1.Perkembangan Physical and Psychomotor Behaviour
1.1. Physical Development
The beginning of one’s personal development is essentially biological (Allport, 1957). In the later stages of development, the normality of the constitution, the structure and condition of normality jasmanniyah someone will mempenngaruhi personality, especially those related to body-image issues, self-concept, self-esteem, and self-esteem. Physical development includes asfek-asfek anatomical and physiological.
Development of anatomical
Anatomical progression shown by the quantitative changes in the structure of bones apda. Height and weight index, a high proportion of high-head with the body as a whole line of constancy.
The bones in the infancy of the 27 are still pliable, porous and loose linkage: in early adolescence into 350 (the process of differentiation of function), and at the age of adulthood to 200 integration, compounding and shift (Crow & Crow, 1956:36).
Height weight at birth is generally about 3-4 kg and 0-60 cm, childhood around 12-19 kg and 90-120 cm, in early adolescence around 30-40 kg and 140-160 cm, then momentum change is reduced, and even become established.
Proposition head and body height in infancy and childhood about 1:4; adulthood to 1:8 or 10.
Developmental physiology
Developmental physiology is characterized by changes in quantitative, qualitative, and functional properties of biological systems work as muscle contraction, blood circulation and respiration, requirements, and digestive gland secretion.
Muscle as a motor controller, the proportion of weight 1-5 in infancy and childhood, to 1:3 in adolescence and then into adulthood at age 2:5.
Heart rate in infancy around 140 per minute with increasing age can be reduced by 62-63 although normally at about 72 adults.
Percentage of functional developmental level of perfection, from the cortex (the brain) as the central nervous system that has the function of controlling the activities of organisms.
Activity and the level of maturity in the form of lymphatic body secretions (bacteria repellent, etc.) is active and growing rapidly until age 12, then decreases (even inactive) with increasing age.
The course development process and physical
Physical development took place following the principles cepalocaudal (starting from the head towards the tail or leg) and promodistal (starting from the center to the edge or hand).
1.2. Development of Psychomotor Behaviour
Psychomotor behavior requires functional coordination between neuronmuscular (persyarafan and muscle) psychological functioning (cognitive, affective, and conative).
Loree (1970: 75) states there are two kinds bahwaa major psychomotor behaviors that are unversal be mastered by every individual in infancy or early childhood is walking and holding objects. Both types of psychomotor skills is the basis for the development of complex skills like that we know sebuttan play (playing) and work (working).
a) Learning and holding objects
Skills walk begins with basic psychomotor movements that must be mastered during perttama.
(Lorre, 1970: 75), the development of skills bergulit started from his back to tummy (5: 8 months), then the motion of a free seat (8.3 months), and free standing (9.0 months) to walk freely ( 13.8 months).
Skills hold objects up to 6, then the first month of his birth is reaching movements of objects drawn to a close with his entire arm. Just starting in the second six months of his birth, his fingers could be different, as he put it to his mouth.
b) Play and work
With the skills mastered walking, children move throughout the day to all the rooms and the yard sometimes running, climbing and jumping. Almost every object around him touched, shaken, torn or thrown.
c) The process of motor development
Besides heredity factors, environmental factors natural, social, cultural, and nutrition and nutrition and training opportunities are things that greatly affect the process and product development of physical and psychomotor behavior.
2. Development of Language and Cognitive Behaviour
2.1. Understanding Language Development
In accordance with its function, language is a communication tool used by someone in her social or relationship to others. Language as well as a means to get along. Therefore, the use of language to be effective as an individual memerlulkan communicate with others.
Since a baby begins to communicate with others, since it is also necessary language support. In line with the development of one’s language (infant-child) starts by fingering (voice or sound without meaning) and followed by the language one syllable, two syllables, construct a simple sentence, and so to socialize using complex language in accordance with the level of social behavior .
2.2. Characteristics of Adolescent Language Development
Teen language is a language that has evolved. Adolescents have a lot to learn from the environment, and thus formed by teenage bahsa environmental conditions. Environment includes the family, the community, and particularly socially peers and the school environment. The pattern language is a language that develops owned within the family or the mother tongue.
Adolescent language development completed and enriched by the communities in which they live. This means the formation of personality resulting from the interaction with the surrounding community will provide a special feature in language behavior. Along with his life in the wider community, children (teenagers) follow the learning process in schools. As is known, in educational institutions are given appropriate targeted stimulation with the rules right. The process of education is not to expand and deepen the educational horizons of science alone, but also plans to reverse the development of culture systems, including language behavior.
Social influence in society (peers) are sometimes quite prominent, so that the language of children (teenagers) become the lingua franca colored patterns that develop within the peer group. Of the group developed a code, a language that looks very special groups, such as the term “baceman” among the students it is meant leaked test questions or test. Language “jargon” created specifically for special interests too.
Effect of different environments between families, communities, and schools in the development of language, will cause differences between children with each other. This is evidenced by the selection and use of vocabulary appropriate to the level of social family. Family of less educated layers of society or illiterate, will be widely use market language, the language carelessly, the terms “rough”. Educated society, which generally have better social status, will use terms more effectively, and generally teenage children also speak better.
2.3. Factors that influence Adolescent Development
Ability related to social conditions. Therefore, development is influenced by several factors, namely:
Age Children
Humans get older the more mature physical growth, increased experience and improved kebutukannya. One’s language will evolve with increasing experience and needs. Physical factors will also affect the respect of the perfect organ growth talk, work the muscles to perform movements and gestures. In adolescence support the development of a biological language proficiency has reached perfection, followed by the development of the intellectual level of the child will be able to show you how to communicate well.
Environmental Conditions
The environment in which children grow and contribute to substantial in speaking. Language development will be different from the urban environment in a rural environment. Similarly, in the area of language development penggunungan, beaches and remote areas and in other social groups.
Intelligence of children
To mimic the environment of sound or voice, movement, and recognize the signs, requiring good motor skills. Person’s motor skills are positively correlated with intellectual ability or level of thinking. Accuracy imitate, producing vocabulary words in mind, the ability to construct a sentence properly, and understand or capture the intent pihaklain statement, strongly influenced by the work of thought or intelligence of children.
Family Socioeconomic Status
Socioeconomic status families well, will be able to provide a good situation for language development of children and their families. Stimulus to be imitated by the children of the family members of high social status in contrast to families of low social status. It will be more visible differences in language development for children living in the family of educated and uneducated. In other words, family education also affect the development of language.
Physical Condition
The physical condition here means that the child’s health condition. Someone disability impaired his ability to communicate as mute, deaf, stuttering, or organ imperfect sound will disturb the development of communication and of course would disrupt progress in speaking.
2.4. Effect of Thinking Ability Ability to Speak
Language skills and the ability to think with respect to each other. That affect the ability to think with language and vice versa. Low capacity to think someone would have difficulties in formulating sentences whice good, logical, and systematic. This will cause difficulty communicating.
Socializing means doing context with others. Someone convey ideas and ideas to capture the ideas and language and ideas of others through language. Deliver and pick up the meaning of the idea and the idea is that abstract thought processes. Inaccuracy capture the meaning of the language will result in imprecision and vagueness dipeloreh perception. Due to further the process of thinking is that the results not be exact. Inaccuracy thought hail was due to lack of processing in language.
2.5. Individual Differences in Ability and Language Development
According to Chomsky (Woolflok, et al., 1984: 70) child born into this world has the capacity to speak. However, as in other areas, environmental factors will take a fairly prominent role in influencing the child’s language development. They learn the meaning of words and language according to what they hear, see, and they are biological in their daily lives. Child language development environment shaped by different.
Child’s ability to think different, while thinking and language have a high correlation. Children with high IQs will capable of high language. IQ score reflects the existence of individual differences in children, and thus their ability in the language also varies according to the variation of their ability to think.
3. Development of Social Behavior, Morality, and Religious
3.1. The development of social behavior
Potentially (fitriah) humans are born as social beings (zoon politicon), said Plato.
However, to realize the potential he has to be in interaction with the other human beings (remember the story Zingh Singh in India and Itard in France, breast-fed infants and raised animals can not be trained to become human again).
1) The process of socialization and social development
As quickly as people realize that outside of her there is someone else, then they also began to realize that he has to learn what he should do as others expect. The process of learning to be a social creature is called socialization.
Loree (1970:86) by citing the opinions of English and English (1958) further explains that socialization is a process in which individuals (especially children) to train her sensitivity to social stimuli, especially the pressures and demands of life (kelornpoknya); learn to get along with and behave like people, behave in the socio-cultural environment.
Social development, and thus can be interpreted as an ongoing sequence of changes in the behavior of individuals to be social rnakhluk adults. Charlotte Buhier identifies social development in terms of awareness of the relationship I am you, or subjective-objective relationship. The process of development takes place in rhythm.
2) Social Trends Pattern Orientation
Branson (Loree, 1970:87-89) identified based on the results of longitudinal studies of children aged 5-16 years that there are three patterns of social trends in children, is (1) withdrawal-expansive, (2) reactivity-placidity and passivity-dominance. If someone has noticed the orientation on one pattern, then tend to follow into adulthood.
3.2. Development of Morality
1. Development of Moral
The term comes from the Latin word moral “mos” (Morris), which means that customs regulations / procedures values or life. While morality is a willingness to accept and carry out the rules, values or moral principles. Moral values, such as (a) a call to do good to others, to maintain order and security, maintain cleanliness and preserve the rights of others, and (b) a prohibition against stealing, adultery, murder, drinking and gambling. A person can be said to be immoral, if the behavior is consistent with moral values upheld Cleaner social group.
2. Factors Affecting the Development of Moral
Moral development of a child is influenced by the child acquire moral values and the environment, and parents. She learned to recognize the values match those values. In developing morals, the role of parents is very important, especially when children are still young. Some of the attitudes of the parents that need to be considered in relation to the moral development of children, including the following.
a. Kolsisten in educating children
Fathers and mothers should have the attitude and the same treatment in prohibiting or allowing certain behavior to the child. A child’s behavior that are prohibited by their parents at a time, shall also be prohibited if performed again at another time.
b. Parental attitudes dalarn family
Indirectly, the attitude of parents toward children, the attitude of the father and mother, or vice versa, can affect the development of children’s moral, that is, through the process of mimesis (imitation) harsh parental attitudes (authoritarian) tends to result in discipline apparent in children, while the indifferent attitude indifference, or apathy less likely to develop responsible attitudes and lack of child care norms din. The attitude that should be owned by the parent is affectionate attitude of openness, deliberation (dialogue), and consistent
c. Appreciation and practice of religious affiliation
Parents are Panut (teladah) for children, including here a role model in the practice of religion. Parents who create a climate of religious (religious) by ridding the doctrine or guidance on religious values to the child, then the child will experience moral development is good.
d. The attitude of parents in applying norms
People who do not want their children to lie, or applicable dishonest, then they should menjauhka him and lying or dishonest behavior.
3. Process of Moral Development
Child’s moral development can take place in several ways, as follows. Education directly, ie by planting the notion of behavior is right and wrong, or good and bad by parents, teachers or other adults. In addition, the most important in moral education mi, is exemplary and their parents, teachers or other adults in making moral values
2. Identification, by way of identifying or imitate the appearance or behavior of a person who became his idol moral (such as parents, teachers, scholars, artists or other adults).
3. The process of trial and error (trial and error), in particular by developing moral behavior by trial and error. Behavior that brings praise or appreciation will continue. Developed, while the behavior of the judgment or censure will halt.
3.3. Living the Development of Religious
1. Living the Stages of Development Sites
Parallel development of moral awareness, appreciation keagarnaan development, which is closely related to intellectual development in addition to the emotional and volitional (konatifl, experiencing growth. Experts generally (Zakiah Daradjat, Starbuch, William James) agree that the developments outlined a religious appreciation can be divided in three stages that are qualitatively exhibit different characteristics. stages it is as follows.
(A) First. Childhood (up to age seven) are characterized, among others, by: religious attitudes receptive although many air anya; view of the divinity of the anthropormorph (dipersonifikasikafi) appreciation of the spiritual is superficial (not deep) even though they have done or participation in ritual activities; regard to the divinity dipahamkan the ideosyncritic (according to his personal fantasy) in accordance with the level of cognitive ability that is still ego centric (looking at everything and corner him).
(B) Second. School period (7-8 to 11-12 years), which is characterized, among others, by:
religious attitudes are receptive but with understanding views and understands the divinity explained rationally based on the rules of logic which is based on indicators of the universe as a manifestation and existence and His greatness; deeper appreciation of the spiritual, ritual conducts accepted as a moral imperative.
(C) Third. Adolescence (12-18 years) that can be divided into two sub-stages, namely:
early adolescence, which is characterized, among others, by: negative attitudes (although not always overtly) due to the critical nature mind the fact the people her religious hypocrit (ostensibly) a lawyer and speech recognition are not always in tune with his deeds;
views in terms of the Lord’s being fucked her because he heard many read or hear the various concepts and understand a lot of thought or stream unsuitable or contrary to one another; rohaniahnya appreciation tends Skeptic (covered kewas of the region) so many are reluctant to do a variety of activities during the rituals are done with full kepatuhan.masa mi late teens, which is characterized, among others, by: back attitude, in general, to the achievement of positive arab intellectual maturity, even religion can be ahead of the grip of his adult life; views in regard to the divinity dipahamkannya in the context of religious affiliation and chosen; appreciation rohaniahnya calm again after going through the process of identifying and miss puja he could distinguish between the doctrines or teachings of religion as a human and adherents, the good (pious) and which are not. Ta also understand that there are different streams of religious understanding and a kind of tolerance should be accepted as the reality of this world.
2. Living the Religious Growth Process
The experts (Zakiah, Starbuch, etc.) also agreed that although the stages of the development process as above is a universal Gej style, but there is wide variation, on the individual level and at the level of the group (family, region, genre, understand) particular. The role of the family environment is very important in fostering appreciation of religious mi (Zakiah Daradjat, 1970:4-102).
Bibliography: Sunarto, Haji. , 2008. Students developments. Jakarta: Rineka Notices.
Hartinah, Sitti. , 2009. Development of Students. Bandung: Refika Aditama.
This paper is made by Us (Yuni Fitriyah, Kurniasari Asia and Sri Handayani)
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