PERKEMBANGAN KOGNITIF ANAK DALAM PERSFEKTIF PENDIDIKAN ISLAM

Children's education begins from family (household) where they are influenced by what their parents do by imitating and learning. So, children’s cognitive development is inseparable from the family environment. Children’s development in cognitive theory shows the cognitive skills in the form of perception, learning process, attention, language skill, and emotion. These all are implicated in children’s behavior regarding the cognitive development process in capturing, assessing, comparing, and responding to a stimulus before reacting. An individual receives a stimulus and then performs the cognitive process before reacting to the occurring stimulus. This process includes procedures for obtaining information, presenting, and transforming the information as knowledge. This knowledge reflects an indication of children’s behavior and attitude. Therefore, children’s cognitive development in psychological view is categorized into four: the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage.

Optimalisasi Dan Simulasi Terhadap Perkembangan Kognitif Anak Usia Dini

Cognitive development is one of students’ development that emphases on knowledge –psychological process –to discover surroundings. Developing students’ knowledge is a teacher work. This is an analytical library research that is to show the optimization and simulation on development of the early childhoods’ cognitive. Piaget asserts four cognitive development which one of is preoperational stage. The stage is the early childhood development where they are in a golden age should be optimized through the education. At this stage, they learn through the use of symbols with the latest approach in learning. Teacher can help over the skills process and giving concepts for the students’ refinement of reasoning, so we should be aware of giving interpretation in class by giving them chances to express their ideas.

Belief in Metamorphosis

The idea that the borders between different natural species can be easily bridged by metamorphoses was central to the ancient worldview. Humans were believed to be able to undress their human appearance and to transform into any beast whichever, or, conversely, animals were believed to appear as human beings. This belief permeated daily life and ritual practice. The notion of metamorphosis was also central to ancient metaphysics: it affected ideas regarding creation and maintenance of the cosmos, as well as birth and death of living beings. This article demonstrates that developmental psychology can explain both the universal existence of this belief in premodern societies and its disappearance in modern societies. People staying on the preoperational stage cannot avoid believing in metamorphosis because it is an inevitable part of the cognitive patterns of this stage. People staying on the concrete and formal operational stages are in fact no more able to share these ideas because the notion of the invariance of natural kinds is an inevitable part of higher psychological stages. The article points to the fundamental importance of developmental psychology for ethnological research, especially for the study of ancient worldview.

How Does Politeness Emerge in Preoperational Stage

Preoperational stage starts from the age of two years to seven years. Through this year children be able to be behave politely. During this stage, children have started trying to distinguish what is good and bad things. In the concrete preoperational phase the child has begun to understand some rules that applies at home or school. The level of politeness has also been better applied. There are several politeness principle that can be used as a guidance in running a social life. The widely used maxim is the maxim of generosity, the children already understand about the meaning of sharing because since childhood their parents taught about the meaning of sharing which then they practice directly in school. Approbation maxim and tact maxim are seldom used by children because they have not yet been able to apply both maxim in a socializing

MODEL SUPERVISI PEMBELAJARAN MOLIT’O PAUD

Supervision is seen as important to be developed after taking into account the facts, problems, and stakeholders of PAUD in the exploration study in May 2017. The Moleconomic Instructional Supervision Model aims to (1) solve the problems faced by PAUD educators regarding PAUD education standards, (2) concepts that underlie the supervision of Moliti’O instructional become one of the problems faced by PAUD educators regarding PAUD education standards, and (3) Finding a model of supervision of Moliti’O instructional that can foster the imagination of learners. The results of the discussion show a model of supervision of instructional needs to consider the characteristics of the subject studied. Early-age children who are still in the preoperational stage require a model of instructional supervision that can foster the imagination within the learners as well as the deepening of a model of supervision of instructional Moliti’O as well as guidelines for supervision of instructional Moliti’O.

How Does Politeness Emerge in Preoperational Stage

Preoperational stage starts from the age of two years to seven years. Through this year children be able to be behave politely. During this stage children have started trying to distinguish what is good and bad things. In the concrete preoperational phase the child has begun to understand some rules that applies at home or school. The level of politeness has also been better applied. There are several politeness principle that can be used as a guidance in running a social life. The widely used maxim is the maxim of generosity, the children already understand about the meaning of sharing because since childhood their parents taught about the meaning of sharing which then they practice directly in school. Approbiotion maxim and tact maxim are seldom used by children because they have not yet been able to apply both maxim in a socializing.

Visual perceptions of snack packages among preschool children

Purpose – This paper aims to examine the perceptions of the visual packaging of snacks and nutrition knowledge among preschool children. Packages serve as persuasive media at the point of purchase. Design/methodology/approach – In this paper 13 interviews with four-year-olds were conducted. Children sorted seven snacks that implied fruit into categories based on perceptions of fun, taste, parent’s choice and “nutrition”. Children also drew trees with food that would make them healthy or not healthy. Findings – Children attended to the package elements more than the product. All children selected the character fruit snack as their preferred choice; however, perceptions for fun and taste varied among snacks. Perceptions of healthiness showed evidence of heuristics (e.g. sugar = bad; fruit = good). Some children were able to understand that their parents’ choices may be different from their own. Research limitations/implications – Because of the small sample size, it is not possible to generalize results to all children. Children seemed to understand that the character may not convey “healthy” or “taste”, but they still chose the snack with a character. Practical implications – Children as young as four can understand nutrition heuristics and may/may not use those heuristics in product preferences. Social implications – Children may be able to reason about their own preferences and others’ preferences at a preoperational stage of development. Originality/value – Previous research indicates that older children are attracted by characters. The findings show that younger children also prefer characters but may be capable of disentangling the various associations of “characters”.

Acercamiento a un programa de fortalecimiento de habilidades sociales en la etapa preoperacional a través del juego simbólico. Program to strengthen social skills in the pre-operational stage through the symbolic games.

Program to strengthen social skills in the pre-operational stage through the symbolic games. Resumen Articulo presenta resultados de investigación realizada como trabajo de grado para optar el título de psicólogo orientada a diseñar un Programa de fomento de habilidades sociales en los niños de edad preescolar mediante el juego simbólico. Se utilizó un diseño bibliográfico con técnicas de análisis intra e intertextual y como instrumento la ficha bibliográfica. Para el diseño del programa se tuvo en cuenta el juego simbólico como medio principal del desenvolvimiento del niño en la edad preescolar, a partir del cual se diseñaron diferente tipo de actividades para el fomento de las principales habilidades sociales necesarias para una óptima formación y desarrollo de ser humano en la infancia. Palabras clave: Habilidades sociales, etapa preoperativa, juego simbólico. Abstract Article presents results of research conducted as degree to qualify the title of psychologist and aimed to design a programme for the promotion of social skills in children of preschool age through symbolic play. It was used a bibliography design with intra and intertextual analysis and as an instrument used the bibliography diagram. Symbolic play was used how the primary means of the development of the child in the preschool, it was designed different types of activities for the promotion of major social skills necessary for an optimal training and development of human being the childhood. Keywords: Social skills, preoperational stage, symbolic game.