MODULE 6: JEAN PIAGET (COGNITIVE DEVELOPMENT THEORY)

Source: Eva Yafie, Lia Kurniawaty, Tri Sugiatri M Bakri, Anwar BaniHani and Diana
Setyaningish; faculty of education.
Supporting Cognitive Development through Multimedia Learning and Scientific
Approach: An experimental Study in Preschool.
Abstract
Cognitive development is defined as a change in behavior that results in individuals obtaining,
organizing, and implementing knowledge in reasoning and solving problems. This research aims
to analyze the effect of multimedia learning and scientific approach on cognitive development.
This research uses experimental quantitative research that devides research participants into an
experimental group and a control group. The results show that there are differences in the mean
scores of logical thinking, symbols thinking, problem solving in the pre test and post test where
the post test sores are higher, so it can be concluded that the two treatments in the control and
experimental groups can be improve children’s cognitive development. Furthermore, the gain
score value shows that the experimental group has a higher score meaning so that the
experimental group is better than the control group. This is by the t-test which shows that the
provision of multimedia is learning with scientific approach given to the experimental class
which only uses the scientific approach.
Problem
The effect of Multimedia learning and Scientific approach to Cognitive Development
Research Methodolgy
This research uses experimental quantitative research. The experimental design in this study is a
nonrandomized pretest -posttest control group design, that divides research participants into an
experimental group and a control group using two groups that already exist in the natural
situation of the participants. The experimental group uses multimedia learning with a scientific
approach and the control group uses only a scientific approach. This study involved 60
Kindergarten child with age between 4-5 years and 30 children in each group.
Procedure
a). Preparation of learning plans with a scientific approach. The learning plan is designed to
improve children's cognitive development. This learning plancontains topics, learning objectives,
time allocation, learning activities using the scientific approach, and evaluation.
b). Development of multimedia learning. The developed learning multimedia focuses on the
topic of plants and is developed by the developmental stages of children aged 4-5 years. This
multimedia learning has several components such as material in the form of video, animation,
pictures, sound, and evaluation in the form of games and quizzes (multiple-choice, sequences,
matching, true and false, and word bank).
c). Preparation of research instruments. The research instrument is used to measure cognitive
development which is modified from the cognitive assessment scale (Rao, et al., 2014) which
consists of including IQ, language, logical thinking, symbolic thinking, executive functions,
problem-solving, and academic achievement. In this study, researchers will only take three
aspects, namely logical thinking, symbolic thinking, and problem-solving. The instrument is
measured using 4 scales consisting of 4 (very good), 3 (good), 2 (sufficient), and 1 (less).
d). Doing a pre-test. The pre-test was carried out to determine the cognitive level related to plant
topics in the control group and the experimental group before being given treatment. The pre-test
was carried out by conducting observations and closed interviews to find out the child's initial
knowledge related to the topic and learning objectives, namely the parts of plants, shapes, colors,
and tastes of fruits.
e). Implementation of learning. The learning implementation in the control group used the
Scientific Approach while the Experiments group used multimedia learning with a scientific
approach. Table 1 shows that there are 6 (six) steps that must be applied in the scientific
approach which include observing, collecting information/experimenting, asking, associating /
processing information, communicating, and evaluating.
f). Post-test. Post-test was carried out by conducting observations and closed interviews to
determine cognitive development with the topic and learning objectives, namely the parts of the
plant, the shape, color, and taste of the fruits.
Findings:
The main results of this study are to know the effectiveness of multimedia learning with a
scientific approach to the differences in the cognitive development of children aged 4-5 years
between the control group and the experimental group. However, before analyzing the
hypothesis, the normality and homogeneity tests are first carried out.
Conclusion:
The results showed that there are differences in the mean scores of logical thinking, symbolic
thinking, problem-solving in the pre-test and post-test where the post-test scores are higher, so it
can be concluded that the two treatments in the control and experimental groups can improve
children's cognitive development. Furthermore, the gain score value shows that the experimental
group has a higher score meaning so that the experimental group is better than the control group.
This is by the t-test which shows that the provision of multimedia learning with the scientific
approach given to the experimental class is better than the control class which only uses the
scientific approach.
MODULE 7: ERICK ERICKSON (PSYCHO-SOCIAL THEORY)
Source: J Can Acad Child Adolesc Psychiatry. 2016 Spring
Links of Adolescents Identity Development and Relationship with Peers: A Systematic
Literature Review
Abstract
According to Erik Erikson, the main task of adolescents is to solve the crisis of identity
versus role confusion. Research has shown that a stable and strong sense of identity is associated
with better mental health of adolescents. Good relationships with peers are also linked with
better emotional and psychological well-being of adolescents. However, there is a lack of
reviews of studies in the scientific literature examining the relationship between the adolescents’
identity development and relationships with peers. The aims of this research were to analyze
links between adolescent identity development and relationships with peers identified from a
literature view.
Problem
The relationship between adolescent’s identity development and relationship with peers.
Method:
Only empirical studies examined:

i. adolescent’ identity development according to Erickson’s theory of psychosocial

development; and,
ii. various aspects of adolescents’ relationships with peers were included in the systematic
literature review. In addition, studies were only included if the participants were non-
clinical samples.

Findings:
Analysis of findings from the systematic literature review revealed that a good
relationship with peers is positively related to adolescent identity development, but empirical
research in this area is extremely limited.
Conclusion:

1. Adolescents’ identity development is positively related with their relationships with

peers. Belonging to a peer group and good relationships with peers based on mutual
respect and acceptance are positively related with adolescent identity development.
2. Personality related factors that could be linked with adolescents’ identity development
and their relationship with peers are not clear. Potential factors of interest, which are
associated with good social relationships, are adolescent’s ability to be empathic and
his/her differentiation of self. Further empirical research investigating links between
adolescent identity development, empathy, differentiation of self, and relationships with
peers is needed.
 MODULE 5: SIGMUND FREUD (PSYCHOANALYTIC AND PSYCHOSEXUAL
THEORY)

Source: Daniela Oliveira Godoi, Geraldo Antonio Fiamenghi-Jr* Department of Psychology.

Effects of a Rupture in Psychosexual Development: A Theoretical Case Study on Sexual

Abuse
Abstract
This study aimed to discuss the effects of the rupture in psychosexual development due to sexual
abuse in childhood, based on Psychoanalysis, from a case study. Psychoanalysis theory states
that the first years of life are the most important for the child’s personality development and are
divided into stages. Although related to sexuality, those stages are basically pregenital (oral,
anal, phallic), in the sense that everything is symbolic and not yet genital, in the proper sense of
the sexual activity and prepare the child for the final stage (genital), that should appear in
adolescence. Thus, the suffering and consequences of child abuse in psychological development
in adult life.
Problem
A case report from the Psychology Clinic from a Brazilian University was chosen as an
example to illustrate the discussion of this study. Sexual abuse in childhood is in girls, inside
the family, as well as the negative consequences of abuse in affective relations.
Research Methodology
A case study based on a report from the Psychology Clinic from a University in São
Paulo country state, Brazil was the material for this research. All the patients seen at the
Psychology Clinic sign a term of agreement allowing the use of information for research,
keeping the anonymity of the participant. The therapy was conducted in16 sessions, based in
Psychoanalysis framework patient and the subsequent written transcriptions of the therapy
sessions conducted with her.
Case Report Patient is a 28-year-old woman, who complains of having a ‘split
personality’, due to constant mood oscillations. She related feeling resentment when thinking
of her childhood, as her father died when she was 2 years old and the mother remarried
soon afterwards. The mother’s new husband started abusing the patient, with the connivance
of the mother, as she never believed the child’s complaints. The first abuse occurred when the
patient was 13, as she says: “I was sleeping, and felt that he pulled my top up and sucked
on my breasts”. She told the mother, but she said the patient was inventing lies. The
stepfather was very inflexible, aggressive and violent, and spanked the patient, when she
disobeyed him. The mother was submissive to his attitudes. The patient has three sisters, but
she never met the oldest; the second sister is intellectually disabled and the youngest was 7
years old, at the time of therapy. In the course of therapy, she also remembered being
molested by her grandfather, who tried to touch her genitals; she could not recall her age then.
The mother refused to believe her again. The patient got married twice, both violent and
abusive relations. She had two daughters, one from each marriage, but both children live
with the paternal grandmothers and she as sporadic contact with them. She was forced to get
married at 15 by her stepfather. Her first husband was a drug addict, spanked her and forced
her to have sexual intercourse. She was soon pregnant but suffered an abortion. She was
pregnant again and when the baby was 7 months old, she left her husband and the child to be
cared by her husband’s mother. She said she has cheated on her husband innumerous times,
because she felt repugnance for him. After her marriage broke up, she met another man
and after 6 months, she got pregnant again and started living with him. However, the man
cheated on her, even introducing another girl friend to his family. The patient left him and
her newborn daughter with the man’s mother. The patient has a lot of negative thoughts,
related to her personal and professional. She says: “Nothing goes right”; “my job is bad”;
“my life is not good”. At the time of therapy, she lived alone and worked as a night club
promoter. She had a boyfriend, an open relation, because she is never satisfied with just one
man, and is always waiting to be abandoned. She has used drugs, as marijuana, cocaine
and amphetamines, although at the time of therapy, she declared that she was ‘only’ using
alcohol and smoking 2 packs of cigarettes a day. The patient associates her promiscuity and
drug misuse to have been a shy and unruly child, as a consequence of too many abuses, as
well as to an unhappy adulthood. She recently has discovered that her abusive stepfather
was suffering with an untreatable cancer, that generated inside her a conflict between forgiving
him or not.
Findings:
According to Psychoanalysis, it is possible to hypothesize a process of libido fixation
in the oral stage, that happens around the first year, when pleasure is obtained through the
mouth, and lips Freud [8]. When children suffer constant and overwhelming frustrations, there
will be a tendency to become resentful and to believe their needs will never be satisfied.
Therefore, they will desperately either try to be attached to everybody, or to be isolated,
adopting negative attitudes towards everyone. A traumatized victim of sexual abuse in
childhood will have to confront with life situations that will appear stressing, such as further
sexual experiences, family organization, especially when children are born, due to the re-
enactment of the Oedipal configuration.
Conclusion
The analysis of the patient, although limited by the fact that we were dealing with
writing reports after therapy had ended, has allowed to discuss the deleterious effects
produced in the psychosexual development by the sexual abuse in childhood, as well as the
negative consequences in adulthood. The patient’s reports clarify a strong relation between
her symptoms and the psychoanalytical literature, explaining that sexual abuse in
childhood may result in physical, emotional, behavioral and social difficulties in adulthood.
Therefore, therapy for victims of sexual abuse in childhood must be emphasized, to help
coping with the sequelae of that traumatic experience.
 MODULE 8: LAWRENCE KOHLBERG (MORAL DEVELOPMENT THEORY)

Source: Mabel Sau-ching Lam University of Massachusetts Amherst

The effects of similarity of parent’s moral stage on children moral development

Abstract
The study was investigating the effect of the similarity of parents moral stage
development as determine within the framework theory of development. Adolescense moral
development was measured when the adolescence were 14 years old and again when they were
16 years old. Parents moral development was also measured at time multiple requisition
technique were used to examine whether it is a positive or negative effects the effects of parents
similarity was not significant in this study with a limited number of subject but dud approach a
significance level, if anything there was a negative effect or parental similarity on adolescence
moral development which can be understood within a Vygotskian Framework.

Problem
The main problem in this study is remain unclear however what prediction these
concept would make about the effect of parental similarity in moral stage of development on the
one hand it could be argue that parental dissimilarity in moral stage violate important condition
for the facilitation of stage change.

Findings
Controversy must be appropriate to the child existing cognitive instructure when
parents exposed the child to controversy that is argued at an inappropriate stage level the child
may not understand, in other words the controversy mus be presented in a way that matches the
child existing stage level or ability.

Conclusion
In this study the parents must be able to asses the child level of understanding in
order to articulate their perspectives or understanding in particular controversy on a level that the
child can understand.
MODULE 9: VYGOTSKY (SOCIO-CULTURAL THEORY)
Source: Educators 2002 Kimberly S. Peer and Ronald C. McClendon journal of athletic training
(online) 37 (4 suppl), p. s-136.

Sociocultural Learning Theory in Practice: Implications for Athletic Training

ABSTRACT:
To discuss cognitive and sociocultural learning theory literature related to athletic
training instructional and evaluation strategies while providing support for the application of
these practices in the didactic and clinical components of athletic training education programs.
Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and
goal-oriented environment with the student at the center of the educational process.
PROBLEM:
-cultural diversity refers to features of culture that may have an impact on how
people interact with those from diverse backgrounds. Additionally, it can affect how people react
to managerial expectations, operational needs, and corporate rules, or what might be referred to
as the culture of the organization.

RESEARCH METHODOLOGY:
Vygotsky used the term method or methodology to mean a body of knowledge
that could serve as concrete epistemological guide for the behavioural sciences.
Vygotsky use of dialects as the cornerstone of his methodological approach
reflected the time in which he lived. He examined all phenomena as dynamic, contextual,
complex entities un a constant state of change. In order to study change, he examined
thehistorical development of nature the mind and society and sought to explain the laws of
motion by anlyzing the process that bring phenomena into existence.
FINDINGS:
According to the theory, an individual knowledge growth and capacity for
learning can be influenced and mediated by their social interactions., learning is fundamentally a
social process rather than an isolated quest for knowledge.
CONCLUSION:
Socio - cultural theory is necessary since students may construct their knowledge
and skills by participating in the active inquiry and through social and cultural interactions.
MODULE 10: BRONFENBRENNER (ECOLOGICAL THEORY)

Source: https://www.sciencedirect.com/science/article/ai/51877042814031875?ref-pdf
downloadBfr =RR-2&rr=786e52b3ccfb0504
Health education from an ecological perspective adaptation of the Bronfenbrenner model
from an experience with adolescence
Abstract
The researcher shows held discourses and lifestyle referred to buy a group of
adolescence from an ecological salutogenic and cross-cultural perspective in order to build health
education models derived from their own worldviews. The result shows and adaption of
Bronfenbrenner’s ecological model that stem from its application on speeches on health. To
achieve this aim photo voice was used as a methodological tool and the result were analysis
using the qualitative data analysis programs. The relationship established are more complex than
the once shown in the figure since they are not exclusively limited to the system in which they
have been placed. This relationship and influence defined do not occurred linearly they are
bidirectional all of the elements of subsystem are inter-related and influence to a lesser or greater
degree.
Problem
The negative or the problem that technology and social media have had on sleep
in considered to be significant all the cultural groups. The Spanish group highlighted as positive
elements the ability to be able to address the topic openly with their peers and how social media
helped to establish relationship.
Research Methodology
The study is a qualitative method.
Findings
We found out in this study the important attach to the type of urban or rural
spaces where their life unfolds in this regards cultural difference are identified. The Romanian
population expresses a preference for green and rural areas whilst the Spanish group does not
consider the habitat to be that important.
Conclusion
I conclude in this study that it shows there is consistency in the four approaches
presented by the study it offers a particularly interesting possibility of applying this model to the
salutogenic model facilitating the identification of the positive resources of the environment and
relation they have with adolescent.