KPP 6014 : Perkembangan Emosi, Sosial dan Moral

Kul 3: Brofenbrenner && Havighurst :Perkembangan Sepanjang Hayat

Brofenbrenner

Biodata BrofenbrennerUrie Bronfenbrenner (April 29, 1917September 25, 2005) was a Russian American psychologist, known for developing his Ecological Systems Theory, and as a co-founder of the Head Start program in the United States for disadvantaged pre-school children.

SambUrie Bronfenbrenner was born to Russian Jews, Dr. Alexander Bronfenbrenner and Eugenie Kamenetski Bronfenbrenner, in Moscow, Russia.

When he was 6, the family moved from the USSR to the United States.

Bronfenbrenner attended Cornell University, completing a double major in psychology and music in 1938. After earning an M.A. at Harvard University in developmental psychology, he completed a Ph.D. at the University of Michigan in 1942.

SambThereafter he entered service in the United States Army as a psychologist. Following a brief stint at the Veterans' Administration following World War II, Bronfenbrenner began teaching. First an Assistant Professor in Psychology at the University of Michigan, he took a professorship at Cornell University at 1948.

Ecological System Theory Ecological Systems Theory, in which he delineates four types of nested systems. The microsystem (such as the family or classroom); The mesosystem (which is two microsystems in interaction).The exosystem (external environments which indirectly influence development, e.g., parental workplace).

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The macrosystem (the larger socio-cultural context). The Chronosystem (the evolution of the external systems over time).

SambEach system contains roles, norms and rules that can powerfully shape development. This system is strikingly similar to the social networks approach of James Comer who was the first to put forward a model for school reform, the School Development Program.

Kesimpulan Teori BrofenbrennerPerkembangan kanak-kanak dipengaruhi oleh sistem-sistem yang berada disekitarnya seperti sistem kekeluargaan, organisasi tempat kerja ibu bapa, sistem kejiranan, organisasi tempat tinggal, sistem budaya dan zaman atau peredaran masa.Apa pendapat kamu?Nature or Nurture is most influential in moulding human development ?

HavighurstRobert James Havighurst (born June 5, 1900 in De Pere, Wisconsin died January 31, 1991 in Richmond, Indiana).Havighurst was a professor, physicist, educator, and aging expert. Both his father, Freeman Alfred Havighurst, and mother, Winifred Weter Havighurst, had been educators at Lawrence University. Havighurst worked and published well into his 80s. According to his family, Havighurst died of Alzheimer's disease at the age of ninety

SambHe obtained many degrees and education achievements: 1918-21 B.A. from Ohio Wesleyan University, 1922 M.A. Ohio State University, 1924 Ph.D., Chemistry Ohio State University, 1953-54 Fulbright Scholar, University of Canterbury, New Zealand, 1961 Fulbright Scholar University of Buenos Aires

Havighurst Developmental Tasks (1953)Havighurst recognized that each human has three sources for developmental tasks. They are:Tasks that arise from physical maturation: Learning to walk, talk, control of bowel and urine, behaving in an acceptable manner to opposite sex, adjusting to menopause.

Samb.Tasks that arise from personal values: Choosing an occupation, figuring out ones philosophical outlook.Tasks that have their source in the pressures of society: Learning to read, learning to be responsible citizen.

Havighurst Developmental Tasks(Ages 06)Learning to walk. * Learning to crawl. * Learning to take solid food. * Learning to talk. * Learning to control the elimination of body wastes. * Learning sex differences and sexual modesty. * Getting ready to read. * Forming concepts and learning language to describe social and physical reality.

Ages 0 6 years old

Ages 6 18 (Ages 618 )Learning physical skills necessary for ordinary games. * Learning to get along with age mates. * Building wholesome attitudes toward oneself as a growing organism. * Learning on appropriate masculine or feminine social role. *

Samb(Ages 6-18 )Developing concepts necessary for everyday living. * Developing conscience, morality and a scale of values. * Achieving personal independence. * Developing attitudes toward social groups and institutions

Ages 18-30(Ages 1830)Achieving new and more mature relations with age mates of both sexes. * Achieving a masculine or feminine social role. * Accepting ones physique and using the body effectively. * Achieving emotional independence of parents and other adults. * Preparing for marriage and family life. *

Samb(Ages 18-30)Acquiring a set of values and an ethical system as a guide to behavior. * Desiring and achieving socially responsible behavior.* Selecting an occupation.

Ages 30-40 (Ages 3040)Selecting a mate. * Learning to live with a partner. * Starting family. * Rearing children. * Managing home. * Getting started in occupation. * Taking on civic responsibility. * Finding a congenial social group.

Ages 40 - 60(Ages 4060)Assisting teenage children to become responsible and happy adults. * Achieving adult social and civic responsibility. * Reaching and maintaining satisfactory performance in ones occupational career. * Developing adult leisure time activities.

(Ages 40 60)* Relating oneself to ones spouse as a person. * To accept and adjust to the physiological changes of middle age. * Adjusting to aging parents.

(Ages 60 and over)(60 and over)Adjusting to decreasing physical strength and health. Adjusting to retirement and reduced income. * Adjusting to death of a spouse. * Establishing an explicit affiliation with ones age group. * Adopting and adapting social roles in a flexible way. * Establishing satisfactory physical living arrangements.

Kesimpulan Teori HavighurstSetiap individu memainkan peranan tertentu pada setiap peringkat perkembangan. Oleh itu ibu bapa perlu menyedarkan anak-anak mereka tentang tugas dan peranan mereka pada setiap peringkat kehidupan.

SambContohnya persekitaran perkembangan remaja.

Faktor-Faktor yang Mempengaruhi Pembelajaran RemajaZaman remaja penting kepada setiap remaja.Sekiranya, remaja mendapat persekitaran yang baik maka berjaya.Jika penghargaan kendiri terganggu, remaja menghadapi masalah.Remaja sensitif dan tidak gemar menerima kritikan negatif.Jadi, persekitaran di mana remaja tinggal sangat penting dalam pembinaan kendiri.

Faktor-Faktor yang Mempengaruhi Pembelajaran RemajaPenampilan fizikal dan kecantikan memberi kesan mendalam kepada remaja kerana perubahan hormon.Jika rakan sebaya tidak mengendahkan mereka, maka wujudlah penghargaan kendiri yang rendah hingga mengakibatkan permasalahan dalam pembelajaran.

Faktor-Faktor yang Mempengaruhi Pembelajaran RemajaGuru perlu memberi inspirasi bahawa potensi dalaman remaja adalah elemen yang penting daripada penampilan luaran. Peranan ahli keluarga / ibu bapa?Peranan Guru?Peranan rakan sebaya?

Faktor-Faktor yang Mempengaruhi Pembelajaran RemajaSokongan daripada rakan dan ahli keluarga.Suasana persekitaran tempat tinggal remaja perlu memberi inspirasi untuk terus menghadapi tekanan hidup. Sokongan komuniti setempat dan masyarakat. Bagaimana caranya?

Faktor-Faktor yang Mempengaruhi Pembelajaran RemajaRemaja perlu memberi tumpuan pada matlamat hidup untuk mencapai cita-cita.Remaja perlu merealisasikan potensi dalaman yang dimilikinya.Remaja perlu meningkatkan kemahiran dan bakat dalam bidang yang diterokainya.Remaja sentiasa berpemikiran positif.

Faktor-Faktor yang Mempengaruhi Pembelajaran RemajaRemaja perlu memahami diri dan mengetengahkan semua kualiti positif dan unik yang dimilikinya.Remaja perlu membuktikan bahawa mereka mempunyai identiti diri dalam mengejar apa yang diingini dalam hidup dengan menolak kegagalan-kegagalan awal (initial failures), sekiranya ada.

KesimpulanKedua-dua teori menjelaskan bahawa persekitaran kanak-kanak sangat mempengaruhi perkembangannya dari segi pembentukan personaliti, kognitif, rohani/spiritual, emosi, sosial dan moral.