emotions. Conversely, in families that value the emotions of children as evidenced
by the parents' acceptance of children's emotional expressions, in adulthood, the

12
 child will appreciate his own emotions so that he can express his emotions to
others.
4. Social Development of Primary School Age Children
a. Forms of Child Social Behavior
Through the association of social relationships, both with parents, family
members, other adults and playmates, elementary school / MI age children begin
to develop forms of social behavior, including:
1. Disobedience (Negativism)
Disobedience is a form of fighting behavior. This behavior occurs as a
reaction to the application of discipline or the demands of parents or the
environment that is not by the wishes of the child. Parents should not give a
term for children who are naughty, stubborn, stupid or other negative
designations, parents should want to understand as a child's developmental
process from being dependent towards being independent
2. Aggression
Namely the physical attacking behavior (nonverbal) and words (verbal).
Aggression is a form of reaction to frustration (feeling disappointed because
the needs or desires are not met). Usually, this form is realized by attacking
like; pinch, bite, kick and so on.
Parents should try to reduce, reduce the aggressiveness of children by
diverting the attention or desire of children. If parents punish an aggressive
child, the child's aggressiveness will increase.
3. Disputing (Arguing)
This attitude occurs if the child feels offended or disturbed by the attitude or
behavior of other children.
4. Teasing
Flirting is another form of aggression, teasing is a mental attack on others in
the form of verbal (words of ridicule or ridicule) that cause anger at the person
he is teasing.
5. Competition (Rivalry)
Namely the desire to surpass others and always driven by others, namely
practice competition (feeling you want to be more than others).
6. Cooperation
That is the attitude of wanting to cooperate with other people.

13
 7. Behavioral power (Ascendant behavior)
That is the behavior to master social situations, dominate or bossiness. The
manifestation of this attitude is; force, ask, order, threaten and so on.
8. Selfishness (selfishness)
Namely egocentric attitude in fulfilling his desires
9. Sympathy (Sympathy)
Namely emotional attitudes that encourage individuals to pay attention to
others want to approach or cooperate with him.
C. Social, emotional, moral problems of children
1. Moral Development
Moral development is characterized by the child's ability to understand the rules,
norms, and ethics that apply in society. Moral development can be seen from the
moral behavior in society which shows conformity with values and norms in society.
Moral behavior is much influenced by parenting parents and the moral behavior of
those around them. This moral development is also inseparable from the cognitive and
emotional development of children.
Aged 5-12 years the child's concept of justice has changed. Rigid notions of right and
wrong learned from parents have changed. Piaget states that moral relativism replaces
rigid morals. For example, for children aged 5 years, lying is a bad thing, but for older
children aware that in some situations, lying is justified and therefore lying is not too
bad. Piaget argues that younger children are characterized by heteronomous morals
while children at the age of 10 are already moving to a higher level called
autonomous morality.
Kohlberg extended Piaget's theory and called the second level of moral development
at this time the level of morality of conventional rules and adjustments. In the first
stage of this level, Kohlberg called morality good children, children follow the rules
to win the hearts of others and to maintain good relationships. In the second stage
Kohlberg states that if a social group accepts rules that are appropriate for all group
members, it must adjust to the rules to avoid group rejection and reproach (Hurlock,
1993: 163).
Kohlberg (Duska and Wehelan, 1981: 59-61) states that there are 6 stages of moral
development. The six stages occur at three levels, namely: (1) pre-conventional (2)
conventional (3) post-conventional. At the pre-conventional stage, children are
sensitive to the rules of cultural background and the assessment of good and bad, right

14
 and wrong but the child interprets it from the point of the physical impact of an
action. At the conventional stage, fulfilling family, group or religious expectations is
regarded as valuable in itself, the child does not care what the immediate
consequences will be.
The attitude that appears at this stage can be seen from the attitude of wanting to be
loyal, wanting to maintain, support and justify the order. In the post-conventional
stage, marked by a clear effort to interpret moral values and principles that are valid
and can be implemented, regardless of the authority of the group of people who hold
these principles regardless of whether the individual concerned is included in the
group or not.
Moral development including religious values is very important in shaping the
attitudes and personality of children. For example, introducing children to religious
values and giving guidance to children about things that are praiseworthy and
despicable.
2. Emotional Development
Emotions play an important role in children's lives. Frequent and strong emotions of
children will harm the social adjustment of children. Unpleasant emotions (unpleasant
emotions) harm the child's development. Conversely, pleasurable emotions (pleasent
emotion) not only help the child's development, but also something very important
and needed for the child's development. Wider relationships with school friends and
other peers can develop emotions. Children will learn to control emotional
expressions that are less acceptable.
Characteristics of Childhood Emotions
a) Child's emotions last relatively briefly (briefly)
The child's emotions are only a few minutes and are sudden. This is because the
child's emotions manifest themselves in visible activities or movements.
b) Emotions of strong or great children
This can be seen when the child is afraid, angry, or is joking. They will look very
angry, very scared, burst out laughing even though then the smacking is gone.
c) Children's emotions change easily
Often we meet a child who has just cried turned into laughing, from angry to
smiling. Frequent changes occur, alternating emotions, from difficult emotions to
happy emotions and vice versa in a short time.
d) Children's emotions appear repeatedly

15
 This arises because the child is in the process of development towards maturity.
He must make adjustments to the outside situation, and this is done repeatedly.
e) Children's emotional responses vary
Observations of children of various ages show a variety of emotional responses.
When a baby is born, the response pattern is the same. Gradually, the learning
experience of the environment shapes behavior with individual emotional
differences.
f) Child's emotions can be identified or detected from symptoms of behavior
Although children sometimes do not show visible and direct emotional reactions,
emotions can be known from their behavior. For example daydreaming,
restlessness, sucking fingers, often crying, and so on.
g) Children's emotions change in strength
One time the child's emotions are so strong, then diminished. Other emotions first
become weak and then turn strong.
h) Changes in emotional expressions
Children show a strong desire for what they want. He does not consider that the
desire is good for himself or anyone else, nor does he consider that fulfilling his
wish requires costs that are not affordable by his parents.
3. Social Development
The development of emotions cannot be separated from social development, which is
often referred to as the development of social behavior. From birth, the child is
influenced by the social environment in which he is constantly.
1. Play activities
Play is very important for the physical, psychological, and social development of
children. By playing children interact with playmates who provide many valuable
experiences. Playing in groups provides opportunities and lessons for children to
interact and tolerate with fellow friends. Games that are liked by children tend to
be play activities carried out in groups, except for children who are less accepted
in the group and tend to choose to play alone.
2. Peers
Peers, in general, are school friends and or playmates outside school. The
influence of peers is very big for the direction of children's social development
both positive and negative. The desire of children to be accepted in the group is
very large. Children try to make friends in a group like him. Santrock (1997, 325)

16
 states that children often think: What can I do so that all my friends like me? What
is wrong with me? They try to get sympathy from their friends and even want to
be the most popular child in their group.
Wentzel and Asher said development experts distinguish 3 types of unpopular
children, namely:
1) Neglected children: children who are rarely nominated as best friends but are
not disliked by friends in the group. These children do not usually have close
playmates, but they are not hated or rejected by their peers.
2) Children who are rejected (rejected children): children who are rarely
nominated by someone as a best friend and are not liked by the group, because
usually children who are rejected are children who are aggressive, pretentious,
and likes to interfere. This child usually experiences serious adjustment
problems in adulthood.
3) Controversial child (controversial children) is a child who is often nominated
both, both as best friends and as friends who are disliked (Santrock (1997,
325).
D. Stimulation in children's social, emotional, and moral development
A. Motor stimulation
Coarse motor stimulation that can be done:
1. Playing baseball, basketball, and football. This activity is very good for practicing
skills using leg muscles. Children also learn to recognize the rules of the game,
sportsmanship, competition, and teamwork.
2. Swim. The benefits of this activity are numerous because they train all the gross
motor elements of the child. Children also get lessons and exercises about
differences in specific gravity and body balance.
3. long jump. The benefits are almost the same as playing soccer and the like. In this
activity, children get point plus, which is a prediction of distance.
4. Run a marathon. The benefits are very similar to the long jump, just a different
way.
5. Outbound activities. Like swimming, then by outbound, all gross motor skills are
trained. Children can get other things, such as courage, survival, and closeness
with the Creator and the awareness of the importance of maintaining harmony
between humans and animals and plants.

17
 Fine motor stimulation that can be done:
1. Drawing, painting with various media.
2. Making crafts from clay.
3. Making art crafts, for example making dolls from cloth.
4. Playing musical instruments like guitar, violin, piano and so on.
B. Cognitive stimulation
Before stimulating a child's cognition, parents must know their cognitive development
according to age. Whereas for children 6-12 years, cognitive development is closely
related to academic abilities learned at school. However, cognitive abilities can be
more optimal if the child's right brain gets stimulation. Children who have balanced
brain function will be more responsive, creative, and flexible.
Activities that can be carried out by children 6-12 years are:
1. When learning various academic abilities, teachers and parents should pay
attention to the child's condition. For example, when a child looks bored, the
material delivered to the child should be seasoned or interspersed with games or
playful things that can make the child challenged and happy. Remember,
interludes like this should stay in the context of the conversation or discussion.
2. Right brain stimulation to stimulate cognitive abilities can be done through music
& movement activities (movements and songs) or by playing certain musical
instruments. It can also do drama activities.
C. Affection Stimulation
Affection stimulation is done to develop interpersonal and intrapersonal intelligence
of children under five and 6-12 years. Its main benefits are developing self-
confidence, fostering independence, knowing and following the rules, understanding
others, and being willing to share. The technique to provide stimulation can be as
follows:
1. Let the child do for himself what he can do.
2. Make agreements on various things that are good/permissible and not, as well as
the concentration. Of course with language that can be understood by children.
3. Give rewards for things that he can do better or better than before. It could also be
when children can follow the rules (especially at the beginning of a rule applied).
4. Give negative consequences or punishment to the behavior of children who are
not good or not by the rules. For this reason, it is necessary to consider the age of
the child.

18
 5. Pay attention to various emotional reactions of children. For example, when he is
sad, happy, angry, give a response that suits his needs at that time.
6. Children are facilitated to play roles.
7. Familiarize children to be able to express their feelings, both verbally, in writing,
or in pictures.
8. Get used to sharing at every opportunity.
9. Especially for children 6-12 years, start introducing with various games in order to
introduce the rules of the game, sportsmanship, and competition.
E. Spiritual Stimulation
The spiritual nature is closely related to the awareness of the existence of a Creator.
This is where children learn about certain obligations as servants of God according to
the teachings of their respective religions. Besides spiritual intelligence is also related
to the understanding that he became part of the universe. This is where children have
a certain role to live in harmony with all God's creatures. The things that can be done
to develop the spiritual intelligence of children aged 6-12 years are as follows:
1. Have a discussion that everything around him creates. For example, "Who made
this table?" The child replies, "Carpenter." Then we give him another
understanding "Is this table the same as the carpenter who made it?"
2. Linking study materials or things around them with the greatness of God,
especially in the study of exact science.
3. Playing videos about amazing things in nature with the greatness of the Creator.
4. Tell the story of God's chosen people.
5. Discuss about various things and what children can do as humans who have
advantages compared to other creatures on earth.
6. Asking children to write essays about their experiences when they are having
difficulties and what they are doing. When finding a way out of these difficulties,
is related to how God is very loving and generous.
7. Providing religious education as well as getting used to running worship that is
recommended and required.
But not only that that can guarantee children become smart. The environment in
which children play an important role to shape it into a happy and healthy child. If
talking is ideal, the environment of children under five and children aged 6-12 years;
a. Equipped with supporting facilities, including a complete playground with its
market.

19
b. The environment must be child-friendly while providing guarantees for health,
safety, comfort, and freedom of movement.
c. If this is not possible, it is enough to create an environment that can accept and
tolerate children in their activities. Always accompany children when exploring.
Leave him free to choose what he will do as long as he stays in the corridor of
security, health, and goodness.
d. Answer as much as possible every child questions. If you can't, bring the child
together to find answers from reliable sources, such as looking for them in a
dictionary or asking the experts.

20
 CHAPTER III
COVER

A. CONCLUSION
In the Middle Age and End of Childhood, occurs at the age of 7 to 12 years, during
which time the physical and psychological state of the child will also change. These
changes include:
a) Physical Development, including the State of Weight and Height, and Motor
Development.
b) Cognitive Development, including Cognitive Development According to Piaget
Theory, Development of Memory, Development of Critical Thinking, Development
of Intelligence, Development of Emotional Intelligence, Development of Spiritual
Intelligence, Development of Creativity, Development of Language.
c) Psychosocial Development, including Development of Self-Understanding,
Development of Relationships with Peers, and Formation of Groups.
B. SUGGESTIONS
Thus the Development Psychology paper that we present, hopefully, can be useful for
readers. We expect criticism and suggestions for the perfection of the paper.

21
 BIBLIOGRAPHY
Chasiru Zainal Abidin. 2013. psikologi perkembangan. Surabaya:UIN SA Press.
John W Santrock. Perkembangan Masa Hidup. Erlangga : Edisi ketigabelas, jilid 1
Rita Eka Izzaty dkk. 2008. Perkembangan Peserta Didik. Yogyakarta: UNY Press.
Desmita, Psikologi Perkembangan Peserta Didik, (Bandung:PT Remaja Rosdakarya)
Syamsu Yusuf dan Nani M. Sugandhi. , 2011 Perkembangan Peserta Didik. Jakarta: Raja
Grafindo Persada.
Desmita. 2005. Psikologi Perkembangan. Bandung: REMAJA ROSDAKARYA,
Diani E. Papalia, dkk. 2010. Human Development (Psikologi Perkembangan). Jakarta:
Kencana Prenada Media Group,
F.J. Monks dan A. M. P Knoers. 2004. Psikologi Perkembangan :Pengantar dalam berbagai
Bagiannya. Yogyakarta: Gadjah Mada University Press.
John W. Santrock. 2002. Life-Span Development: Perkembangan Masa Hidup I, Jakarta:
Erlangga.
M. Nur Ghufron. 2011. Psikologi, Kudus: Nora Media Enterprise.
Wiji Hidayati dan Sri Purnami. 2008. Psikologi Perkembangan. Yogyakarta: Teras.
Yudrik Jahja. 2011. Psikologi Perkembangan. Jakarta: Kencana Prenada Media Group.

22