1) NATURE OF HUMAN BEINGS

Concept
Gym (2005) = authentic (surrounding/change) behavior,
habits, talents, birth
Rogers (1951) = human, potential, (+), self-perfection

Religious Perspective
Rayib Al-Isfahami = strength, human, reveal truth,
religion/God
Al-Ghazali = body/soul
Belief of God
o
Control emotion/oneself, modernization, society,
nation
Man as Caliph
o
Responsible, differentiate

Biological Perspective (Genetic, environment)

Human Potentials (family/society)

Def = capability/ability, man, embedded, contribute,
success
Kms Dwn = capable, achieve, produce, strength, able,
succeed
Aspects
J = psychomotor
E = understand
R = believe God, good character
I = critical thinking
S = relationship, self-confidence
Factors
Genetic
o
Mental, Physical, Emotion
Environment
o
Family, Peer, School, Culture, Media
IMPLICATION
Effective learning environment
Submerge hidden potential
o
Various cognitive act
o
Co-cu act
o
Various Teaching techniques & act
o
Intrinsic strength (will to do task)
Aware of their potential
Effective education programme

2) CHILD DEVELOPMENT
Concept
Growth

Develop
ment

DIFFERE
NCES
J
E
S

Change,
size/maturity

Change, bio
pattern,
cognitive,
emotion,
individual,
birth, end

G
height
feelings
relationship

Basic Principles
in order
general > specific
continuous process
different rates
outcome of interaction

o Quantitative (Can be seen,

measured)
o Body (size/structure)
o Size (brain/internal organs)
o Cognitive/physical
o Differs between children
o Influenced:
Genetic
Hereditary
Parents health
Environments
o Qualitative (JEMKS)
o Stable
(gradually/systemtically
)
o Continuously (mature
natural changes,
genetics)
o Influenced:
Maturation
learning
D
Skills
Skills, emotion
Skills, relationship

o
maturity - potential
o
learning practices, imitation, identification
Factors
Genetic (biological characteristics)
o
Environment (external experiences)
o
Stages

Prenatal - life style, mothers condition

Postnatal - background, FPSCM

o
Broffenbrenner Ecology theory (product, interaction,
environment)
o
System

Micro - nearest (parents)

Meso - relationship of micro (house - school)

Exo
- indirectly effect (school - supermarket)

Macro - norms, practice, values (eg: gender)

Chrono - socio-historical condition (pc games)

Individual Differences
o
Maturity - characteristics development, exist,
inherited, genes
o
Learning - development (practice/effort)
o
Aspects

J - weight, height

E - manage feelings

K - problem solving

I - gain knowledge, adapt to environment

S
- interaction skills
o
Multiple Intelligence

Linguistics

Music

Spatial

Logic-Maths

Kinaesthetic

Intrapersonal

Interpersonal

Naturalistic
o
Emotional Intelligence

Interpret his feeling > guide his action

Stages
Infancy
Rapid, development of bio, cognitive,
(0-2)
socio-emotional
Early
Smaller muscles, imagination, , socialize
Childhood
(3-8)
Childhood
Learn task, understand rules, peer
(9-11)
relationship
Early
Sensitive, logical thinking
Adolescence
(12-15)
Adolescence
Close peer relationship, independent
(15-20)
Theories
Biological maturity
o
Arnold Gessel maturity (fixed timetable >
sequence, specific pattern)
Cognitive
o
Jean Piaget intellectual development < individual
(sensory motor, preoperational, concrete, formal)
Social
o
Robert Havinghurst - task concept (environment,
values, norms, culture)

3) PHYSICAL DEVELOPMENT > SelfConfidence

-

Def = physical changes, body parts (growth rate/function)

Principles
Head > leg
Middle part of body > outward (backbone, organ)
Clear/specific ability (pain)
Different stages of physical development (shoulders)

Stages

Prenatal

Germinal
- 2 weeks > mitosis
- New cells > part of body
Embryo
- 3rd 8th week
- 4th = brain, eyes, ears, mouth
- 8th = organ, features, fingers, legs
Foetus
- 3rd month > birth
- Muscle, nervous system
- Sight, hearing, movement
- Weight, length
- 7th = premature > breathing difficulties
Infant
- Rapid, brain >
- 6th 8th = teeth from bottom
(0-2)
- Psychomotor/body movement (crawling)
- Motor sensors (hold)
Stimulus (hearing/visual)
Daily experience
Early
- Slower
- Height = twice, weight = 4x
Childhood
- Psychomotor, sequence
(3-6)
- (hold, riding, jumping, writing)
Childhood
- Stable, slower
- Psychomotor
(7-11)
- Permanent teeth
- Thinner, stronger > older
- Better = fine muscles, eyes coordination,
hands
- Contact games (football)
Play musical instrument
Games participation
Inculcate (eating habits), avoid unable to adapt/social
problems.
Guide (necessary only), avoid dependency/lack selfconfidence
Avoid comparing
Aware their muscles development
Early
- Rapid
Adolescence - Physical changes
- Puberty
(12-15)
Seminars (accept oneself)
Healthy Lifestyle exercises (build strength)
Healthy social activities
Separate changing rooms gender
Course sexual activities
Q & A opportunity

4) COGNITIVE DEVELOPMENT

Def = think, opine, comprehend, memorise, surrounding

JEAN PIAGET
Change radically, birth, maturity
Factors
Maturation (genetic)
Surrounding (environment)
Experiences (interaction)
Equilibration (understanding + experience)
Process
Schemes = new experience
Organization = arrangement
Assimilation = fit Eg: manual car > automatic
Accommodation = change, new Eg: drive left > right
Adaptation
Equilibration (understanding + experience)

Sensorimoto - Senses & physical movements

- Relate (knowledge/senses)
r
- Logical action (simple scheme. Eg:
(0-2)
emptying)
-

5) LANGUAGE DEVELOPMENT
Def = words, community, varying rules, grammar, syntax,
vocabulary
Reason = catalyst, facilitates P&P, tool (self-concept/social
dvlpment)

Stages

Pre- Symbols (objects, movement) = Semiotic

Operational
function
- Language development
(2-7)
Toddler/early - Unable = transform, reverse, reason
- Egocentric = expect everyone feels same
childhood
Concrete aids
Short instruction
Easy explanation
Aware on ambiguity
Hand-on practice
Wide range experience
Concrete
- Logic/concrete
Operational - Transformation, reversibility,
reasoning (identity, compensation,
(7-1)
reversibility)
- Solve conversation problems
- Classification
- Seriation
Concrete materials
Brief instruction
Manipulation objects
Familiar examples
Analytical thinking activities
Wide range experience
Formal
- Abstract (solve math problems)
Operational - Systematically (different possibilities)
- Hypothetically (alternatives,
(11-above)
combinations)
- Egocentrism = refuse accept others
opinion
Concrete materials
Broad concept
Hypothesis/Alternative answers
Scientific reasoning
LEV VYGOTSKY
Self-motivated individual (explore, form, test ideas)
Factors (do)
Social interaction
Language skills
ZONE OF PROXIMAL DEVELOPMENT
Upper Limit = instructors assistance
ZPD = cognitive skills required to achieve UL skills.
Lower Limit = alone accomplishment
Scaffolding = changing support level
Dialogue = systematic concept arrangement
Interaction = communication
Private speech = language (plan, guide their behaviour)
IMPLICATION
Assessment < ZPD
Use ZPD
Peers help
Monitor private speech
Meaningful instruction

Theories
Behaviourist = reinforcement. Eg: mother teach to
speak
Socio-Cognitive = modelling role. Eg: adults speech
Vygotsky = social interaction (feedback), culture
transmission, internal thinking regulation. Eg: short
sentence, appropriate intonation

Stages
Infancy
(0-2)

Childhood
(6-10)
Adolescence (12-15)
Effects
Biological
o
Detect the sound > follow language rules
o
Brocas/Wernickes area = left brain atmosphere
Environment
o
Family/Environment (vocabulary/language skills)
IMPLICATION
Concrete experiences (AMALI)
Diversity instructional strategies (weak + clever student,
strategies)
Active language usage (groupwork)
Childhood
(2-6)

Attract attention
0
= Crying (distress)
1st 2nd
= Cooing (interact)
th
th
th
5 /6 /7 = Babbling
8th 12th = Gestures (pointing,
understand)
10th 15th = Speak 1st word (important
people)
18th 24th =
2 words
Utter 3/4 words
Rhymes
Questioning properly
3rd = scribbling
4th = writing name
5th = produce letters
Vocabulary/grammar
Reading skills
Writing skills
Word function
Manipulate language
Better writer
Dialect

(36-65)
Ego
Integrity vs
Despair
(65 >)

Early
Childhood
(2-6)

(18-35)
Generativity - Productive/Creative
- > rejection
vs
Stagnation

Middle/Late
Childhood
(6-10)
-

t
(1-3)
- No humiliation
- Give support
Initiative vs - Independent
- > sense of guilt
Guilt
(4-5)
- Active play
- Role-models
Industry vs - Competence in academic
- > failure feeling
Inferiority
(6-11)
- Wider opportunities
- Peers help
Identity vs
- Imitation > self-identity
- > identity confusion
Role
Confusion
(12-18)
- Realistic feedback
- Role-models
Intimacy vs - Marriage
- > exclusivity, avoidance
Isolation

EMOTIONAL DEVELOPMENT (ERIK ERIKSON)

Def = feeling in an interaction/state
Ways of Emotional Regulation
External > internal sources (parents)
Cognitive strategies (private speech)
Emotional arousal (maturity/support)
Manage relationship
Coping with stress (control)
Stages
Infancy
(0-2)

6) SOCIO-EMOTIONAL DEVELOPMENT
PSYCHOSOCIAL DEVELOPMENT (ERIK ERIKSON)
Focus
- Self-emergence
- Identity
- Individual relationship
- Culture role
Stages
Trust vs
- Feeding caregiver
- > Fear/suspicion
Mistrust
(0-1)
- Pair work
- Collaboration
Autonomy vs - Toilet-training parents
Shame/Doub - > Doubt on their skills

- Face challenge (adapt)

- > meaningless life

Primary = joy, anger (0-6)

Self-conscious = jealous
Crying (soothe > trust to caregivers)
Smiling (reflective/social)
Fear (6-18)
Self-conscious = Pride, Shame, Guilt
Characteristics
Emotion vocabulary
Label simple emotion
Cause/consequences
Development
Understand complex emotion
Manage negative emotion
Redirect feelings
Characteristics
Aware long effect feeling
Control emotion
Hormonal influences

Adolescence (12-15)
IMPLICATION
Trust
Recognize feelings
Coping emotional strategies
Role-model

ATTACHEMENT (Bowlby)
Def = emotional tie, person, tendency, closeness
Stages
Pre
- Signal attract caregivers > remain close
(0-6 w)
In the
- Signal > caregiver respond
- Not protest (separated from parents)
Making
(6w-6/8m)
Clear-Cut
- Separation anxiety (sad)
- Protest (separated from parents)
(6/8m18/24m)
Reciprocal
- Understand symbols
Relationship - Negotiate (request/persuasion)
Formation
(18m 2y>)
Types
Secure = warm greet
Avoidant = slow greet
Resistant = anger
Disorganized/Disoriented = confused
Factors
Opportunity for attachment
Quality of caregiving (consistent)
Infant characteristics (illnesses)
Family circumstances (marriage)
Parents Experiences
MORAL DEVELOPMENT
JEAN PIAGET
Stages
Heteronomous
o
Relation of constraint
o
Rule = inflexible requirements

o
Punishment = auto consequence
Transition Period (mix features)
Autonomous
o
Relation cooperation among equals
o
Rules = mutual agreement
o
Punishment = intention, fairness, feeling
Lawrence Kohlberg
Stages
1) Punishment/Obedient Orientation
Preconventi - Physical consequence = (good/bad)
2) Personal Reward Orientation
onal
- Satisfy own & others needs
Appreciate
Simple instruction
Remind sensitivity
3) Good Boy/Nice Girl Orientation
- Approval by others
Conventiona
4) Law/Order Orientation
l
- Duty/respect authority
- Maintain social order (own sake)
Identify their moral reasoning
Justify their action
5) Social Contract Orientation
- Individual rights (standard)
6) Universal Ethical Principles
Postconvent
Orientation
ional
- Universal human right (moral/ethics
standard)
Factors
Parenting
o
Love withdrawal
o
Power assertion
o
Induction
o
Characteristics

Supportive, role-model

Foster internal morality

School
o
Characteristics

Caring school (equal)

School climate (consideration)

Voluntary work (visit)

IMPLICATION
Solve problems
Guide, evaluation in different perspective
Correlation value action
Exhibit awareness

7) PERSONAL DEVELOPMENT

Definition
Ability = achievement (learning, intelligent, talent)
Personality
= characteristics, emotion, attitude,
motivation)
= dynamic organization, psychophysics,
behaviour
(Self-concept), environment
Types
Extrovert
= active
Introvert= passive
Ambivert
= both
Theories &
Psychoanalytic theory (Freud)
o
Conscious/unconscious concept
o
Sexual/aggressive
o
Components

Id = pleasure, satisfaction demand (natural)

Ego = reality to satisfy Id (reasoning, logic)

Superego = perfection (social standards, religion)

o
Stages
Oral
+ Satisfaction (sucking)
(0-2)
- Smoking, pessimistic, dependent
Anal
+ Bowels muscle (toilet training)
(1 -3)
- Too rigid, stubborn
Phallic
+ Aware masculinity/feminity
(3-6)
- Vanity (ego) / Chastity (too pure)
Latency
+ Self-instinct , learn gender roles

(6puberty)
Genital
+ sexual interest
(puberty - Low self-concept
>
adolescen
ce)

Traits theory (honest, moody)

o
Characteristics differentiates individual
o
Sheldon

Endomorph = friendly

Mesomorph = aggressive

Ectomorph = quite/intelligent
o
Allport

Cardinal = internal influences

Central = patience/limited situation

Secondary = control others behaviour

o
Cartell

Trait resource = characteristics cannot be seen

unless observe

Trait surface = trait that can be observed

Humanistic theory (uniqueness, growth, potential)
o
Self-concept
o
Maslow Stages

Physiology (basic needs)

Safety = family

Love < arrogant

Appreciation

Self-fulfilment

Knowledge

Esthetical

Self-actualisation
o
Carl Rogers

Genuineness

Acceptance - unconditional

Empathy non-judgmental listening

Actual + ideal = self-esteem

Behaviourism theory (past experience, situation)
o
Internal factor <> environment (others
behaviour) <> behaviour
o
Locus of control

Internal = effort

External = fate
Factors
Genetics
Early experiences
Food
Family
School background
Sociocultural (belief)
Mass media
Teachers Roles (Personality)
Understand behaviour
Sensitive, potential
Accept, unique
Understand needs
Develop (+) image
SELF-CONCEPT
(+)
o
Success
o
Praised
o
Stable emotion
o
Optimistic
(-)
o
Failure
o
Criticized
o
Unstable emotion
o
Passive
Teachers Roles (Self-Concept)
Change time by time
Opportunity, talent
Sensitive, ability
Support
Love, attention

disorder

DEFENCE MECHANISM
Denial = refuse
Rejection = think other did too
Reaction formation = act contrast with feeling
Sublimation = redirect feeling
Repression = refuse
Regression = regret his past behaviour
Displacement = transfer to others
Rationalisation = logical justification

8) CHILDREN WITH SPECIAL NEEDS

Def = program for children with special needs

Act = Inclusive, enrichment, remedial
Characteristics
Physical
- Neurological disability (nervous)
- Orthopaedic problems (muscle)
Disability
- Stiff joint/lack coordination
Electronic textbook/computer
Special/Correct method
Visual
- Limited sight
- Lack facial responses
problems
- Depresses/ignores
- Squinted eyes/hold material close
- headache
Bigger printed word
Suitable classroom arrangement
Clear reading materials
Hearing
- spelling difficulty
- unstable pitched voice
problems
- listen-turn their head
Dont turn back on them
Free noise environment
Avoid yelling
Sign language
Speech
- pronunciation difficulty
- difficulty in understand word

Stammering
Cause = shyness, unstable
emotional, low self-esteem
Enough time to respond
Encourage to respond
Use multiple sensors approach
Being a suitable model (repeating slowly)
Learning
- Slow learner
- Dyslexia = reading/writing problems
Disabilities
- Autism = communication difficulty
- Not focus/interested to T&L
Simple language
Short logical sequence
Increase confidence T&L
Suitable task
Mentally
- Down-Syndrome= understanding
Disorder
difficulties
- Eye/hand coordination problems
Readiness to learn
Independent skills
Guide to manage themselves
Practice the knowledge
Attention
- Cannot maintain concentration
Deficit/Hypera - Poor memory
- Interrupt conversation
ctivity
- Active
Disorder
(ADD/ADHD)
Clear objective
Concrete examples
Short instructions
Relate with context
Simple task
IMPLICATION
Group work
Peers help
Various methods
Sensitive
Get their attention
Sign language