scholarly journals Reception of the children’s theater

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Fehime Nihal Kuyumcu
Keyword(s):  
Cognitive Development ◽  
Reception Theory ◽  
Development Theory ◽  
Children's Theater ◽  
The Subject ◽  
Reception Aesthetics

Reception theory or aesthetics is the name which takes part in the literary world, gives reader responsibility as well as an author about meaning or interpretation of author's works and analyze reader's function in this field. It's a matter of debate or study, who give a meaning to the work. When does the work have a meaning? Who constitutes the meaning? Reader or author? In the context of our subject, in what way does the reception process realize for theater audience and children's theater audience? Is there a difference between adult theater and children's theater? The subject of this study is to answer this question "In what way does the reception of the children's theater audience group realize among the children 4 aged and older in our country? " in the light of the cognitive development theory of Piaget and the reception aesthetics of W. Iser and we grounded the observations that were made during the children's plays and the interviews made after the play.

Career Development Theory: An Integrated Analysis

2020 ◽  
Author(s):  
Julia Yates
Keyword(s):  
Career Choice ◽  
Subject Matter ◽  
Academic Disciplines ◽  
Development Theory ◽  
Integrated Analysis ◽  
Theoretical Frameworks ◽  
Wide Range ◽  
Comprehensive Picture ◽  
The Subject ◽  
Career Practice

Career theories are developed to help make sense of the complexity of career choice and development. The intricacy of the subject matter is such that career theories most often focus on one or two aspects of the phenomenon. As such, the challenges of integrating the theories with each other, and integrating them within career practice, are not insignificant. In this chapter, an overview of the theoretical landscape is offered that illustrates how the theories align with each other to build up a comprehensive picture of career choice and development. The chapter introduces a wide range of theoretical frameworks, spanning seven decades and numerous academic disciplines, and discusses the most well-known theorists alongside less familiar names. The chapter is structured around four concepts: identity, environment, career learning, and psychological career resources. Suggestions are offered for the incorporation of theories in career practice.

TEORI PERKEMBANGAN KOGNITIF JEAN PIAGET DAN PROBLEMATIKANYA PADA ANAK USIA SEKOLAH DASAR

2020 ◽  
Vol 13 (1) ◽  
pp. 116-152
Author(s):  
Leny Marinda
Keyword(s):  
Cognitive Development ◽  
Elementary School Children ◽  
Human Life ◽  
Development Theory ◽  
Change Processes ◽  
Jean Piaget ◽  
The World ◽  
Definite Sequence ◽  
Concrete Operations ◽  
Cognitive Problems

Cognitive development is a change processes of human life in understanding, managing information, solving problems and knowing something. Jean Piaget is one of a figures studied cognitive development and said about cognitive development steps. Jean Piaget is also a biologist who links the physical maturity development with cognitive development steps. These steps are the motoric sensory step (0–2 years), pre-operational (2-7 years), concrete operations (7–11 years) and formal operations (11–15 years). In understanding the world actively, a child uses a scheme, assimilation, accommodation, organization and equilibration. A child's knowledge formed gradually in line with the information experience found. According to Piaget, children undergo a definite sequence of cognitive development steps. In this theory, children predicted to have maturity quantity and quality based on the steps passed. a step of cognitive development is a continuation of previous cognitive development. Cognitive problems arise in elementary school children viewed from Piaget's cognitive development theory including dyslexia, dysgraphia and dyscalculia. Perkembangan kognitif adalah tahapan-tahapan perubahan yang terjadi dalam rentang kehidupan manusia untuk memahami, mengolah informasi, memecahkan masalah dan mengetahui sesuatu. Jean Piaget adalah salah satu tokoh yang meneliti tentang perkembangan kognitif dan mengemukakan tahapan-tahapan perkembangan kognitif. Jean Piaget yang juga ahli Biologi menghubungkan tahapan perkembangan kematangan fisik dengan tahapan perkembangan kognitif. Tahapan-tahapan tersebut adalah tahap sensory motorik (0–2 tahun), pra-operasional (2–7 tahun), operasional konkret (7–11 tahun) dan operasional formal (11–15 tahun). Dalam memahami  dunia secara aktif, anak menggunakan skema, asimilasi, akomodasi, organisasi dan equilibrasi. Pengetahuan anak terbentuk secara berangsur sejalan dengan pengalaman tentang informasi-informasi yang ditemui. Menurut Piaget, anak menjalani urutan yang sudah pasti dari tahap-tahap perkembangan kognitif. Pada teori ini, anak diprediksi memiliki kematangan secara kuantitas maupun kualitas berdasarkan tahapan-tahapan yang dilaluinya. Perkembangan kognitif pada satu tahap merupakan lanjutan dari perkembangan kognitif tahap sebelumnya. Problem kognitif yang muncul pada anak usia sekolah dasar dilihat dari teori perkembangan kognitif ala Piaget diantaranya disleksia, disgrafia dan diskalkulia.

Evaluating Knowing and Reasoning in College for Use in Christian Higher Education

2019 ◽  
Vol 16 (2) ◽  
pp. 344-358
Author(s):  
Erin M. Shaw
Keyword(s):  
Higher Education ◽  
Cognitive Development ◽  
Christian Higher Education ◽  
Development Theory ◽  
Miami University ◽  
Christian Worldview ◽  
Inverse Consistency ◽  
Potential Use

This article evaluates Marcia B. Baxter Magolda’s cognitive development theory in Knowing and Reasoning in College (1992) for its potential use in Christian higher education. Baxter Magolda is an educator and researcher who pioneered a study on cognitive development at Miami University. Her study considers both genders’ perspectives on development. This article utilizes John David Trentham’s principle of inverse consistency as a precedent to reorient Baxter Magolda’s model to one consistent with a Christian worldview.

scholarly journals PEMPROFILAN PELAKU TERORIS ANAK

2020 ◽  
Vol 9 (2) ◽  
pp. 130-139
Author(s):  
Saraswati Saraswati ◽  
Elsafira Maghfiroti Resyanta
Keyword(s):  
Qualitative Study ◽  
Life Experience ◽  
Point Of View ◽  
Development Theory ◽  
The Past ◽  
Behavior Motivation ◽  
Motivation Beliefs ◽  
The Subject ◽  
Speaking Style ◽  
Main Factor

The background of this study is to examine the profile of child terrorist and the motivation behind the crime of terrorism in children by using child development theory and sosial ecology theory. This research is a qualitative study using a phenomenology approach. The phenomenology approach aims to describe the meaning of the life experience of a terrorist child so that the level of belief or paradigm of the terrorist child changes, so to learn and understand it must be based on the point of view of a terrorist child as a subject who directly experiences the incident. The subject of this research is a child who commits a terrorist crime. Data collection techniques by conducting deep interviews, observation and documentation study. This research was conducted at the Juvenile Penitentiary Class I Tangerang (LPKA). The results of this study indicate that the profile picture of a child terrorist can be assessed based on the child's speaking style, behavior, motivation, beliefs, and experiences in the past. The main factor for a child committing a terrorist crime comes from the lack of figures and supervision from parents in their teens so that children look for other figures to be used as examples.

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