THE TASK OF DEVELOPMENT IN CHILDREN END

THE TASK OF DEVELOPMENT IN CHILDREN END

The growth of the child should be noted carefully by parents, because the process of growing flower child will affect their lives in the future.If the development of the childescaped the attention of parents and children are going to grow less in accordance with the present and approached them.Child development are all changes that occuron the age of the child, namely the infancy todlerhood (age 0-3 years), early childhood(age 3-6 years), middle childhood (ages 6-11 years). The changes that occur in childreninclude changes to aspects of the physical, emotional, cognitive, andpsychosocial.Primary school age period is the continuation of the infant and preschoolchildren. This period occurs from ages 5 to 12 years are marked by the occurrence ofdevelopments in children include physical and also kognitifnya.

A.    Cognitive Development

Along with the influx of children into primary schools, the ability of kognitifnya sort of rapid progression. Because the school entrance, means the world and interest childrengrew wider. With the widespread interest in the growing sense of man and also the objects that were previously less meaningful to the child.

Under normal circumstances, the thought of school-age children grew gradually. If at the time of the previous power think children still are imaginative and egocentric thenduring this period towards the developing child thinks power think concrete, rationaland objective. Power ingatnya be very strong so that the child really is in a stage oflearning.

According to the theories of Piaget, children thought the elementary school also known as concrete operational thought (concrete operational thought), it meansmental activity that is focused on the real events of objects or concrete in an attemptto understand their natural surroundings is no longer too rely on information sourced from the five senses, since children begin to have the ability to distinguish what appears to the eye to reality indeed. In this period, the child has developed three kinds of process called with operations, namely:

1.   Negation (negation)

During the concrete operational child understand the relationships between objects orobjects with one State or another State.

2.   reciprocal links (Resiprok)

The children already know the causal relationship in a State.

3.   the identity

The children have been able to identify one by one row of existing objects.

Operations that occur within the child allows also to know an act without seeing thatsuch a feat is demonstrated. So at this stage the child has cognitive structures thatenable it to be able to think to do an act without it's own act for real.

a.   the development of memory

During this period, children's short-term memory has been well developed. However,long-term memory didn't happen much improved with any limitations. To reducethese limitations, the child tries to use memory strategies i.e. intentional behaviour isused to improve the memory. mentions four different memory strategies are important, namely:

1. Rehalsal (repetition)

strategy to improve memory by repeating many times the information was submitted.

2. Organization (Organization)

The classification and designation of something is used to improve the memory. Aselementary school children often remember the names of her classmates according tothe order in which they were sitting in a classroom.

3. Imagery (comparison)

Comparing something with this type of indication of the characteristics of a person.

4. Retrieval (back appearance)

The process of removing or lifting information from storage areas. When a gesture that may help bring up the back a memory, they are going to use spontaneously.

In addition to memory strategies listed above, there are other things that affect thechild's memory, such as the level of age, nature of child (including health, attitudes, and motivation), as well as knowledge gained the previous child.

B.    the development of critical thinking

The development of critical thinking, understanding or a reflection of the problems in depth, keeping an open mind to keep it, don't trust it for granted the informationcoming from a variety of sources, as well as being able to think in a reflective andevaluative.

C.   the development of creativity

In this stage children have the ability to create something new. This development was greatly influenced by the environment, especially the school environment.

D.   language development

During their children's early language development, continues. Treasuries the vocabulary and how to use complex sentence increased. This development is seen in the way of thinking about the words, sentence structure and gradually the child willstart using shorter sentences and solid, and can apply different rules of grammarappropriately.