tag:blogger.com,1999:blog-30788824009152636462023-06-20T20:10:42.874+07:00belajar di rumahbelajar di rumah itu menyenangkanLefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-3078882400915263646.post-27894467993526686002008-04-29T09:09:00.002+07:002008-04-29T09:12:42.063+07:00Hasil UN SMA diumumkan 16 Juni<span style="font-family: lucida grande;font-size:100%;" ><br />JAKARTA (Bisnis): Pengumuman hasil ujian nasional untuk pelajar SMA/SMK di ibu kota akan diumumkan pada 16 Juni mendatang.<br /><br />Hasil UN SMA/SMK akan diumumkan pada 16 Juni, sementara UN susulan pada 17 Juni, ujar Kepala Dinas Pendidikan Menengah dan Tinggi DKI Jakata Margani M Mustar kepada wartawan hari ini.<br /><br />Margani menjelaskan pengumuman UN akan dilakukan dengan cara mengirim surat kelulusan melalui pos ke rumah siswa. Hal ini dilakukan untuk menghindari bila ada siswa yang tidak lulus melakukan tindakan pengerusakan.<br /><br />Jumlah siswa yang mengikuti UN mencapai 12 ribu siswa dan 300 siswa yang mengikuti UN susulan. Sedangkan siswa yang tidak mengikuti UN sebanyak 600 siswa. Sementara tiga siswa yang mengikuti UN di rumah sakit.<br /><br />Margani menjelaskan akan melaksanakan UN untuk Paket C pada 18-24 Juni 2007. Siswa yang mendaftar UN Paket C sebanyak 3.000 siswa, terdiri siswa yang tidak lulus pada UN tahun lalu dan tahun sebelumnya.<br /><br />Pelaksanaan UN Paket C akan digelar di 134 Pusat Kegiatan Belajar Masyarakat (PKBM) yang ada di lima wilayah dan universitas seperti Universitas Pancasila, Unika Atmajaya, dan ASMI. (editor dj)<br /><br /></span><span style="font-weight: bold; font-family: lucida grande;font-size:100%;" >Bisnis</span><span style="font-family: lucida grande;font-size:100%;" >, selasa, 22 Mei 2007<br /><br /></span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com7tag:blogger.com,1999:blog-3078882400915263646.post-29900443303790433432007-04-05T15:43:00.000+07:002007-04-05T15:44:24.838+07:00The 6-Year-Old<span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold; font-style: italic;">quoted from</span><br /><span style="font-weight: bold; font-style: italic;">SchwabLearning.org</span><br /><br /><br /><span style="font-weight: bold;font-size:130%;" >Developmental Milestones: The 6-Year-Old</span><span style="font-size:130%;"><br /></span><br />In the early school years, you won’t see dramatic changes in motor skills because this is a period of refinement, when coordination improves and fine motor skills are sharpened. But you will notice remarkable changes in social and thinking skills. Your child is now building on the base of skills developed during early childhood and moving toward greater independence, both intellectually and emotionally.<br /><br />Here are some of the milestones you can expect of a 6-year-old:<br /><br />Motor Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >may still be somewhat uncoordinated and gawky</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >able to learn to ride a bicycle</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can move in time with music or a beat</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Language & Thinking Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >moving toward abstract thinking</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >develops reasoning skills</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >shifts from learning through observation and experience to learning via language and logic</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >wants it all; has difficulty making choices</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Social & Emotional Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >grows more independent, yet feels less secure</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >craves affection from parents and teachers</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >friendships are unstable; can be unkind to peers</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >needs to win and may change rules to suit herself</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >may be hurt by criticism, blame, or punishment</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can be rigid, demanding, and unable to adapt</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >increasingly aware that others have may have different feelings</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold;">Tips for Parenting a 6-Year-Old</span><br /><br />At 6, your child is curious, active, and becoming engrossed in school and new friendships.<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >Provide consistent structure at home to help your child adapt to the disciplined world of school.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Give lots of opportunity for physical activity to help develop skills.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Make a point of attending your child’s school and sports events. It’s important for her to show off her accomplishments.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Be patient with her selfishness; it will pass.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Be generous with praise.</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >“Snapshot” of a 6-Year-Old<br /><br />Jenny's story illustrates the range of skills, interests, and abilities considered typical development for this age.<br /><br />Marilyn laughed and thought of her daughter, Jenny, as she finished the last lines of a poem by A. A. Milne:<br /><br /> "But now I am Six, I’m as clever as clever.<br /> So I think I’ll be six now for ever and ever."<br /><br />Imagination<br /><br />The imagination of a 6-year-old is amazing. Marilyn thought about Jenny’s clever and creative thinking to explain the unexplainable. When a frog appeared in our backyard pond, we wondered how he got there. Jenny had no problem explaining it this way:<br /><br /> The frog, desperate for water, asked Mr. Jack Rabbit, who is a really fast runner, "Please take me to a place with water."<br /><br /> Being a good friend, Mr. Jack Rabbit said, "Of course. Just jump on my back, and I’ll take you to this nice pond."<br /><br /> So the frog jumped onto the rabbit’s back, and the rabbit brought him to our pond.<br /><br /> "He really likes it here, and he’ll be Jack Rabbit’s friend forever," said Jenny.<br /><br />Her father praised Jenny for her great story but said he didn’t think it really happened that way. "You know animals can’t talk," he said.<br /><br />"Yes, they can! We may not be able to hear them, but they really can!" Jenny said. "Remember all the animals in the Just So Stories? They can talk. The Indians know they can talk."<br /><br />Dad wanted Jenny to understand the difference between what’s real and what’s pretend without taking away the magic and mystery of childhood beliefs, so a long talk followed. Jenny knows that Santa Claus may not be able to come down the chimney, but she’s positive he exists. And she very aggressively defends her ideas.<br /><br />Rules<br /><br />Like all six-year-olds, Jenny is dedicated to fairness and makes sure everyone follows the rules. Since she learned to read in first grade this year, she reads all the road signs and informs drivers about whether they’re following the rules. The other day she told her dad that if he didn’t obey the law to go 25 miles an hour, he probably would not be able to live at home. "People who don’t obey the law are bad, and bad people can’t live with good people." explained Jenny. "Not that you’re bad, Daddy. But people might think you’re bad if you don’t obey the law." Jenny wanted him to follow the rules, but she didn’t want to hurt his feelings. She’s very sensitive about other people’s feelings. She was probably a little nervous and fearful that something terrible might happen to her dad if he didn’t obey the law. In relaying what she knows about rules, she sometimes gets information confused. Marilyn smiled and a warm feeling spread through her as she thought about her daughter. What a delight she is — always trying to understand and explain her world.<br /><br />Friends<br /><br />Just then, Jenny burst into the house with exciting news. She threw her arms around her mother and told her that Sophia had asked her to spend the night.<br /><br />"Please, please, please, let me, Mom?" asked Jenny. "She is my bestest friend in the whole wide world! Please! Please!"<br /><br />"That’s exciting," answered Jenny’s mom. "I think it will be all right, but let me talk to Sophia’s mom and find out all the details. After I talk to her, we can decide what’s going to happen."<br /><br />Jenny skipped through the afternoon gleefully planning her first sleep over with her friend.<br /><br />Fears<br /><br />Later, Jenny came to her mom and asked a very important question. Would there be monsters in Sophia’s house?<br /><br />About a year ago, Jenny was very concerned about the monster she was sure was under her bed. Even after many discussions about real and make-believe, she still had fears. She came to me with a plan to get rid of monsters, especially bed monsters. I participated in Jenny’s "Monster, Be Gone!" ceremony and now she’s able to sleep in her bed, certain the monster has left.<br /><br />Marilyn assured Jenny that she would talk to Sophia’s mom about monsters and make sure that there were none in her house. She gently tried to convince her daughter that monsters weren’t real and there was nothing to worry about.<br /><br />"But if they do," said Jenny," we’ll just perform the “Monster, Be Gone!” ceremony, and everything will be just fine."<br /><br />"That’s my Jenny!" beamed Marilyn.<br /><br />And Finally …<br /><br />Remember that although the milestones mentioned here are typical, children pass through these stages at their own pace. Some will be earlier, some a little later. Discuss any concerns you may have about your child’s development with a pediatrician or teacher.<br /><br />© 2001, 2004 Charles and Helen Schwab Foundation Created: 07/16/2001 Modified: 10/22/2004<br /><br /><span style="font-weight: bold;">About the Contributors</span><br /></span><ol><li><span style=";font-family:lucida grande;font-size:100%;" >Joyce Destefanis holds a B.A. in Education and M.A. in Education Administration. During her 40 years in education, Joyce developed and managed Early Childhood special education programs. She specialized in services for children requiring early intervention.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Nancy Firchow is a freelance writer and former librarian for Schwab Learning. She has a Masters degree in Library Science and has also worked as a medical research librarian.</span></li></ol>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-59524217168354216802007-04-05T15:26:00.000+07:002007-04-05T15:35:01.892+07:00Ages 13 through 16_Years-Old<span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold; font-style: italic;font-size:85%;" >SchwabLearning.org<br />Close<br /></span><br /><span style="font-weight: bold;font-size:130%;" >Child Development: 13- to 16-Year-Olds<br /></span><br />Middle adolescence is a time of blossoming development — the insecure, inwardly focused 13-year-old becomes a cheerful, charming 16-year-old looking toward the future. During this time your child’s thinking skills take a decidedly adult turn, his body matures, and friends and social networks outside the family become increasingly important. Now is when you will really begin to get a glimpse of the adult your child will become.<br /><br />Physical Development<br /><br />Boys and girls still exhibit markedly different levels of physical maturity as they enter middle adolescence. Girls’ rapid growth is generally tapering off, while many boys have yet to see the beginning of their much anticipated growth spurt. By the end of this period most girls will be near their adult height; boys may continue to grow until age 18 or 19.<br /><br />Girls:<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >growth in height continues, but at a slower pace than earlier; adult height is reached by age 16 or 17</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >breast development continues</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >pubic hair thickens, darkens, and takes on adult triangular pattern</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >underarm hair thickens</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >hips widen; fat deposits in buttocks, legs, and stomach increase</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >menstrual periods become regular; ovulation is established; pregnancy becomes possible</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Boys:<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >rapid growth in height and weight</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >muscles fill out and strength increases dramatically</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >voice deepens</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >pubic and underarm hair appears and thickens</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >body hair increases</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >penis, scrotum, and testes enlarge</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >ejaculation and nocturnal emissions occur</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Both Girls and Boys:<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >always hungry; appetite is great</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >need for sleep increases; may sleep quite late on weekends</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >oily skin and acne may be problematic</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >sweating increases</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >rapid growth may cause clumsiness and lack of coordination</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >sexual desires and fantasies increase</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Intellectual Development<br /><br />Between 13 and 16 your child’s ways of thinking about himself, others, and the world shift to a much more adult level. He enters middle adolescence with a focus on things he can experience here and now, and moves to being able to imagine the range of possibilities life holds. Expect the following changes as a progression of development rather than as age-based milestones:<br /></span><ol><li><span style=";font-family:lucida grande;font-size:100%;" >arguing skills improve (and are demonstrated often and with great passion)</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >reasoning skills improve:</span></li></ol><ul style="margin-left: 40px;"><li><span style=";font-family:lucida grande;font-size:100%;" >begins with the ability to apply concepts to specific examples</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >learns to use deductive reasoning and make educated guesses</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >learns to reason through problems even in the absence of concrete events or examples</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >becomes able to construct hypothetical solutions to a problem and evaluate which is best</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" > 3. focus on the future develops:<br /></span><ul style="margin-left: 40px;"><li><span style=";font-family:lucida grande;font-size:100%;" >begins with a present focus, mixed with some fantasy</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >learns to recognize that current actions can have an effect on the future</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >starts to set personal goals (and may reject goals set by others)</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" > 4. decision-making skills improve:<br /></span><ul style="margin-left: 40px;"><li><span style=";font-family:lucida grande;font-size:100%;" >begins to independently differentiate right from wrong and develops a conscience</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >learns to distinguish fact from opinion</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >learns to evaluate the credibility of various sources of information</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >becomes able to anticipate the consequences of different options</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >may challenge the assumptions and solutions presented by adults</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><br />Social & Emotional Development<br /><br />During this period your child will continue to be an emotional pendulum: happy and at ease one year, troubled by self doubts the next. These swings will smooth out as your teen approaches the end of high school and gains more confidence in his own independence.<br /><br /><span style="font-weight: bold;">13-Year-Olds</span><br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >uncertain, unhappy, and sensitive</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >withdrawn; spends a lot of time alone; needs privacy</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >convinced that everyone else is watching and judging</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >very concerned with body image</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >self-esteem at a low ebb</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >not sociable with adults</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >friendships tend to be group-focused; more squabbling than a year ago</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold;">14-Year-Olds</span><br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >generally happy and easy-going</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >recognizes own strengths and weaknesses</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >finds many faults with, and is embarrassed by, both parents</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >likes to be busy and involved in many extracurricular activities</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >social circle is large and varied; includes friends of both sexes</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >very anxious to be liked</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >interest in the opposite sex is strong</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold;">15-Year-Olds</span><br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >may be quarrelsome and reluctant to communicate</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >strong desire for independence; wants to be free of family</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >relationship with siblings may be better than with parents</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >friends are very important; may have one or two “best friends”</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >dating and romantic relationships are commonplace</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold;">16-Year-Olds</span><br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >relationship with family is easy and giving</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >feels comfortable in own skin; secure sense of self</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >starts to view parents as people, rather than rule-makers</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >friendships are very important</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >most have many friends of both sexes with shared interests</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >romantic relationships can be quite intense</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >And Finally …<br /><br />Remember that growth and development are influenced by many factors — including genetic, social, and cultural — and that each child is an individual who will develop at his own pace. The milestones presented here are averages; your child may progress more quickly or a little more slowly. You can help your child through this period of great change by showing support and listening to his worries and concerns. And as always, if any aspect of your child’s development seems very atypical, talk to his pediatrician and encourage your teen to ask questions as well.<br /><br />© 2004 Charles and Helen Schwab Foundation Created: 01/30/2004<br /><br /><span style="font-weight: bold;">About the Contributors</span><br /><br />Nancy Firchow is a freelance writer and former librarian for Schwab Learning. She has a Masters degree in Library Science and has also worked as a medical research librarian.<br /></span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-89016458893391855052007-04-05T15:13:00.000+07:002007-04-05T15:26:16.858+07:00Ages 9 through 12 Years Old<span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold; font-style: italic;font-size:85%;" >quoted from<br />SchwabLearning.org<br /></span><br /><br /><span style="font-weight: bold;font-size:130%;" >Child Development: 9- to 12-Year-Olds<br /></span><br />In late elementary and middle school your child experiences a period of tremendous intellectual, social-emotional, and physical change. School demands increase, friends become as important as family, and puberty begins to reshape her body. This is also a time when individual differences among children become more apparent.<br /><br />Here are the stages you can expect you child to pass through during early adolescence:<br /><br /></span><span style="font-weight: bold; font-family: lucida grande;font-size:100%;" >9-Year-Olds</span><span style="font-family: lucida grande;font-size:100%;" ><br /><br />Physical Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">uses tools, such as a hammer or small garden tools, fairly well</span></li><li><span style="font-size:100%;">capable of fine hand and finger movements</span></li><li><span style="font-size:100%;">draws with great detail</span></li><li><span style="font-size:100%;">may persist with an activity until exhausted</span></li><li><span style="font-size:100%;">interested in own strength; boys enjoy wrestling</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Intellectual Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">memorizes and recites facts, but may not show deep understanding</span></li><li><span style="font-size:100%;">reads to learn (rather than learning to read)</span></li><li><span style="font-size:100%;">has a strong desire to complete tasks</span></li><li><span style="font-size:100%;">keeps train of thought and will continue work even after interruptions</span></li><li><span style="font-size:100%;">able to use a dictionary</span></li><li><span style="font-size:100%;">very interested in mastering skills</span></li><li><span style="font-size:100%;">critical thinking starting to emerge</span></li><li><span style="font-size:100%;">beginning be aware of right and wrong (versus good and bad)</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social & Emotional Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">may experience wide mood swings</span></li><li><span style="font-size:100%;">may be critical of self and others</span></li><li><span style="font-size:100%;">may use physical complaints to avoid unpleasant tasks</span></li><li><span style="font-size:100%;">often dislikes the opposite sex intensely</span></li><li><span style="font-size:100%;">responsible; can be depended upon and trusted</span></li><li><span style="font-size:100%;">puts great importance on fairness, in self and in others</span></li><li><span style="font-size:100%;">likes to talk and share ideas</span></li></ul><span style="font-weight: bold; font-family: lucida grande;font-size:100%;" >10-Year-Olds</span><span style="font-family: lucida grande;font-size:100%;" ><br /><br />Physical Development<br /></span><ol style="font-family: lucida grande;"><li><span style="font-size:100%;">has both skill and stamina for gross motor activities such as biking, skating, and team sports</span></li><li><span style="font-size:100%;">personality traits may be revealed by posture and movement habits</span></li><li><span style="font-size:100%;">girls may show signs of approaching puberty:</span></li></ol><ul style="margin-left: 40px; font-family: lucida grande;"><li><span style="font-size:100%;">softening and rounding of features</span></li><li><span style="font-size:100%;">subtle signs of breast development</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Intellectual Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">still memorizes and recites without thinking deeply about the subject</span></li><li><span style="font-size:100%;">developing a conscience but not yet consistently able to tell right from wrong; relies upon an adult to help</span></li><li><span style="font-size:100%;">aware of time, but needs help to plan time in a practical way</span></li><li><span style="font-size:100%;">still certain that own beliefs are correct and are universally shared by others</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social & Emotional Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">disposition is generally happy, sometimes silly</span></li><li><span style="font-size:100%;">respectful and affectionate toward both parents</span></li><li><span style="font-size:100%;">fears which were previously bothersome are now minimal</span></li><li><span style="font-size:100%;">may anger quickly but expression of anger differs according to the situation</span></li><li><span style="font-size:100%;">friendships are quite important; friends are of the same sex</span></li><li><span style="font-size:100%;">enjoys clubs and group activities</span></li><li><span style="font-size:100%;">still not interested in the opposite sex</span></li></ul><span style="font-weight: bold; font-family: lucida grande;font-size:100%;" >11-Year-Olds</span><span style="font-family: lucida grande;font-size:100%;" ><br /><br />Physical Development<br /></span><ol style="font-family: lucida grande;"><li><span style="font-size:100%;">very active and energetic; constantly wiggles and moves</span></li><li><span style="font-size:100%;">boys show few outward signs of puberty:</span></li></ol><ul style="margin-left: 40px; font-family: lucida grande;"><li><span style="font-size:100%;">may tend to carry more fat than previously</span></li><li><span style="font-size:100%;">more muscle development than girls</span></li></ul><span style="font-family: lucida grande;font-size:100%;" > 3. girls display more physical changes:<br /></span><ul style="margin-left: 40px; font-family: lucida grande;"><li><span style="font-size:100%;">development of some soft pubic hair</span></li><li><span style="font-size:100%;">breast growth is still minimal, but of great interest</span></li><li><span style="font-size:100%;">rapid height gains</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Intellectual Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">able to use logic in arguments and apply logic to specific, concrete situations</span></li><li><span style="font-size:100%;">combines oral, visual, and written material in school reports</span></li><li><span style="font-size:100%;">decision-making skill improves</span></li><li><span style="font-size:100%;">starts to realize that others may hold beliefs different from own</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social & Emotional Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">tends to be egocentric, critical, and uncooperative</span></li><li><span style="font-size:100%;">may be tearful, fearful, and full of worries</span></li><li><span style="font-size:100%;">relationship with mother is particularly thorny</span></li><li><span style="font-size:100%;">displays anger physically--fights, slams doors, kicks</span></li><li><span style="font-size:100%;">away from home, behavior is well mannered and quite helpful</span></li><li><span style="font-size:100%;">friendships are still important, but with more quarrels than before</span></li><li><span style="font-size:100%;">may have one “best friend”</span></li><li><span style="font-size:100%;">not actively interested in the opposite sex, but on the verge</span></li></ul><span style="font-weight: bold; font-family: lucida grande;font-size:100%;" >12-Year-Olds</span><span style="font-family: lucida grande;font-size:100%;" ><br /><br />Physical Development<br /></span><ol style="font-family: lucida grande;"><li><span style="font-size:100%;">both boys and girls are always hungry</span></li><li><span style="font-size:100%;">girls are at the peak of physical change:</span></li></ol><ul style="margin-left: 40px; font-family: lucida grande;"><li><span style="font-size:100%;">still growing rapidly in height and weight; growth may taper off toward the end of the year</span></li><li><span style="font-size:100%;">menstruation is likely to start</span></li><li><span style="font-size:100%;">breasts fill out</span></li><li><span style="font-size:100%;">underarm and pubic hair thickens</span></li></ul><span style="font-family: lucida grande;font-size:100%;" > 3. boys show a wide range of growth rates:<br /></span><ul style="margin-left: 40px; font-family: lucida grande;"><li><span style="font-size:100%;">soft pubic hair develops</span></li><li><span style="font-size:100%;">penis and scrotum enlarge</span></li><li><span style="font-size:100%;">erections are frequent, with or without an obvious cause</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Intellectual Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">categorizes information in order to make sense of it</span></li><li><span style="font-size:100%;">summarizes information from a book in own words</span></li><li><span style="font-size:100%;">proofreads own work for errors of grammar, spelling, and logic</span></li><li><span style="font-size:100%;">reads adult newspapers or magazines, particularly those sections about topics of specific interest</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social & Emotional Development<br /></span><ul style="font-family: lucida grande;"><li><span style="font-size:100%;">generally pleasant and good natured</span></li><li><span style="font-size:100%;">very enthusiastic about likes and equally passionate about dislikes</span></li><li><span style="font-size:100%;">strong need to conform to peers</span></li><li><span style="font-size:100%;">friendships are calm, without the turmoil seen at eleven.</span></li><li><span style="font-size:100%;">shows interest in the opposite sex (girls more than boys)</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >And Finally …<br /><br />You need only to glance at your child ’s classmates to be reminded that when it comes to the physical and emotional changes that accompany puberty, children vary widely. Talk with your child about the changes she is experiencing and those she sees in others. Have conversations about sex and reproduction to correct the myths and misinformation she may get from friends. And, as always, share any concerns about your child ’s development or school progress with her pediatrician or teacher.<br /><br />© 2004 Charles and Helen Schwab Foundation Created: 01/22/2004<br /><br /></span><span style="font-weight: bold; font-family: lucida grande;font-size:100%;" >About the Contributors</span><span style="font-family: lucida grande;font-size:100%;" ><br /><br />Nancy Firchow is a freelance writer and former librarian for Schwab Learning. She has a Masters degree in Library Science and has also worked as a medical research librarian.<br /></span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-25151381939741743112007-04-05T15:09:00.000+07:002007-04-05T15:13:18.333+07:00The 8-Years-Old<span style=";font-family:lucida grande;font-size:100%;" >quoted from<br />SchwabLearning.org<br /><br /><br /><span style="font-size:130%;"><span style="font-weight: bold;">Developmental Milestones: The 8-Year-Old</span><br /></span><br />During grades 1 through 3, you won’t see dramatic changes in your child’s motor skills because this is a period of refinement, when coordination improves and fine motor skills are sharpened. But you will notice remarkable changes in social and thinking skills. Your child is now building on the base of skills developed during early childhood and moving toward greater independence, both intellectually and emotionally.<br /><br />Here are some of the milestones you can expect of your 8-year-old:<br /><br />Motor Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >finger control is quite refined</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >stamina increases; can run and swim further</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Language and Thinking Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >can converse at an almost adult level</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >reading may be a major interest</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >seeks to understand the reasons for things</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >begins to feel competent in skills and have preferences for some activities and subjects</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >thinking is organized and logical</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >begins to recognize concept of reversibility (4+2=6 and 6–2=4)</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Social and Emotional Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >has strong need for love and understanding, especially from mother</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can be helpful, cheerful, and pleasant as well as rude, bossy, and selfish</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >may be quite sensitive and overly dramatic</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >emotions change quickly</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >impatient; finds waiting for special events torturous</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >makes friends easily; develops close friends of same sex</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >favors group play, clubs, and team sports; wants to feel part of a group</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >more influenced by peer pressure</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can be obsessed with, and motivated by money</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold;">Tips for Parenting an 8-Year-Old</span><br /><br />At 8, your child has a strong need to “belong.”<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >Talk to your child about peer pressure.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Listen and discuss his concerns about friends and school performance.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Take advantage of his interest in money to teach about costs and the importance of saving toward a goal.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Develop moral why some things are right or wrong.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Recognize your child’s need for privacy and secrets. Give him a locking drawer or box.</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><br />And Finally…<br /><br />Remember that although the milestones mentioned here are typical, children pass through these stages at their own pace. Some will be earlier, some a little later. Discuss any concerns you may have about your child’s development with her pediatrician or teacher.<br /><br />© 2004 Charles and Helen Schwab Foundation Created: 10/22/2004<br /><br /><span style="font-weight: bold;">About the Contributors</span><br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >Joyce Destefanis holds a B.A. in Education and M.A. in Education Administration. During her 40 years in education, Joyce developed and managed Early Childhood special education programs. She specialized in services for children requiring early intervention.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Nancy Firchow is a freelance writer and former librarian for Schwab Learning. She has a Masters degree in Library Science and has also worked as a medical research librarian.</span></li></ul>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-67569300802821808412007-04-05T15:04:00.000+07:002007-04-05T15:08:18.534+07:00Age 7-Years-OLD<span style=";font-family:lucida grande;font-size:100%;" >quoted from<br />SchwabLearning.org<br /><br /><br /><span style="font-size:130%;"><span style="font-weight: bold;">Developmental Milestones: The 7-Year-Old</span><br /></span><br />In the early school years, you won’t see dramatic changes in your child’s motor skills because this is a period of refinement, when coordination improves and fine motor skills are sharpened. But you will notice remarkable changes in his social and thinking skills. Your child is now building on the base of skills he developed during early childhood and moving toward greater independence, both intellectually and emotionally.<br /><br />Here are some of the milestones you can expect of a 7-year-old:<br /><br />Motor Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >hand-eye coordination is well developed</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >has good balance</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can execute simple gymnastic movements, such as somersaults</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Language and Thinking Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >uses a vocabulary of several thousand words</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >demonstrates a longer attention span</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >uses serious, logical thinking; is thoughtful and reflective</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >able to understand reasoning and make the right decisions</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can tell time; knows the days, months, and seasons</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >can describe points of similarity between two objects</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >begins to grasp that letters represent the sounds that form words</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >able to solve more complex problems</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >individual learning style becomes more clear-cut</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >Social and Emotional Development<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >desires to be perfect and is quite self-critical</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >worries more; may have low self-confidence</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >tends to complain; has strong emotional reactions</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >understands the difference between right and wrong</span></li><li><span style=";font-family:lucida grande;font-size:100%;" > takes direction well; needs punishment only rarely</span></li><li><span style=";font-family:lucida grande;font-size:100%;" > avoids and withdraws from adults</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >is a better loser and less likely to place blame</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >waits for her turn in activities</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >starts to feel guilt and shame</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" ><span style="font-weight: bold;">Tips on Parenting a 7-Year-Old</span><br /><br />Now more socially aware, your child thinks about the world around him.<br /></span><ul><li><span style=";font-family:lucida grande;font-size:100%;" >This is a time of fragile self-esteem, so offer frequent encouragement and positive feedback.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Help ease the tendency for self-criticism by stressing what he’s learned rather than how the final product looks.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Be patient and understanding of volatile emotions and moods.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Take advantage of his eagerness to learn by asking open-ended, thought-provoking questions, doing puzzles, and playing thinking games.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Initiate discussions about right vs. wrong.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Provide opportunities for independent decision-making.</span></li></ul><span style=";font-family:lucida grande;font-size:100%;" >“Snapshot” of a 7-Year-Old<br /><br />This story of Nick illustrates the range of skills, interests, and abilities considered typical development for this age.<br /><br />“Hey, Mom,” yelled Nick as he burst into the house after school.<br /><br />“I’m out in the yard,” answered Caroline, Nick’s mother.<br /><br />Understanding the World through Questioning<br /><br />Nick threw his backpack on the sofa and dashed outside, blurting out his exciting news. “Guess what! This year we get to have a time in class when we can ask any question we want. And Ms. Briggs said there are no stupid questions and she would answer all of ours or help us find the answers. So today I asked why dogs have a tail and I don’t, and Ms. Briggs answered it. Can you believe it? She really meant what she said. She didn’t think I was just trying to be funny. I think I’m really going to like second grade. It was lots of fun today.”<br /><br />Before school began, Nick’s older brother told him second grade was boring because you just do the same thing you do in first grade; just a lot more of it. So Nick had not looking forward to going to school. He could already read some second grade books and do borrowing and carrying in math.<br /><br />“Thank goodness for Ms. Briggs,” thought Caroline.<br /><br />“I’m going to write down all the questions I can think of,” continued Nick enthusiastically.<br /><br />“I’m sure Ms. Briggs will love that,” laughed Caroline with a roll of her eyes.<br /><br />Ms. Briggs didn’t know what she had in store for her. Children Nick’s age have an endless number of questions about every subject in the world. The questions are continuous, and Nick was a pro at asking questions.<br /><br />Just last week after church Nick asked, “Who is God? What does he look like? Has anyone ever seen him? If we haven’t seen him, how do we know he’s real?”<br /><br />Caroline sighed and thought about Ms. Briggs. Now she can be the Queen of Answers.<br /><br />Developing Self-Awareness<br /><br />Nick continued with his excited dialogue, “And Mom, and Mom, we also get to have a Resolution Court. Any time there is a fight or an argument we have the Court. And guess what? I was the one who knew what “resolution” meant, so I got to be the first one picked.”<br /><br />“How wonderful,” said Mom.<br /><br />“We’ll all get a turn on the Resolution Court, but I’m one of the first. What a cool day!” Nick said excitedly. “Today I didn’t care if they called me ‘brainy’ or not.”<br /><br />Nick was becoming more aware of who he is and the differences between himself and others. In the past, he didn’t like kids to call him “brainy” because it made him feel different. Nick once told his mom that it might have been better if he had been born with less brains and more talent to play baseball. Caroline was pleased to see her son happy about feeling rewarded for who he was.<br /><br />Accepting Differences of Opinion<br /><br />Nick had Mom’s attention and was certainly going to take advantage of his time with her.<br /><br />“Mom, you know we’re trying to decide where to go for a vacation. Well, I was reading some books about the best beaches to visit and one book said Florida beaches were best and another book said the best beaches were in South Carolina. How can they disagree? Isn’t one beach better than the other based on facts? How can you make a decision when they tell you different things? I thought I would be able to find out what beach is best by reading a book. Don’t authors have to be right? How can they both be right?” Nick said in a torrent.<br /><br />“Nick, both authors can be right as to how they view the beaches,” explained Caroline. “The authors like one beach better than the other depending on their judgment — just like you enjoy asparagus and Jack doesn’t. It’s a matter of personal preference.”<br /><br />“So I can believe that one beach is better than the other, and Jack can believe what he wants to believe?” questioned Nick.<br /><br />“Exactly.” Said Mom. “A difference of opinion makes the world go round.”<br /><br />“That’s silly,” quipped Nick. “Opinions can’t make the world go round.”<br /><br />Caroline laughed. One of these days Nick would be able to see the world as shades of gray instead of black and white and not be so literal. In the meantime, she would just have to be a good listener and gently guide him to understand and accept differences of opinion.<br /><br />And Finally…<br /><br />Remember that although the milestones mentioned here are typical, children pass through these stages at their own pace. Some will be earlier, some a little later. Discuss any concerns you may have about your child’s development with your pediatrician or teacher.<br /><br />© 2001, 2004 Charles and Helen Schwab Foundation Created: 07/30/2001 Modified: 10/22/2004<br /><br /><span style="font-weight: bold;">About the Contributors</span><br /></span><ol><li><span style=";font-family:lucida grande;font-size:100%;" >Joyce Destefanis holds a B.A. in Education and M.A. in Education Administration. During her 40 years in education, Joyce developed and managed Early Childhood special education programs. She specialized in services for children requiring early intervention.</span></li><li><span style=";font-family:lucida grande;font-size:100%;" >Nancy Firchow is a freelance writer and former librarian for Schwab Learning. She has a Masters degree in Library Science and has also worked as a medical research librarian.</span></li></ol>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-66227787569217006992007-04-05T14:35:00.000+07:002007-04-05T14:49:51.573+07:00Ages 3 through 5<span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold; font-style: italic;font-size:85%;" >quoted from<br />SchwabLearning.org<br /></span><br /><span style="font-size:130%;"><span style="font-weight: bold;">Developmental Milestones: Ages 3 through 5</span><br /></span><br />Since birth, you’ve watched your child grow and develop. You’ve noted his height and weight, when he crawled, stood, and walked, even when he spoke his first words — and perhaps compared all of these milestones of his infant and toddler years to the "norms." The preschool and early school years are also full of changes. From three to five your child’s motor skills, language, thinking, and social development change dramatically.<br /><br />Knowing what to expect as your child grows can reassure you that your child is on track with his peers or alert you to potential concerns. Below are some milestones to watch for during the preschool years.<br /><br />Milestones: 3-Year-Olds<br /><br />Motor Development: Gross Motor Skills<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >walks with an agile, almost adult style</span></li><li><span style="font-family: lucida grande;font-size:100%;" >runs around obstacles</span></li><li><span style="font-family: lucida grande;font-size:100%;" >catches large balls and throws overhead</span></li><li><span style="font-family: lucida grande;font-size:100%;" >climbs ladders; uses slide independently</span></li><li><span style="font-family: lucida grande;font-size:100%;" >rides a tricycle</span></li><li><span style="font-family: lucida grande;font-size:100%;" >alternates feet when climbing stairs</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Motor Development: Fine Motor Skills<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" > assembles simple puzzles</span></li><li><span style="font-family: lucida grande;font-size:100%;" > manipulates clay; finger paints</span></li><li><span style="font-family: lucida grande;font-size:100%;" > copies simple shapes, such as a cross or circle</span></li><li><span style="font-family: lucida grande;font-size:100%;" > stacks blocks up to nine high</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Language and Thinking Development<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" > understands most of what is said and 75 percent of speech is understandable</span></li><li><span style="font-family: lucida grande;font-size:100%;" > speaks in complete sentences of three to five words</span></li><li><span style="font-family: lucida grande;font-size:100%;" > matches pictures to objects</span></li><li><span style="font-family: lucida grande;font-size:100%;" > learns by doing and through the senses</span></li><li><span style="font-family: lucida grande;font-size:100%;" > understands concepts of "now," "soon," and "later"</span></li><li><span style="font-family: lucida grande;font-size:100%;" > begins to recognize cause-and-effect relationships</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social and Emotional Development<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" > follows simple directions; enjoys helping with household tasks</span></li><li><span style="font-family: lucida grande;font-size:100%;" > begins to recognize own limits — asks for help</span></li><li><span style="font-family: lucida grande;font-size:100%;" > likes to play alone, but near other children</span></li><li><span style="font-family: lucida grande;font-size:100%;" > does not cooperate or share well</span></li><li><span style="font-family: lucida grande;font-size:100%;" > able to make choices between two things</span></li><li><span style="font-family: lucida grande;font-size:100%;" > begins to notice other people’s moods and feelings</span></li></ul><span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold;">Tips for Parenting 3-Year-Olds</span><br /><br />No longer a toddler, your 3-year-old takes in knowledge about himself and the world around him.<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >Transitions are difficult at this age. Provide warning of changes so your child has time to shift gears: “We’re leaving in 10 minutes.”</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Rituals are important. Household routines and schedules give your 3-year-old a sense of security.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Point out colors and numbers in the course of everyday conversation: “You’re wearing your blue shirt” or “We made six cupcakes.”</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Encourage independent activity to build self-reliance.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Provide lots of sensory experiences for learning and developing coordination — sand, mud, finger paints, puzzles.</span></li></ul><span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold;">Milestones: 4-Year-Olds</span><br /><br />Motor Development: Gross Motor Skills<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >running is more controlled; can start, stop, and turn</span></li><li><span style="font-family: lucida grande;font-size:100%;" >turns somersaults; hops on one foot; gallops</span></li><li><span style="font-family: lucida grande;font-size:100%;" >can easily catch, throw, and bounce a ball</span></li><li><span style="font-family: lucida grande;font-size:100%;" >can brush teeth, comb hair, wash, and dress with little assistance</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Motor Development: Fine Motor Skills<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >copies crosses and squares</span></li><li><span style="font-family: lucida grande;font-size:100%;" >prints some letters</span></li><li><span style="font-family: lucida grande;font-size:100%;" >uses table utensils skillfully</span></li><li><span style="font-family: lucida grande;font-size:100%;" >cuts on a line</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Language and Thinking Development<br /><br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" > uses a 1,500-word vocabulary; speaks in relatively complex sentences ("Mommy opened the door and the dog ran out.")</span></li><li><span style="font-family: lucida grande;font-size:100%;" > understands words that relate one idea to another — if, why, when</span></li><li><span style="font-family: lucida grande;font-size:100%;" > continues to learn through experience and the senses</span></li><li><span style="font-family: lucida grande;font-size:100%;" > understands, mostly, the difference between fantasy and reality</span></li><li><span style="font-family: lucida grande;font-size:100%;" > understands number and space concepts — more, less, bigger, in, under, behind</span></li><li><span style="font-family: lucida grande;font-size:100%;" > thinks literally; starting to develop logical thinking</span></li><li><span style="font-family: lucida grande;font-size:100%;" > begins to grasp that pictures and symbols can represent real objects</span></li><li><span style="font-family: lucida grande;font-size:100%;" > starts to recognize patterns among objects — round things, soft things, animals</span></li><li><span style="font-family: lucida grande;font-size:100%;" > grasps the concepts of past, present, and future but does not understand the duration of time</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social and Emotional Development<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" > takes turns, shares, and cooperates</span></li><li><span style="font-family: lucida grande;font-size:100%;" > expresses anger verbally rather than physically</span></li><li><span style="font-family: lucida grande;font-size:100%;" > can feel jealousy</span></li><li><span style="font-family: lucida grande;font-size:100%;" > may sometimes lie to protect herself, but understands the concept of lying</span></li><li><span style="font-family: lucida grande;font-size:100%;" > enjoys pretending and has a vivid imagination</span></li></ul><span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold;">Tips for Parenting 4-Year-Olds</span><br /><br />Silly, imaginative, and energetic, your child loves to try new words and new activities.<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >4-year-olds crave adult approval. Provide lots of positive encouragement.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Display calendars and analog clocks to help your child visualize the concept of time.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Play word games to develop his growing vocabulary; overlook his fascination with bad words.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Offer opportunities for sorting, matching, counting, and comparing.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Provide lots of play space and occasions to play with other kids.</span></li></ul><span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold;">Milestones: 5-Year-Olds</span><br /><br />Motor Development: Gross Motor Skills<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >runs in an adult manner</span></li><li><span style="font-family: lucida grande;font-size:100%;" >walks on tiptoe, broad jumps</span></li><li><span style="font-family: lucida grande;font-size:100%;" >walks on a balance beam</span></li><li><span style="font-family: lucida grande;font-size:100%;" >skates and jumps rope</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Motor Development: Fine Motor Skills<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >hand preference is established</span></li><li><span style="font-family: lucida grande;font-size:100%;" >laces (but cannot tie) shoes</span></li><li><span style="font-family: lucida grande;font-size:100%;" >gasps pencil like an adult</span></li><li><span style="font-family: lucida grande;font-size:100%;" >colors within lines</span></li><li><span style="font-family: lucida grande;font-size:100%;" >cuts and pastes simple shapes</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Language and Thinking Development<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >speaks fluently; correctly uses plurals, pronouns, tenses</span></li><li><span style="font-family: lucida grande;font-size:100%;" >very interested in words and language; seeks knowledge</span></li><li><span style="font-family: lucida grande;font-size:100%;" >understands and names opposites</span></li><li><span style="font-family: lucida grande;font-size:100%;" >uses complex language</span></li><li><span style="font-family: lucida grande;font-size:100%;" >still confuses fantasy and reality at times</span></li><li><span style="font-family: lucida grande;font-size:100%;" >thinking is still naïve; doesn’t use adult logic</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >Social and Emotional Development<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >distinguishes right from wrong, honest from dishonest, but does not recognize intent</span></li><li><span style="font-family: lucida grande;font-size:100%;" >plays make-believe and dresses up</span></li><li><span style="font-family: lucida grande;font-size:100%;" >mimics adults and seeks praise</span></li><li><span style="font-family: lucida grande;font-size:100%;" >seeks to play rather than be alone; friends are important</span></li><li><span style="font-family: lucida grande;font-size:100%;" >plays with both boys and girls but prefers the same sex</span></li><li><span style="font-family: lucida grande;font-size:100%;" >wants to conform; may criticize those who do not</span></li></ul><span style="font-family: lucida grande;font-size:100%;" ><span style="font-weight: bold;">Tips for Parenting 5-Year-Olds</span><br /><br />Your cooperative, easy-going 5-year-old loves to play and that’s how he learns.<br /></span><ul><li><span style="font-family: lucida grande;font-size:100%;" >Join in activities that develop coordination and balance — skipping and hopping, walking on the curb or crack in the sidewalk, or climbing trees.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Encourage fine motor skills by letting your child cut pictures out of magazines, string beads, or play with take-apart, put-together toys.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Take advantage of his interest in numbers by counting anything and everything; teach simple addition and subtraction by using objects, not numerals.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Let your child know what to expect from an upcoming event or activity so he can prepare. Avoid springing things on him.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Help him recognize his emotions by using words to describe them: "I see you’re angry at me right now."</span></li></ul><span style="font-family: lucida grande;font-size:100%;" >A “Snapshot” of Two 5-Year-Olds<br /><br />This story of Jimmy and Maria illustrates the range of skills, interests, and abilities considered typical development for this age.<br /><br />Jimmy pressed his forehead against the window as he watched his neighbor Maria drive away in the car with her mother on their way to her first day of kindergarten. He sighed and waved. He hoped Maria would see him, yet he didn’t want to go outside to make sure.<br /><br />Jimmy felt sad and disappointed that he was’t going, too. At the same time he was glad that he could stay home.<br /><br />Motor Activity<br /><br />Jimmy had asked his mother why he wasn’t going to school. He was going to be five soon, just like Maria. And he could do all kinds of things. He was good at running, jumping, and climbing. He could roller skate and ride a tricycle. Maria could do some of those things, too, but not like Jimmy.<br /><br />Maria couldn’t really climb a tree, but Jimmy was the best tree climber ever. He didn’t tell his mom, but he had climbed the tall tree in Maria’s back yard. She didn’t even try to climb it. She just yelled at him to come down. She thought he was going to hurt himself.<br /><br />"Girls! Maybe it’s a good thing that Maria is going to school," Jimmy thought. "It’s better to play with boys anyway. Boys do more fun things. Girls like to sit and color and write and play house and cut out paper dolls and all those yucky things." But Jimmy had to admit that Maria liked to play ball and chase and run, too.<br /><br />If only Billy lived closer! But mom said he’s too young to walk all the way over to Billy’s by himself.<br /><br />Readiness Skills<br /><br />"Young, heck! That’s what Mom told me about school — I’m too young to go to kindergarten. I’m going to be five in two weeks! That’s not too young," Jimmy had told his mother.<br /><br />She replied that she wasn’t talking about being just five years old. She said that he was a "young five."<br /><br />"Whatever that is!" thought Jimmy.<br /><br />Mom explained that there were things he still needed to learn before he went to school.<br /><br />"What things?" asked Jimmy.<br /><br />"Like sit and listen," said Mom.<br /><br />"I can sit and listen when I want to. Why do you have to sit and listen to something you don’t like anyway?" Jimmy wondered.<br /><br />Mom had said it was OK to stay home and just go to preschool until kindergarten. She told him that not all five-year olds do everything at the same time. Maria can draw and write numbers and letters and cut with scissors, but Jimmy was just beginning to do those things.<br /><br />He told her that he could run, jump, and stand on his head better than Maria could. Mom said that was great, but in school they want you to sit in a chair and write and cut and paste. That made him very, very sad, and he cried a little. Mom hugged him and told him that he was just fine and soon he’d be able to do all the things that Maria could do.<br /><br />"Look at all the wonderful things you can do," she said. "You build great castles in the sand and amazing objects with Legos. You tell wonderful stories, and you listen very carefully when I read books to you. And you’re a super joke teller." Mom always laughs and laughs at Jimmy’s funny jokes.<br /><br />She told him that next year would be a fun year, and he would grow and learn a lot. In preschool, she called it pre-kindergarten to make him feel better, he’d learn all those things that he’ll need to know for kindergarten. She said she would help him with the alphabet and numbers and writing at home. She said he already knew his colors and shapes and that he uses grown-up words when he talks.<br /><br />"Mom is always telling me all the things I can do. That makes me feel good. I know she really loves me!"<br /><br />And Finally …<br /><br />Remember that these milestones represent averages, not rigid developmental deadlines. Children move through these changes at varying rates, some sooner, others later. You’re the best judge of your child’s development and what is "normal" for him, but if you have any concerns, discuss them with your child’s pediatrician. Just when you think you’ve figured out your child, something changes. Today he demands constant attention; six months from now he may be pushing you away. You may find strategies that once worked no longer have any impact on him. Don’t worry, this is normal!<br /><br />© 2001, 2004 Charles and Helen Schwab Foundation Created: 07/06/2001<br /><br /><span style="font-weight: bold;">About the Contributors</span><br /></span><ol><li><span style="font-family: lucida grande;font-size:100%;" >Joyce Destefanis holds a B.A. in Education and M.A. in Education Administration. During her 40 years in education, Joyce developed and managed Early Childhood special education programs. She specialized in services for children requiring early intervention.</span></li><li><span style="font-family: lucida grande;font-size:100%;" >Nancy Firchow is a freelance writer and former librarian for Schwab Learning. She has a Masters degree in Library Science and has also worked as a medical research librarian.</span></li></ol>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-2559260400244299422007-04-05T14:25:00.000+07:002007-04-05T14:27:26.856+07:00Waspadai Kesulitan Belajar<span style="font-family: lucida grande;font-size:100%;" ><br /><br /><span style="font-size:130%;">Waspadai Kesulitan Belajar pada Anak<br /></span></span><span style="color:#006600;"><span style="font-weight: bold; font-style: italic; color: rgb(0, 0, 0);font-size:85%;" >Kompas Cybermedia<br />Minggu, 12 Februari 2006<br /></span><br /><br /></span><span style="font-family: lucida grande;font-size:100%;" >Nilai Ardhi (7) dalam beberapa pelajaran bisa dibilang cukup. Untuk pelajaran Sains, Pendidikan Lingkungan Kehidupan Jakarta, dan IPS, siswa kelas II SD swasta ini bisa mendapat nilai delapan. Namun untuk pelajaran Bahasa Indonesia, terutama bidang Apresiasi Sastra, beberapa kali Ardhi harus mengikuti ulangan perbaikan.<br /><br />Menurut gurunya, Ardhi belum mampu mengerjakan soal itu karena dia kurang membaca. Jika Ardhi rajin membaca cerita, otomatis akan pandai membuat karangan atau menjawab pertanyaan. Jawaban sang guru tak memuaskan si anak maupun orangtua. Masalahnya, setiap malam sebelum tidur Ardhi pasti membaca buku cerita. Dulu, sebelum dia bisa membaca sendiri, setiap malam sang ibu membacakan cerita untuknya.<br /><br />Rupanya banyak anak seusia Ardhi yang juga kesulitan belajar, dalam arti memahami isi sebuah bacaan. Menurut psikolog Universitas Indonesia, Lucia RM Royanto, kesulitan belajar bisa terjadi karena anak belum mempunyai strategi metakognitif. Maksudnya, anak belum terbiasa memetakan persoalan sehingga dia kesulitan memahami secara komprehensif.<br /><br />Misalnya, jika seorang anak membaca, dia akan membaca begitu saja tanpa memahami isi. Ketika diberi pertanyaan, seperti siapa nama tokohnya, apa isi cerita, atau bagaimana akhir cerita, dia tak bisa menjawab.<br /><br />Kemampuan memahami persoalan ini tak hanya terjadi saat seseorang membaca buku. Pada saat seseorang berbicara atau berkomunikasi dengan orang lain, seharusnya ia mampu memikirkan apa yang sedang dibicarakan. Demikian pula ketika seseorang sedang mengerjakan masalah dalam Matematika, ia akan memikirkan langkah atau prosedur yang harus ditempuh agar memperoleh jawaban paling tepat.<br /><br />Seorang anak yang memiliki strategi metakognitif akan segera sadar, dia tak mengerti persoalan dan mencoba mencari jalan keluar. Misalnya, ketika dia sedang membaca, tiba-tiba tersadar bahwa dia tak mengerti apa yang dibaca, dia akan mengulang lagi bacaan itu. Atau, bisa juga si anak bertanya kepada orang lain tentang persoalan yang tak dimengerti. Jika dia melakukan hal itu, berarti mempunyai strategi metakognitif.<br /><br />Namun, Lucia mengatakan, orangtua tak perlu cemas bila anak belum mempunyai strategi metakognitif, selagi usianya masih di bawah tujuh tahun.<br /><br />”Jika seorang anak tidak bisa membedakan antara huruf d dan b atau p dan q, jangan langsung dicap tidak mampu belajar. Atau ketika ia menulis masih ada huruf-huruf yang hilang atau ketinggalan tak ditulis, itu merupakan hal biasa untuk anak usia di bawah tujuh tahun. Mereka masih dalam proses pemahaman,” tutur Lucia.<br /><br />Lucia menambahkan, jika orangtua menemukan si anak masih melakukan kesalahan serupa padahal usianya lebih dari tujuh tahun, sebaiknya waspada. Jangan-jangan anak memang mengalami kesulitan belajar. Jika hal ini tidak diintervensi secepat mungkin, akan menyulitkan anak pada tingkat pendidikan yang lebih tinggi.<br /><br />”Orangtua jarang menyadari anak mengalami kesulitan belajar dan hanya menyangka anaknya tak pandai. Padahal, anak dengan kesulitan belajar biasanya memiliki kecerdasan rata-rata, bahkan ada yang di atas rata-rata. Tetapi karena dia sulit belajar, nilainya jelek dan dicap bodoh,” katanya.<br /><br /><span style="font-weight: bold;">Strategi metakognitif</span><br /><br />Ada perbedaan mendasar antara strategi kognitif dan strategi metakognitif. Strategi kognitif membantu anak mencapai sasaran melalui aktivitas yang dilakukan. Adapun strategi metakognitif membantu anak memberikan informasi mengenai aktivitas atau kemajuan yang dicapai. Di sini, strategi kognitif membantu pencapaian kemajuan, sedangkan strategi metakognitif memonitor kemajuan yang dicapai.<br /><br />Pemantauan secara metakognitif dan regulasi diri sangat membantu anak dalam aktivitas kognitif. Sebagai contoh, ketika anak sedang membaca dan tak memahami sebuah kata, maka ia akan berhenti dan melakukan beberapa kemungkinan. Ia dapat mengulang kembali bacaan itu, lalu memikirkan kembali kata yang tak dimengertinya, atau membaca terus dan berharap akan menemukan arti kata tersebut pada bagian lain. Kemungkinan lain, ia akan mencari arti kata tersebut dalam kamus atau bertanya kepada orang lain.<br /><br />Dengan memiliki pemantauan dan regulasi diri, seorang anak akan tahu di mana ia berada sehubungan dengan tujuan yang ingin dicapainya. Dia juga dapat meregulasi diri sendiri dengan melakukan perencanaan, pengarahan, dan evaluasi.<br /><br />Seorang anak yang sudah memiliki strategi metakognitif akan lebih cepat menjadi anak mandiri. Dia dapat mengatur diri sendiri, lebih aktif berusaha mengembangkan diri dan menentukan tujuan. Mereka juga mampu memotivasi diri, serta berusaha mencapai tujuan dengan strategi yang telah direncanakan lebih dulu. Dengan kemandirian yang dimilikinya, niscaya keberhasilan akan lebih mudah diraih.<br /><br />Melatih Metakognitif dalam Membaca<br /><br />Pendekatan metakognitif dalam membaca mencoba menggabungkan berbagai hal agar anak tahu apa yang dibaca dan memiliki strategi yang dapat membantunya dalam memahami bacaan. Selain itu, anak juga perlu menunjukkan perilaku regulasi diri dan sikap tertentu agar dapat menyelesaikan tugasnya.<br /><br />Melatih anak menguasai metakognitif bisa dilakukan sedini mungkin. Caranya antara lain dengan meminta anak bercerita tentang pengalaman yang baru dialami. Anda juga bisa melemparkan pertanyaan-pertanyaan sederhana tentang bacaan yang baru dibacanya.<br /><br />Mungkin pada tahap awal agak sulit karena kemampuan verbal mereka masih belum berkembang maksimal. Akan tetapi, jika sudah menjadi kebiasaan, dan orangtua dapat me</span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-35580613144923146782007-04-05T14:19:00.000+07:002007-04-05T14:22:09.951+07:00Perhatian Orang Tua<span style=";font-family:lucida grande;font-size:100%;" ><br /><br /><span style="font-size:130%;"><span style="font-weight: bold;">Perhatian Orang Tua Tentukan Prestasi Belajar Siswa</span><br /></span><span style="font-weight: bold; font-style: italic;font-size:85%;" >Republika Online<br />Jumat, 31 Desember 2004<br /></span><br /><br />Prestasi belajar siswa yang mendapat perhatian dari orang tua lebih baik dibandingkan dengan prestasi siswa yang kurang mendapat perhatian dari orang tua. Peranan perhatian orang tua dalam lingkungan keluarga yang penting adalah memberikan pengalaman pertama pada masa anak-anak. Itu karena pengalaman pertama merupakan faktor penting dalam perkembangan pribadi dan menjamin kehidupan emosional anak.<br /><br />Begitulah simpulan penelitian Tata Eliestiana Dyah Armunanto, siswi SLTP Negeri 2 Kota Bima, Nusa Tenggara Barat (NTB) yang menjadi salah satu finalis Lomba Penelitian Ilmiah Remaja (LPIR) 2004. Penelitian dilakukan di sekolah tempatnya menimba ilmu, bertujuan untuk mengetahui perhatian orang tua dalam upaya meningkatkan prestasi belajar siswa di sekolah tersebut.<br /><br />Tata mengambil sampel sebanyak 131 orang atau 10 persen dari jumlah siswa SLTP Negeri 2 Kota Bima sebagai responden untuk penelitian ini. Jumlah tersebut terdiri atas 39 siswa kelas 1 dan masing-masing 46 orang siswa kelas 2 dan kelas 3. Pengumpulan data dilakukan dalam bentuk kuesioner, di samping dokumentasi, wawancara, dan observasi. Data yang terkumpul kemudian diolah secara kuantitatif.<br /><br />Dalam penelitian ini, ada 30 pertanyaan yang diajukan kepada responden. Soal penyediaan sarapan pagi sebelum berangkat ke sekolah, misalnya. Dari pertanyaan ini diperoleh informasi sebanyak 70 siswa (53,44 persen) menyatakan disediakan sarapan pagi sebelum berangkat ke sekolah. Sebanyak 55 responden (41,89 persen) menyatakan kadang-kadang dan ada 6 responden (4,58 persen) menyatakan tidak pernah disiapkan sarapan pagi.<br /><br />Selain itu, ada 65 responden (49,62 persen) menyatakan orang tua menyiapkan situasi khusus dengan makan bersama sebelum anak berangkat ke sekolah. Ada 13 responden (9,92 persen) menyatakan terpisah dengan orang tua saat sarapan dan 53 responden (40,46 persen) yang menyatakan tidak menentu.<br /><br />Sejauh mana orang tua menyiapkan keperluan sekolah anaknya? Sebanyak 77 responden (58,78 persen) menjawab selalu diberikan dengan teratur, 42 responden (32,06 persen) menyebut kadang-kadang, dan 12 responden (9,16 persen) menyatakan tidak teratur. Dari penelitian ini juga diperoleh informasi bahwa ada 114 responden (87,22 persen) menyatakan selalu dianjurkan oleh orang tua untuk mengganti pakaian sekolah setelah tiba di rumah, enam responden (4,58 persen) menyatakan kadang-kadang, dan 11 responden (8,40 persen) menjawab tidak dianjurkan.<br /><br />Terhadap penyediaan buku-buku yang dibutuhkan saat belajar, ada 65 responden (49,62 persen) menyatakan tidak disediakan dan 35 responden (26,72 persen) kadang-kadang. Hanya 31 responden (22,66 persen) yang menjawab selalu disediakan. Gambaran berbeda tecermin dari ketersediaan alat-alat yang dibutuhkan ketika belajar. Yakni, 68 responden (51,91 persen) menyatakan selalu disediakan, 42 responden (32,06 persen) menjawab kadang-kadang, dan ada 21 responden (16,03 persen) mengaku tidak disediakan.<br /><br />Bagaimana dengan perhatian orang tua dalam membantu kesulitan belajar anak? Dari penelitian ini terungkap, ada 61 responden (46,57 persen) mengaku selalu dibantu, 51 responden (38,3 persen) menyatakan kadang-kadang, dan 19 responden (14,50 persen) memgaku kurang mendapat perhatian. Ini berarti, mayoritas orang tua memperhatikan dengan membantu kesulitan belajar anaknya.<br /><br />Dari serangkaian penelitian itu, Tata Eliestiana Dyah Armunanto menyimpulkan bahwa peranan orang tua dalam lingkungan keluarga yang terpenting adalah memberikan pengalaman pertama pada masa anak-anak, sebab pengalaman pertama merupakan faktor penting dalam perkembangan pribadi anak. Disimpulkan pula bahwa siswa yang mendapat perhatian baik dari orang tuanya mendapat prestasi belajar lebih baik dibandinng siswa yang kurang mendapat perhatian dari orang tua. ''Orang tua yang memberikan perhatian besar terhadap proses belajar putra-putrinya akan mendapat prestasi belajar yang tinggi bagi anak,'' tuturnya.<br /><br />Tata menyarankan, perlu ada pembinaan dan perhatian orang tua. Itu karena perhatian orang tua mempunyai pengaruh besar terhadap peningkatan prestasi belajar anak di sekolah. Selain itu, kata dia, diperlukan kerja sama yang intens antara pihak sekolah dengan orang tua siswa dalam upaya meningkatkan prestasi belajar anak.<br /><br />Dia juga menyarankan agar lembaga atau organisasi persatuan orang tua siswa yang telah dibentuk selama ini perlu diaktifkan atau dengan kata lain funngsinya dioptimalkan. ''Orang tua yang bijaksana hendaklah berusaha untuk membangkitkan kemauan belajar anak dengan tujuan agar anak tetap mempunyai semangat yang tinggi dalam belajar, baik di sekolah maupun di rumah,'' tuturnya.</span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-28579726234258040472007-04-05T14:15:00.000+07:002007-04-05T14:18:04.416+07:00Pengaruh Lingkungan<span style="font-family: lucida grande;font-size:100%;" ><br /><span style="font-size:130%;">Lingkungan Pengaruhi Belajar Anak<br /></span><span style="font-weight: bold; font-style: italic;font-size:85%;" >Pikiran rakyat<br />Selasa, 18 April 2006<br /><br /></span><br />BANDUNG, (PR).-<br />Kesulitan belajar seorang anak sangat terkait dengan situasi lingkungan sekolah maupun di luar sekolah. Di sekolah, elemen kurikulum dan metode pembelajaran menjadi faktor penting timbulnya kesulitan anak dalam proses belajar.<br /><br />Hal itu disampaikan Drs. Zaenal Alimin, M.Ed., pada seminar ”Mendeteksi dan Mengatasi Kesulitan Belajar pada Anak di Usia Dini” yang diselenggarakan Kelompok Bermain Al Biruni, pekan lalu, di Bandung.<br /><br />”Sekolah-sekolah kita pada umumnya berpatokan pada pencapaian target kurikulum dengan muatan yang sangat banyak,” katanya. Itu menyebabkan guru selalu mengukur keberhasilan belajar berdasarkan tercapai atau tidaknya target kurikulum.<br /><br />Namun, tambahnya, guru sering luput untuk melihat apakah setiap anak sudah memahami konsep suatu topik atau belum. Bila ada anak belum memahami satu konsep sementara guru sudah berpindah topik lain karena dikejar target kurikulum, dipastikan anak akan kesulitan memahami topik yang baru itu.<br /><br />”Apabila ini berlangsung terus-menerus, akan ada anak yang mengalami kesulitan kumulatif. Biasanya, sih, sering terjadi pada pelajaran matematika dan bahasa,” ujarnya.<br /><br />Zaenal mengatakan, kesulitan eksternal maupun kesulitan internal yang terkait dengan kelainan fungsi otak, memiliki gejala yang hampir sama. Umumnya berupa kesuli tan belajar membaca atau menulis, kesulitan belajar matematika, dan kesulitan perilaku.<br /><br />Pola asuh<br /><br />Menurut Dra. Farah T. Suryawan, yang membahas kesulitan belajar anak dari sisi psikologis, orang tua memiliki peranan penting dalam mengembangkan perilaku positif anak. ”Orang tua perlu menjelaskan secara spesifik perilaku anak yang diharapkan dan tidak diharapkan. Tapi hindari konsep anak yang baik dan anak nakal,” tuturnya.<br /><br />Ia mencontohkan ungkapan orang tua seperti, ”Ayah senang kamu mau membagi permen kepada adikmu” atau ”Ibu tidak suka kamu berteriak-teriak pada waktu antre di supermarket tadi siang”. Dengan ungkapan ini, katanya, anak mengerti apa yang diharapkan dari mereka.<br /><br />Namun, selain pola asuh, kesehatan fisik dan psikologis saat anak masih dalam kandungan juga menjadi faktor penting. (A-160)***</span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-91186151819863989492007-04-05T14:10:00.000+07:002007-04-05T14:14:05.145+07:00Kesulitan Belajar<span style=";font-family:lucida grande;font-size:100%;" ><br /><span style="font-weight: bold;">Deteksi Kesulitan Belajar Sejak Dini</span><br /></span><span style="font-style: italic; color: rgb(0, 0, 0);font-family:Verdana;font-size:85%;" ><strong>Pikiran Rakyat<br />Minggu, 08 Mei 2005</strong></span><span style="font-style: italic; color: rgb(0, 0, 0);font-family:lucida grande;font-size:85%;" ><br /></span><span style=";font-family:lucida grande;font-size:100%;" ><br /><br />UJIAN erat kaitannya dengan proses belajar. Bila dikaji, ujian merupakan bagian dari rangkaian pembelajaran. Berhasil tidaknya seseorang dalam belajar, akan terukur melalui hasil ujian.<br /><br />Kata dr. Kusnandi Rusmil, Sp.Ak, staf bagian ilmu kesehatan anak RSHS, kesulitan belajar pada anak merupakan masalah yang cukup kompleks dan sering membuat orang tua bingung mencari penyelesaiannya. Kesulitan belajar banyak ditemukan pada anak usia sekolah.<br /><br />Kesulitan belajar pada anak, lanjut Kusnandi, bila tidak dideteksi secara dini dan tidak dilakukan terapi yang benar, bisa menyebabkan kegagalan dalam proses pendidikan anak tersebut.<br /><br />"Dalam belajar, yang terpenting dipersiapkan adalah memori. Kesiapan memori sangat dipengaruhi oleh maturitas susunan saraf yang berfungsi dengan baik. Juga lingkungan yang mendukung, seperti penyediaan makanan untuk memenuhi semua tahap perkembangan anak dan rangsangan tumbuh kembang," ujarnya.<br /><br />Disarankan agar pemberian stimulus dilakukan pralahir dan sesudah lahir. Yakni sejak janin berusia 12 minggu hingga menjelang lahir, dan setelah lahir sampai anak berusia 18 bulan. Periode pascalahir sampai usia 18 bulan merupakan waktu terbaik. Tapi, hasilnya akan lebih baik lagi bila stimulus diberikan pra dan pascalahir. Hasilnya bisa 75-90 persen.<br /><br />Proses pembentukan kecerdasan selanjutnya adalah ketika anak berusia 4 tahun. Tapi, bukan berarti antara usia 18 bulan sampai 4 tahun anak tidak perlu diajari. Anak usia 4 tahun sudah bisa memanfaatkan otaknya dengan baik. Agar kedua belah otaknya berfungsi optimal, pada usia ini perlu diberi latihan-latihan yang bisa merangsang fungsi otak.<br /><br />Pada dasarnya perkembangan otak anak sangat dipengaruhi oleh; Pertama, keadaan otak anak beserta susunan syarafnya yang diwarisi dari orangtua. Kedua, perubahan-perubahan di dalam atau kerusakan pada pusat susunan syaraf yang dibedakan cedera atau penyakit, sebelum atau sesudah lahir. Ketiga, pengaruh lingkungan dan pengalaman anak terhadap otak anak.<br /><br />Riset-riset di bidang kedokteran menunjukkan, sebagian besar anak-anak mempunyai problem tingkah laku. Mereka mengalami kerusakan otak ringan. Biasanya anak-anak ini mempunyai taraf kecerdasan normal atau di atas normal. Tetapi karena kesulitannya dalam pengamatan dan karena tingkah lakunya, mereka biasanya sulit belajar membaca dan kemampuan kecerdasannya tidak berkembang penuh. "Deteksi dini gangguan belajar dapat kita lakukan dengan mengetahui gangguan perkembangan pada anak, terutama gangguan perkembangan bahasa dan berbicara," kata ayah 2 orang anak ini.<br /><br />Gangguan berat akan mudah teridentifikasi, sehingga dapat terdeteksi pada usia dini sekolah. "Sedangkan pada anak dengan gangguan ringan mungkin baru teridentifikasi saat usia sekolah," jelas Kusnandi.<br /><br />Kepedulian orang tua yang tinggi dapat membantu dalam deteksi dini kesulitan belajar anak. Riwayat penyakit terdahulu, seperti anak pernah mengalami sakit keras hingga demam tinggi, atau anak terlahir prematur, merupakan faktor risiko terjadinya kesulitan belajar.<br /><br />Peran dokter anak pada gangguan kesulitan belajar, terutama ditujukan untuk mendeteksi tumbuh kembang anak sesuai dengan tahapan usianya.<br /><br />Ada tiga kebutuhan dasar yang harus dipenuhi agar anak mengalami proses tumbuh kembang optimal. Tiga kebutuhan itu meliputi kebutuhan fisik atau biomedis, kebutuhan emosi atau kasih sayang dan kebutuhan stimulasi atau pendidikan.<br /><br />Kebutuhan fisik, dapat dipenuhi apabila anak mengonsumsi makanan yang sesuai dengan kebutuhan umurnya, pemantauan tumbuh kembang, pemeriksaan kesehatan, pengobatan, rehabilitasi, imunisasi, pakaian, pemukiman yang sehat dan lain-lain.<br /><br />Kebutuhan emosi, meliputi segala bentuk hubungan yang erat, hangat dan menimbulkan rasa aman serta percaya diri sebagai dasar bagi perkembangan selanjutnya. Sedangkan kebutuhan stimulasi atau pendidikan, meliputi segala aktivitas yang dilakukan yang memengaruhi proses berpikir, berbahasa, sosialisasi, dan kemandirian seorang anak.<br /><br />Bermain bagi anak merupakan upaya memenuhi tiga kebutuhan tersebut sekaligus yaitu kebutuhan fisik, emosi dan stimulasi/pendidikan. Bahkan bermain bagi anak usia balita merupakan salah satu intervensi penting untuk mengurangi dampak menurunnya IQ pada balita yang mengalami gangguan gizi ketika bayi, khususnya apabila intervensi pemberian makanan bergizi terlambat dilakukan.***</span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-36126633535354449772007-03-15T12:37:00.000+07:002007-04-05T14:57:08.866+07:00Psych tests ordered for homeschooling parents<span style="font-weight: bold;font-size:85%;" ><span style="font-family: arial;">March 13, 2007 | Bob Unruh</span><br /></span><br /><span style="font-family: arial;">A German appeals court has not only affirmed a lower court's decision that ripped a 15-year-old homeschooler from her family and subjected her to a forced stay in a psychiatric hospital because she is homeschooled, but also ordered her parents to be given psychiatric evaluations, an international rights organization says. </span><p style="font-family: arial;"></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Joel Thornton, president of the <a href="http://www.ihrg.org/"> International Human Rights Group</a> told WND that fears the state will use those court-approved tests to destroy the family of Melissa Busekros are very valid. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The family's five other children also are endangered now because of potential court rulings that could be based on any evaluation of the parents, he said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The appeals court ruling came despite the fact that all three of the lawyers representing Melissa Busekros clearly stated in their request to the court the family had accepted a compromise offered by a lower court for her to return home under government supervision. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">"In spite of [that] … the appeals court held that the family refused the court's initial compromise to let Melissa become an outpatient," Thornton said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">For the Busekros family, it's a huge setback. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">"[A] fear is that Melissa will be returned to the psychiatric clinic system in Germany and 'disappear.' This would leave the family with no way to know where Melissa is or how she is doing. She could become a ward of the state and completely lost to her family," Thornton said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Besides the other children in the family, there are further ramifications, too, with the decision raising questions of larger government attacks on homeschoolers in Germany, where that choice of education is illegal because the government wants to stamp out any "parallel" societies utilizing a worldview different from the state's. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Thornton said the problem is that the original psychiatric evaluation was so vague, anyone could have been determined to need treatment under its conclusions. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">"It's easy to see … if they want to, the government could take more of the children away from this family using the same process. And there is an increased fear among homeschoolers about whether their children are next," he said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Even those German families who already have fled to other countries because of Germany's homeschool ban are moving into hiding because of the possibility they could be returned to face German fines or jail time for homeschooling, Thornton said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">He said the IHRG is working on several fronts, including having several German lawyers evaluate their options for an appeal, all the way to the European Court of Human Rights if needed. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">"Additionally, we are working with U.S. government officials to bring pressure from the U.S. We are working to set up a meeting with the U.S. Ambassador in Berlin so that the Ambassador can be informed regarding the situation and given a chance to hear the truth directly from Hubert and Gudrun Busekros [Melissa's parents]," Thornton said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The organization also is calling on Christians worldwide to pray for the family, and people still are being asked to contact the government in Germany regarding the situation. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">"We are now looking to set up a wide boycott of German goods in honor of Melissa and her family," the IHRG said. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Just a little earlier, <a href="http://gottsegnet.blogspot.com/2007/02/updates-on-busekros-family.html"> in a response published on a blog to a letter expressing concern about Melissa's case</a>, Wolfgang Drautz, consul general of the Federal Republic of Germany, said that the government "has a legitimate interest in countering the rise of parallel societies that are based on religion or motivated by different world views and in integrating minorities into the population as a whole." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The case involves the schoolgirl who had fallen behind in math and Latin, and was being tutored at home. When school officials in Germany, where homeschooling has been illegal since Adolph Hitler decided he wanted to control the educating of all children, discovered that fact, she was expelled. School officials then took her to court, obtaining a court order requiring she be committed to a psychiatric ward because of her "school phobia." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">She later was moved, and then put in a foster home, and although she's been allowed a brief meeting with her parents, they still are not allowed to know where she is living or under what circumstances. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Drautz cited the German constitution that places the entire school system under the supervision of the government. "Homeschool may be equally effective in terms of test scores," Drautz wrote. "It is important to keep in mind, however, that school teaches not only knowledge but also social conduct, encourages dialogue among people of different beliefs and cultures, and helps students to become responsible citizens." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">Members of the German homeschool community previously have taken their battle for the right to teach their children Christian basics to the Human Rights Court for the European Union, asking for affirmation of the statement in the European Convention on Human Rights that: "In the exercise of any functions which it assumes in relation to education and to teaching, the State shall respect the right of parents to ensure such education and teaching is in conformity with their own religious and philosophical convictions." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">However, that court just last year affirmed a German court which had ruled the parental "wish" to have their children grow up without anti-Christian influences "could not take priority over compulsory school attendance." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The international court said schools represent society and "it was in the children's interest to become part of that society." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The Youth Welfare Office in Erlangen, which was integral in launching the case against Melissa, also has been defending its actions. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">In a statement that was translated from German to English, the officials said their responsibility is to "intervene when a youth is endangered, physically or psychologically." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;"><a href="http://melissabusekro.theicelady.com/"> Others, however, weren't waiting for explanations</a>. One group has posted on the Internet a boycott proposal. "Parents Of The World Call For A Boycott Of All German Goods Until Melissa Busekros Is Returned Without Threat Or Condition To Her Family…" the website announces. It warns against purchasing products from Porsche, Siemens and other German corporations. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The German government's defense of its "social" teachings came to light during an earlier dispute on which WND reported, when a German family wrote to officials objecting to police officers picking their child up at home and delivering him to a public school. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">"The Minister of Education does not share your attitudes toward so-called homeschooling…," said a government letter in response. "You complain about the forced school escort of primary school children by the responsible local police officers… In order to avoid this in future, the education authority is in conversation with the affected family in order to look for possibilities to bring the religious convictions of the family into line with the unalterable school attendance requirement." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">In Melissa's case, the local Youth Welfare Office arrived at the family home with about 15 uniformed police officers to take her into custody. They had in hand a court order allowing them to take her into custody, "if necessary by force." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The <a href="http://www.hslda.org/Default.asp?bhcp=1"> Home School Legal Defense Association</a>, the largest homeschool organization in the U.S. with more than 80,000 member families, said the case is an "outrage." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">The HSLDA said it was watching about 40 other families with court cases in various stages. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;"><a href="http://www.home-school.com/news/germany2.html"> Practical Homeschool Magazine</a> noted one of the first acts by Hitler when he moved into power was to create the governmental Ministry of Education and give it control of all schools, and school-related issues. </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">In 1937, the dictator said, "The Youth of today is ever the people of tomorrow. For this reason we have set before ourselves the task of inoculating our youth with the spirit of this community of the people at a very early age, at an age when human beings are still unperverted and therefore unspoiled. This Reich stands, and it is building itself up for the future, upon its youth. And this new Reich will give its youth to no one, but will itself take youth and give to youth its own education and its own upbringing." </span></p><p style="font-family: arial;font-family:arial;" ><span style="font-size:100%;">American homeschoolers should be concerned, <a href="http://www.wnd.com/news/article.asp?ARTICLE_ID=53503"> as WND has reported</a>, because the ease with which similar restrictions on free choice could be imposed in the United States. </span></p><span style="font-family: arial;font-family:arial;font-size:100%;" >Michael Farris, cofounder of the HSLDA, has called for an <a href="http://www.wnd.com/news/article.asp?ARTICLE_ID=53225"> amendment to the U.S. Constitution</a> to protect the right of parents to educate their children at home, in light of such developments in Europe.</span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-30705094095366426342007-03-15T12:04:00.000+07:002007-03-15T12:12:14.786+07:00Why Parents Opt for Homeschooling<span style="font-weight: bold; font-style: italic;font-family:arial;font-size:100%;" >The Jakarta Post.com<br /></span><span style="font-weight: bold; font-style: italic;font-family:arial;font-size:85%;" >Opinion and Editorial - September 23, 2006</span><span style=";font-family:arial;font-size:100%;" ><span style="font-size:85%;"><br /></span><br />Mierza Miranti, Jakarta<br /><br />Homeschooling is a viable education alternative to institutional schooling. This kind of education requires children to learn under the general supervision of their parents. It is believed to be a complete substitute for institutional schooling.<br /><br />If you were to ask 10 parents why they schooled their children at home, you would get a variety of responses.<br /><br />Among the reasons for homeschooling is the long-standing belief that home is the best environment to teach religion, ethics and norms.<br /><br />Some parents worry about the spiritual upbringing of their children, particularly in Indonesia, where the study of religion only takes a couple of hours and is considered insufficient to teach their children the real value of their religion. Homeschooling, on the other hand, allows them to design their own curriculum.<br /><br />Homeschooling also gives families the opportunity to become closer. Sending children to school takes about a quarter or half their time on a school day, forcing parents to work harder to maintain a close relationship.<br /><br />Homeschooling brings families closer together. Children thrive under parental supervision, and parents really get to know their children. Homeschooled siblings tend to be more kind and helpful to each other too.<br /><br />Greater flexibility to question the curriculum is another reason why homeschooling is chosen over formal education. Indonesia is a country in which students are expected to have a grasp -- or at least an understanding -- of every subject taught at school. The national curriculum, of course, cannot satisfy every parent. This kind of education also prepares children for the national exams designed for students educated outside the formal education system, which is known as Kejar Paket A, B or C.<br /><br />Some parents believe homeschooling is more able to meet special needs. They say conventional schools only facilitate one way of learning: sitting in class and following the teacher's instructions. Some children, however, have a "different" way of learning and, unfortunately, in the case of children who cannot sit "nicely" in class, some teachers believe they disturb the other students.<br /><br />Homeschooling enables parents to supervise the content and progress of lessons in a more satisfactory way. Some parents are not satisfied by the information and services provided by their children's school. They feel they have "lost" their children. They have no knowledge of the teacher's targets for their children. They only become aware of their children's "weaknesses" when they get a report card at the end of the semester. Thus, homeschooling gives parents the opportunity to monitor their children's development.<br /><br />Parents who practice homeschooling say their children are spared from schoolyard bullying and peer pressure.<br /><br />Emotional bullying -- name calling, mockery and humiliation -- can be just as devastating as physical bullying. Smart children, special needs children, and anyone unlucky enough to appear "different" can expect a steady diet of this negative emotional input in a typical school. Since research has shown that children need to feel safe in order to learn, simply removing a child from a stressful situation may produce enormous learning gains all by itself.<br /><br />Flexible school hours is another advantage. Homeschoolers can learn by reading a book in the garden, having a debate in the car or socializing while shopping in a traditional market, and even more if they have access to the Internet.<br /><br />In the virtual world, a homeschooler can visit The Louvre, create a vaccine in a virtual lab, interact with astronauts at their space station, and even talk to Robert Ballad -- a Titanic explorer -- in a submersible.<br /><br />There are many reasons why parents school their children at home, but they all agree on one thing: "It's the best thing for our child!"<br /><br />The writer teaches at SMPI Al-Izhar Islamic junior high school in Pondok Labu, Jakarta. She can be reached at caryatid_mirzie@yahoo.com. </span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-71929279115514018892007-03-05T08:50:00.000+07:002007-03-15T12:11:40.835+07:00Bermain = Belajar<span style="font-family:times new roman;"><br /></span><span style="font-weight: bold;font-family:times new roman;font-size:130%;" >Pedoman bermain bagi yang anaknya 0 - 5 tahun</span><span style="font-weight: bold;font-size:130%;" ><br /></span><span style="font-weight: bold;font-family:times new roman;" ></span><span style="font-family:times new roman;"><br />Bermain itu bukanlah hanya kesenangan. Bermain adalah bagian hidup bayi dan</span> <span style="font-family:times new roman;">anak. Bermain adalah pekerjaan sehari-hari anak yang membantunya belajar dan </span><span style="font-family:times new roman;">tumbuh. Orangtua adalah gurunya yang pertama dan terpenting. Ayah bunda </span><span style="font-family:times new roman;">bisa membantunya dalam memanfaatkan bermainnya. Baik juga bagi anak kalau</span> <span style="font-family:times new roman;">kakek neneknya serta kakaknya, saudara lain dan teman mau bermain dengan </span><span style="font-family:times new roman;">dia.</span><br /><span style="font-family:times new roman;"><br /><span style="font-weight: bold;font-family:times new roman;font-size:130%;" >Bermain itu penting bagi anak karena bisa membantu:</span></span><span style=";font-family:times new roman;font-size:130%;" ><br /></span><ul><li><span style="font-family:times new roman;">belajar tentang dunianya</span></li><li><span style="font-family:times new roman;">belajar melakukan sesuatu</span></li><li><span style="font-family:times new roman;">memecahkan masalah</span></li><li><span style="font-family:times new roman;">menguasai perasaan</span></li><li><span style="font-family:times new roman;">menjadi percaya diri</span></li><li><span style="font-family:times new roman;">menjadi kuat</span></li><li><span style="font-family:times new roman;">belajar bergaul dengan orang lain, yaitu pinjam-meminjam dan bergantian</span></li></ul><span style="font-weight: bold;font-family:times new roman;" >Inilah beberapa contoh bermain yang membantunya belajar dan berkembang:<br /></span><ul><li><span style="font-family:times new roman;">Memasukkan kotak kecil ke yang lebih besar akan membantu bayi dan bocah</span> <span style="font-family:times new roman;">menggunakan jari-jarinya dan menepatkan.</span></li><li><span style="font-family:times new roman;">Menggambar, melukis, menempelkan, menyisipkan akan membantu belajar</span> <span style="font-family:times new roman;">dan menggunakan keterampilan dan kesabaran.</span></li><li><span style="font-family:times new roman;">Memakai pakaian akan membantu membayangkan dan menciptakan.</span></li><li><span style="font-family:times new roman;">Bermain sandiwara, berlaku seolah-olah orang lain misalnya orangtua dsb, </span><span style="font-family:times new roman;">membantu mengerti peran orang dewasa. Menirukan perasaan orang bisa </span><span style="font-family:times new roman;">membantu anak menyesuaikan diri. Sandiwara membantunya membayangkan </span><span style="font-family:times new roman;">sesuatu.</span></li></ul><span style="font-weight: bold;font-family:times new roman;" >Bermain dengan bayi dan anak itu baik karena:</span><br /><ul><li><span style="font-family:times new roman;">Membantu berkenalan satu sama lain dan hubungan menjadi erat.</span></li><li><span style="font-family:times new roman;">Membantu anak menyadari cinta dan tertariknya Anda kepadanya. Merasa</span> <span style="font-family:times new roman;">dicintai membantu anak belajar dan berkembang baik.</span></li><li><span style="font-family:times new roman;">Orangtualah yang paling tahu dan bisa membantu anak belajar lewat bermain.</span></li></ul><span style="font-weight: bold;font-family:times new roman;" ></span><span style="font-weight: bold;font-family:times new roman;" >Orangtua bisa membantu anaknya lebih banyak dengan:</span><br /><span style="font-family:times new roman;"><br /><span style="font-weight: bold;">Memberi barang yang menarik untuk bermain</span></span><br /><ul><li><span style="font-family:times new roman;">Tidak harus yang mahal. Anak</span> <span style="font-family:times new roman;">pun bisa suka belajar dari yang</span> <span style="font-family:times new roman;">murah umpamanya dadu kayu,</span> <span style="font-family:times new roman;">wujud binatang, alat melukis dan </span><span style="font-family:times new roman;">kertas. Kenyataannya, Andalah</span> <span style="font-family:times new roman;">mainan yang paling menarik </span><span style="font-family:times new roman;">baginya untuk diajak bermain.</span></li><li><span style="font-family:times new roman;">Pakailah saja barang di rumah, </span><span style="font-family:times new roman;">misalnya kotak karton, sendok </span><span style="font-family:times new roman;">kayu, wadah plastik atau dari</span> <span style="font-family:times new roman;">apa pun, pakaian tua untuk </span><span style="font-family:times new roman;">bersandiwara.</span></li><li><span style="font-family:times new roman;">Mungkin ada pustaka mainan di </span><span style="font-family:times new roman;">dekat Anda tinggal, jadi tanyakanlah di perpustakaan atau Puskes Anak Balita.</span></li></ul><span style="font-weight: bold;font-family:times new roman;" >Meluangkan waktu untuk bermain dengan anak</span><br /><span style="font-family:times new roman;">Ada kalanya orang sibuk sekali dan mungkin merasa lelah. Namun tentu ada saja</span> <span style="font-family:times new roman;">yang tidak memerlukan banyak waktu dan tenaga. Ayah bunda bisa:</span><br /><ul><li><span style="font-family:times new roman;">Berbicara atau bernyanyi dengan anak sambil melakukan sesuatu di rumah.</span></li><li><span style="font-family:times new roman;">Ikutkan ke sesuatu yang mampu dilakukannya, misalnya mengambilkan busa</span> <span style="font-family:times new roman;">untuk ayah saat mencuci mobil, penjepit pakaian untuk menjemur, membantu </span><span style="font-family:times new roman;">menyedot debu.</span></li><li><span style="font-family:times new roman;">Menunjuk ke sesuatu bila berada di dalam bus atau berbelanja.</span></li><li><span style="font-family:times new roman;">Bersama-sama berdiam diri sambil membaca buku gambar atau cerita.</span></li></ul><span style="font-family:times new roman;">Minta bantuan kakaknya atau saudara untuk bermain dan berbicara dengan anak.</span><br /><span style="font-family:times new roman;"><br /><span style="font-weight: bold;">Membiarkan anak bermain dengan caranya sendiri</span></span><br /><ul><li><span style="font-family:times new roman;">Kita sering mengambil alih permainan anak dengan memberitahukan caranya</span> <span style="font-family:times new roman;">misalnya, “Bangunlah rumah dengan dadu.” Kadang-kadang memang perlu </span><span style="font-family:times new roman;">memberitahunya misalnya cara menumpuk dadu, tetapi penting pulalah</span> <span style="font-family:times new roman;">membiarkannya menemukan sendiri. Ini membantu dia berpikir dan belajar</span> <span style="font-family:times new roman;">memecahkan persoalan. Membiarkan dirinya bermain sendiri bukan berarti </span><span style="font-family:times new roman;">mengizinkan apa pun, seperti menggambari dinding. Masih harus Anda awasi </span><span style="font-family:times new roman;">agar mereka tidak merugikan dirinya atau barang-barang di rumah.</span></li><li><span style="font-family:times new roman;">Biarkan anak memandu Anda. Kadang-kadang anak ingin melakukan sesuatu</span> <span style="font-family:times new roman;">sendiri dengan didampingi dan ada kalanya Anda harus ikut serta bermain. </span><span style="font-family:times new roman;">Biarkan dia yang memutuskan. Pada usia sekian itu biasalah untuk ‘berjajar’ </span><span style="font-family:times new roman;">atau bermain di samping – bukannya bersama orang lain. Kegiatan yang bisa </span><span style="font-family:times new roman;">dilakukan berdampingan seperti menggambar, bisa menyenangkan hatinya.</span></li><li><span style="font-family:times new roman;">Cobalah jangan memaksakan gagasan Anda atas anak.</span></li></ul><span style="font-weight: bold;font-family:times new roman;" ></span><span style="font-weight: bold;font-family:times new roman;" >Bermain dengannya</span><br /><ul><li><span style="font-family:times new roman;">Duduklah di lantai dan bermain bersamanya, ikutlah mengambil bagian, jangan</span> <span style="font-family:times new roman;">hanya menjadi pengawas.</span></li><li><span style="font-family:times new roman;">Alih-alih bertanya seperti, “Kenapa ndak membangun rumah?” lebih baik cuma</span> <span style="font-family:times new roman;">menanggapi yang dilakukannya, misalnya</span> </li></ul><span style="font-family:times new roman;"> ‘Rumahnya sedang dibangun.’</span><br /><span style="font-family:times new roman;"> ‘Dadunya sudah masuk ke dalam truk.’</span><br /><span style="font-family:times new roman;">Itulah cara yang lebih baik untuk mengikutinya daripada memerintahnya. Lagipula</span> <span style="font-family:times new roman;">memberitahunya bahwa Anda pun tertarik.<br /><br /></span><span style="font-weight: bold;font-family:times new roman;" >Mengetahui saat anak mau bermain dan saatnya ingin berhenti</span><br /><span style="font-family:times new roman;">Saat yang tepat untuk bermain dengan bayi dan anak adalah bila mereka terjaga, </span><span style="font-family:times new roman;">jangan kalau sedang lelah atau lapar. Bayi dan anak tidak bisa lama memusatkan </span><span style="font-family:times new roman;">perhatiannya. Singkat dan sering mungkin yang terbaik. Tanda bahwa anak ingin </span><span style="font-family:times new roman;">berhenti bermain adalah:</span><br /><ul><li><span style="font-family:times new roman;">• menguap,</span></li><li><span style="font-family:times new roman;">• mengelakkan,</span></li><li><span style="font-family:times new roman;">• kelihatan gelisah.</span></li></ul><span style="font-family:times new roman;">Itulah ‘alamat’ mereka ingin berganti permainan atau beristirahat.</span><br /><span style="font-family:times new roman;"><br /><span style="font-weight: bold;">Umur yang berbeda-beda</span></span><br /><span style="font-family:times new roman;">Inilah beberapa saran bagi anak pada umur yang berlainan. Bisa juga Anda</span> <span style="font-family:times new roman;">tanyakan lebih lanjut di Puskes Anak Balita atau kelompok bermain. </span><span style="font-family:times new roman;"><br /><br />Berbicara, bernyanyi, bercerita atau membaca buku itu baik untuk segala umur.</span> <span style="font-family:times new roman;">Jika bayi masih berusia beberapa bulan, tunjukkan gambar di buku dan ceritakan</span> <span style="font-family:times new roman;">sekadarnya. Meskipun Anda sendiri tidak gemar membaca, masih baik kalau ada </span><span style="font-family:times new roman;">buku untuk menunjukkan gambarnya. Ceritakan kepada bocah dan anak tentang </span><span style="font-family:times new roman;">diri maupun keluarga Anda misalnya, “waktu masih kecil, kakek sering … ” atau</span> <span style="font-family:times new roman;">“waktu nenek masih muda, dia suka … ” Hal ini membiasakannya kepada suara </span><span style="font-family:times new roman;">dan susunan bahasanya.</span> <span style="font-family:times new roman;"><br /><br />Jika tempat bermainnya sempit, rupanya lebih mudah membiarkannya menonton </span><span style="font-family:times new roman;">TV, tapi berarti waktu bermain dan belajar berkurang kecuali Anda duduk bersama </span><span style="font-family:times new roman;">dan membicarakan tontonannya. Inilah saran bermain di tempat yang sempit.<br /><br /></span><span style="font-weight: bold;font-family:times new roman;" >0 - 9 bulan</span><span style="font-family:times new roman;"><br /></span><ul><li><span style="font-family:times new roman;">Beromong-omong dan berdendang dengan bayi. Omongan membantu belajar</span> <span style="font-family:times new roman;">berbicara dan memahami kata – bisa saja sambil melakukan sesuatu </span><span style="font-family:times new roman;">misalnya, “Mau makan malam,” atau “Mau pergi berbelanja.” Tunjuklah ke sesuatu dan sebutkan namanya. Kalau bayi mengoceh, jawablah. Tirukan air </span><span style="font-family:times new roman;">mukanya, dan tersenyumlah membenarkan kalau dia menirukan Anda. </span><span style="font-family:times new roman;">Kebanyakan bayi mencoba menirukan kita dari minggu pertamanya.</span></li><li><span style="font-family:times new roman;">Menyentuh dan merasakan sesuatu membantunya belajar. Bayi dan bocah</span> <span style="font-family:times new roman;">tidak ‘nakal’ jika menyentuh, mereka cuma ingin berkenalan dengan dunianya. </span><span style="font-family:times new roman;">Berilah bayi mainan dan benda yang aman untuk dipegang – mainan lunak, </span><span style="font-family:times new roman;">kerincing, sendok, kelos benang. Membunyikan kerincing mengajarkan bahwa</span> <span style="font-family:times new roman;">hal itu bisa juga dilakukannya.</span></li><li><span style="font-family:times new roman;">Biarkan bayi telungkup bermain sejenak tiap hari. Hal ini membantunya belajar</span> <span style="font-family:times new roman;">menahan kepala, menguatkannya dan menoleh. Carilah tempat aman di atas</span> <span style="font-family:times new roman;">lantai lalu taruhlah dia di atas selimut bersih tetapi tungguilah. Jangan biarkan </span><span style="font-family:times new roman;">dia tertidur telungkup.</span></li></ul><span style="font-family:times new roman;"><br /><span style="font-weight: bold;">9 - 18 bulan</span></span><br /><span style="font-family:times new roman;"><br />• Ceritakanlah sesuatu, sekadar dibacakan buku cerita atau dibuatkan buku</span> <span style="font-family:times new roman;">gambar tempel lalu tunjukkan dan katakan apa yang terjadi dalam gambar.</span><br /><span style="font-family:times new roman;">• Mencoret-coret. Biarlah mencoreti kertas dengan pensil berwarna tak beracun.</span><br /><span style="font-family:times new roman;">• Lagu dan sajak.</span><br /><span style="font-family:times new roman;">• Bermain air – mainan</span> <span style="font-family:times new roman;">terapung, mengisi dan</span> <span style="font-family:times new roman;">mengosongkan baknya.</span> <span style="font-family:times new roman;">Anak bermain dekat air </span><span style="font-family:times new roman;">harus selalu ditunggui!</span><br /><span style="font-family:times new roman;">• Menumpuk dadu.</span><br /><span style="font-family:times new roman;">• Isilah satu kotak dengan</span> <span style="font-family:times new roman;">benda-benda aman dari</span> <span style="font-family:times new roman;">berbagai bentuk dan</span> <span style="font-family:times new roman;">warna. Biarkan bayinya </span><span style="font-family:times new roman;">menjajaki benda-benda</span> <span style="font-family:times new roman;">ini, kemudian sebutkan</span> <span style="font-family:times new roman;">namanya.</span><br /><span style="font-family:times new roman;">• Membunyikan tutup </span><span style="font-family:times new roman;">panci.</span><br /><span style="font-family:times new roman;"><br /><span style="font-weight: bold;">18 bulan - 2½ tahun</span></span><br /><ul><li><span style="font-family:times new roman;">Memakai pakaian.</span></li><li><span style="font-family:times new roman;">Melukis dengan jari.</span></li><li><span style="font-family:times new roman;">Kotak karton untuk membangun menara atau rumah-rumahan.</span></li><li><span style="font-family:times new roman;">Teka-teki kata.</span></li><li><span style="font-family:times new roman;">Bola untuk dilontarkan, dipantulkan dan disepak.</span></li><li><span style="font-family:times new roman;">Play dough. Inilah resep membuatnya. Diperlukan 1 cangkir tepung biasa, 1/2 </span><span style="font-family:times new roman;">cangkir garam dapur, 1 sendok makan minyak, 1-2 sendok makan krim tartar,</span><span style="font-family:times new roman;">1 cangkir air ditambah sedikit pewarna makanan. Campurlah semua di dalam</span><span style="font-family:times new roman;"> panci besar. Rebuslah 3-5 menit dengan hati-hati dan kepanasan sedang.</span><span style="font-family:times new roman;">Aduklah terus sampai adonan itu kental dan tidak menempel ke sisi panci.</span><span style="font-family:times new roman;">Dinginkan dan remas-remas sampai halus lalu disimpan di lemari es.</span></li></ul><span style="font-weight: bold;font-family:times new roman;" >2½ - 3½ tahun</span><br /><ul><li><span style="font-family:times new roman;">Musik dan lagu. Bergerak dan menari</span> <span style="font-family:times new roman;">mengiringi irama. Memainkan alat musik</span> <span style="font-family:times new roman;">buatan sendiri misalnya pot dan sendok </span><span style="font-family:times new roman;">seolah-olah tambur.</span></li><li><span style="font-family:times new roman;">Mewarnai dengan pensil tak beracun.</span></li><li><span style="font-family:times new roman;">Biarkan membantu memasak, misalnya</span> <span style="font-family:times new roman;">menuang tepung atau mengaduk.</span></li><li><span style="font-family:times new roman;">Bermain play dough dan plasticine untuk</span> <span style="font-family:times new roman;">pemusatan perhatian dan ingatan.</span></li><li><span style="font-family:times new roman;">Pergi ke taman untuk berlari dan memanjat dapat memperkuat otot dan kepercayaan diri.</span></li></ul> <span style="font-weight: bold;font-family:times new roman;" >3½ - 5 tahun</span><br /><ul><li><span style="font-family:times new roman;">Bersandiwara, memakai pakaian, bermain toko atau sekolah. Memainkanperan dan menirukan membantunya memahami dunianya dan membantunyabelajar memecahkan persoalan.</span></li><li><span style="font-family:times new roman;">Meronce (merangkai) merjan tapi jangan sampai ditelan.</span></li><li><span style="font-family:times new roman;">Melukis dengan alat yang berbeda-beda – kuas besar dan kecil, lidi berkapas atau jari akan memberi lukisan yang beraneka ragam.</span></li><li><span style="font-family:times new roman;">Menggambar, menggunting dengan gunting aman dan menempelkan-</span></li><li><span style="font-family:times new roman;">Jigsaw.</span></li><li><span style="font-family:times new roman;">Mengikatkan tali sepatu dan pita.</span></li><li><span style="font-family:times new roman;">Menelusuri benda-benda berbagai bentuk.</span></li><li><span style="font-family:times new roman;">Menanam umpamanya sayur atau bunga ke dalam pot.</span></li></ul> <span style="font-weight: bold;font-family:times new roman;" >Bermain dengan anak kecil kalau sedang menjaga bayi adiknya</span><br /><span style="font-family:times new roman;">Pilihlah kegiatan yang bisa dilakukan si anak di dekat Anda selama melayani </span><span style="font-family:times new roman;">bayinya. Mulailah dengan anak misalnya mencoreti kertas, sebelum menyusui</span> <span style="font-family:times new roman;">atau memandikan bayinya.<br /><span style="font-size:100%;"><br /><span style="font-weight: bold;">Kalau bermainnya memorakporandakan rumah?</span><br />Pakailah dus khusus atau lemari mainan, jadi bisa segera merapikannya - secara bermain agar anak mau membantu. Enak melihat rumah rapi tetapi senang juga mengetahui bahwa bermain itu membantunya belajar dan berkembang.<br /><br /><span style="font-weight: bold;">Kelompok bermain bagi orangtua dan anak</span><br /></span></span><ul><li><span style="font-family:times new roman;"><span style="font-size:100%;">Hampir di setiap pelosok terdapat kelompok bermain. Inilah tempat untuk beramah-tamah bagi kedua orangtua maupun anaknya dengan keluarga lain. Anak bermain dengan anak lain lalu bisa bersahabat. Orangtua pun mendapat teman dan menyumbangkan peluang guna berbagi pikiran mengenai caranya menjadi orangtua.</span></span></li><li><span style="font-family:times new roman;"><span style="font-size:100%;">Ada kelompok bermain yang diurus kelompok masarakat atau orangtuanya. Ada yang tanpa pungutan biaya, ada pula yang membayar sekadarnya untuk membeli mainan. Orangtua sendirilah yang bertanggung jawab menjaga anaknya, tapi ada pula yang menyediakan karyawan terlatih guna kegiatannya.<br /></span></span></li><li><span style="font-family:times new roman;"><span style="font-size:100%;">Atau, Anda sendiri ingin mendirikan kelompok bermain di daerah Anda tinggal.</span></span></li></ul><span style="font-family:times new roman;"></span><span style="font-weight: bold;font-family:times new roman;" ></span>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-79696111297840570852007-03-05T08:14:00.000+07:002007-03-15T12:12:50.555+07:00Leptospirosis<span style="font-size:100%;"><span style="font-weight: bold;font-family:times new roman;font-size:130%;" ><br /></span>Setelah banjir besar menerjang areal pemukiman<span style="font-weight: bold;">,</span> berbagai penyakit menyerang manusia. Salah satu dari penyakit itu diakibatkan oleh kuman Leptospirosis. Berbagai ekspose media massa memberitakan korban nyawa yang berjatuhan. Karena itu, kenalilah gejala penyakit ini dan lindungi keluarga dari serangan penyakit ini.<span style=";font-family:times new roman;font-size:130%;" ><br /><br /></span><span style="font-weight: bold;font-family:times new roman;font-size:130%;" >Leptospirosis itu apa?<br /></span><span style="font-family:times new roman;"><br />Leptospirosis adalah penyakit manusia dan hewan dari kuman dan disebabkan kuman Leptospira yang ditemukan dalam air seni dan sel-sel hewan yang terkena. </span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Gejalanya apa saja?</span><br /></span><br /><span style="font-family:times new roman;">Gejala dini Leptospirosis umumnya adalah demam, sakit kepala parah, nyeri otot, gerah, muntah dan mata merah. Aneka gejala ini bisa meniru gejala penyakit lain seperti selesma, jadi menyulitkan diagnosa. Malah ada penderita yang tidak mendapat semua gejala itu.</span><br /><br /><span style="font-family:times new roman;">Ada penderita Leptospirosis yang lebih lanjut mendapat penyakit parah, termasuk penyakit Weil yakni kegagalan ginjal, sakit kuning (menguningnya kulit yang menandakan penyakit hati) dan perdarahan masuk ke kulit dan selaput lendir. Pembengkakan selaput otak atau Meningitis dan perdarahan di paru-paru pun dapat terjadi. Kebanyakan penderita yang sakit parah memerlukan rawat inap dan Leptospirosis yang parah malah ada kalanya merenggut nyawa.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Dampak jangka panjangnya apa?</span><br /></span><br /><span style="font-family:times new roman;">Penyembuhan penyakit Leptospirosis ini bisa lambat. Ada yang mendapat sakit mirip kelelahan menahun selama berbulan-bulan. Ada pula yang lagi-lagi sakit kepala atau tertekan. Ada kalanya kuman ini bisa terus berada di dalam mata dan menyebabkan bengkak mata menahun.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Cara tersebarnya?</span><br /></span><br /><span style="font-family:times new roman;">Kuman Leptospira biasanya memasuki tubuh lewat luka atau lecet kulit, dan kadang-kadang lewat selaput di dalam mulut, hidung dan mata. Berbagai jenis binatang bisa mengidap kuman Leptospira di dalam ginjalnya. Penyampaiannya bisa terjadi setelah tersentuh air kencing hewan itu atau tubuhnya. Tanah, lumpur atau air yang dicemari air kencing hewan pun dapat menjadi sumber infeksi. Makan makanan atau minum air yang tercemar juga kadang-kadang menjadi</span> <span style="font-family:times new roman;">penyebab penyampaiannya.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Binatang apa saja yang umumnya terkena?</span><br /></span><br /><span style="font-family:times new roman;">Berbagai binatang menyusui bisa mengidap kuman Leptospira. Di Australia, yang paling biasa adalah jenis tikus, anjing, binatang kandang dan asli, babi kandang maupun hutan, kuda, kucing dan domba. Binatang yang terkena mungkin sama sekali tak mendapat gejalanya atau sehat walafiat.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Siapa yang menghadapi bahaya? </span><br /></span><br /><span style="font-family:times new roman;">Yang menghadapi bahaya adalah yang sering menyentuh binatang atau air, lumpur, tanah dan tanaman yang telah dicemari air kencing binatang. Beberapa pekerjaan memang lebih berbahaya misalnya pekerjaan petani, dokter hewan, karyawan pejagalan serta petani tebu dan pisang. Aneka kegemaran yang menyangkut sentuhan dengan air atau tanah yang tercemar pun bisa menularkan Leptospirosis misalnya berkemah, berkebun, berkelana di hutan, berakit di air</span> <span style="font-family:times new roman;">berjeram dan olahraga air lainnya. Pria lebih sering terkena daripada wanita.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Caranya diagnosa?</span><br /></span><br /><span style="font-family:times new roman;">Seorang dokter mungkin mencurigai Leptospirosis pada seorang yang bergejala, biasanya 1-2 minggu setelah terkena. Peneguhan penyakit ini biasanya dengan contoh darah yang akan menyatakan apakah terkena kuman ini. Untuk diagnosa pada umumnya diperlukan 2 kali contoh darah selang 2 minggu. Ada kalanya kuman bisa dibiakkan dari darah, cairan tulang punggung ke otak dan air seni.</span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Pengobatannya ada?</span><br /></span><br /><span style="font-family:times new roman;">Pada umumnya Leptospirosis diobati dengan antibiotika seperti doxycycline atau penicillin. Berhubung ujicobanya makan waktu dan penyakitnya mungkin parah, dokter mungkin mulai memberi antibiotika itu sebelum meneguhkannya dengan ujicoba. Pengobatan dengan antibiotika dianggap paling efektif jika dimulai dini. </span><br /><br /><span style="font-weight: bold;font-size:130%;" ><span style="font-family:times new roman;">Cara mencegah Leptospirosis bagaimana?</span><br /></span><br /><span style="font-size:130%;"><span style="font-family:times new roman;">Ada banyak cara mencegah Leptospirosis.</span><br /></span><br /><span style="font-style: italic;font-size:130%;" ><span style="font-family:times new roman;">Yang pekerjaannya menyangkut binatang:</span><br /></span><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:times new roman;">Tutupilah luka dan lecet dengan balut kedap air.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Pakailah pakaian pelindung misalnya sarung tangan, pelindung atau perisai</span> <span style="font-family:times new roman;">mata, jubah kain dan sepatu bila menangani binatang yang mungkin </span><span style="font-family:times new roman;">terkena, terutama jika ada kemungkinan menyentuh air seninya.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Pakailah sarung tangan jika menangani ari-ari hewan, janinnya yang mati di</span> <span style="font-family:times new roman;">dalam maupun digugurkan atau dagingnya.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Mandilah sesudah bekerja dan cucilah serta keringkan tangan sesudah </span><span style="font-family:times new roman;">menangani apa pun yang mungkin terkena.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Jangan makan atau merokok sambil menangani binatang yang mungkin </span><span style="font-family:times new roman;">terkena. Cuci dan keringkan tangan sebelum makan atau merokok.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Ikutilah anjuran dokter hewan kalau memberi vaksin kepada hewan.</span></span></li></ul><span style="font-size:100%;"><br /><span style="font-style: italic;font-size:130%;" ><span style="font-family:times new roman;">Untuk yang lain:</span><br /></span><br /></span><ul><li><span style="font-size:100%;"><span style="font-family:times new roman;">Hindarkanlah berenang di dalam air yang mungkin dicemari dengan air seni </span><span style="font-family:times new roman;">binatang.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Tutupilah luka dan lecet dengan balut kedap air terutama sebelum bersentuhan dengan tanah, lumpur atau air yang mungkin dicemari air kencing binatang.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Pakailah sepatu bila keluar terutama jika tanahnya basah atau berlumpur.</span></span></li><li><span style="font-size:100%;"><span style="font-family:times new roman;">Pakailah sarung tangan bila berkebun.</span></span></li></ul>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-56522604561405634562007-03-05T07:59:00.000+07:002007-03-15T12:13:26.847+07:0055 Reasons to Homeschooling<ol style="font-family: arial;"><li>Spend more time together as a family. </li><li>Spend more time with children when they are rested and fresh rather than tired and cranky from school. </li><li>Avoid having to struggle to get children to do the tedious busywork that is so often sent home as homework. </li><li>Allow children time to learn subjects not usually taught in their school. </li><li>Allow children to have time for more in-depth study than what is allowed in school. </li><li>Allow children to learn at their own pace, not too slow or too fast. </li><li>Allow children to work at a level that is appropriate to their own developmental stage. Skills and concepts can be introduced at the right time for that child. </li><li>Provide long, uninterrupted blocks of time for writing, reading, playing, thinking, or working so that the child is able to engage in sophisticated, complex activities and thought processes. </li><li>Encourage concentration and focus - which are discouraged in crowded classrooms with too many distractions. </li><li>Encourage the child to develop the ability to pace her/himself - this is prevented in a classroom where the schedule is designed to keep every child busy all the time. </li><li>Spend a lot of time out-of-doors. This is more healthy than spending most weekdays indoors in a crowded, and often overheated, classroom. </li><li>Spending more time out-of-doors results in feeling more in touch with the changing of the seasons and with the small and often overlooked miracles of nature. </li><li>Children learn to help more with household chores, developing a sense of personal responsibility. </li><li>Children learn life skills, such as cooking, in a natural way, by spending time with adults who are engaged in those activities. </li><li>More time spent on household responsibilities strengthens family bonds because people become more committed to things they have invested in (in this case, by working for the family). </li><li>Time is available for more nonacademic pursuits such as art or music. This leads to a richer, happier life. </li><li>Children will not feel like passive recipients of subject matter selected by their teachers. They will learn to design their own education and take responsibility for it. </li><li>Children will realize that learning can take place in a large variety of ways. </li><li>Children will learn to seek out assistance from many alternative sources, rather than relying on a classroom teacher to provide all the answers. </li><li>A more relaxed, less hectic lifestyle is possible when families do not feel the necessity to supplement school during after-school and week-end hours. </li><li>Busywork can be avoided. </li><li>Learning can be more efficient since methods can be used that suit a child's particular learning style. </li><li>Children will avoid being forced to work in "cooperative learning groups" which include children who have very uncooperative attitudes. </li><li>Children can learn to work for internal satisfaction rather than for external rewards. </li><li>Children will not be motivated to "take the easy way out" by doing just enough work to satisfy their teacher. They will learn to be their own judge of the quality of their own work. </li><li>Children will be more willing to take risks and be creative since they do not have to worry about being embarrassed in front of peers. </li><li>Children will be more confident since they are not subject to constant fear of criticism from teachers. </li><li>Peer pressure will be reduced. There will be less pressure to grow up as quickly in terms of clothing styles, music, language, interest in the opposite sex. </li><li>Social interactions will be by choice and based on common interests. </li><li>Friends can be more varied, not just with the child's chronological age peer group who happen to go to the same school. </li><li>Field trips can be taken on a much more frequent basis. </li><li>Field trips can be much more enjoyable and more productive when not done with a large school group which usually involves moving too quickly and dealing with too many distractions. </li><li>Field trips can be directly tied into the child's own curriculum. </li><li>Volunteer service activities can be included in the family's regular schedule. Community service can be of tremendous importance in a child's development and can be a great learning experience. </li><li>Scheduling can be flexible, allowing travel during less expensive and less crowded off-peak times. This can allow for more travel than otherwise, which is a wonderful learning experience. </li><li>Children will be less likely to compare their own knowledge or intelligence with other children and will be less likely to become either conceited or feel inferior. </li><li>Religious and special family days can be planned and celebrated. </li><li>More time will be spent with people (friends and family) who really love and care about the children. Children will bond more with siblings and parents since they will spend more time together playing, working, and helping each other. </li><li>Feedback on children's work will be immediate and appropriate. They won't have to wait for a teacher to grade and return their work later to find out if they understood it. </li><li>Feedback can be much more useful than just marking answers incorrect or giving grades. </li><li>Testing is optional. Time doesn't have to be spent on testing or preparing for testing unless the parent and/or child desires it. </li><li>Observation and discussion are ongoing at home and additional assessment methods are often redundant. Testing, if used, is best used to indicate areas for further work. </li><li>Grading is usually unnecessary and learning is seen as motivating in and of itself. Understanding and knowledge are the rewards for studying, rather than grades (or stickers, or teacher's approval, etc.). </li><li>Children can be consistently guided in a family's values and can learn them by seeing and participating in parents' daily lives. </li><li>Children will learn to devote their energy and time to activities that THEY think are worthwhile. </li><li>Children will be able to learn about their ethnicities in a manner that will not demean. Children will be able to understand multiculturalism in its true sense and not from the pseudo-multicultural materials presented in schools which tend to depict others from a dominant culture perspective. </li><li>Children will not learn to "fit into society," but will, instead, value morality and love more than status and money. </li><li>Children do not have to wait until they are grown to begin to seriously explore their passions; they can start living now. </li><li>Children's education can be more complete than what schools offer. </li><li>Children who are "different" in any way can avoid being subjected to the constant and merciless teasing, taunting, and bullying which so often occurs in school. </li><li>Children with special needs will be encouraged to reach their full potential and not be limited by the use of "cookie cutter" educational methods used in schools. </li><li>Low standards or expectations of school personnel will not influence or limit children's ability to learn and excel. </li><li>Children will be safer from gangs, drugs, and guns. </li><li>Parents will decide what is important for the children to learn, rather than a government bureaucracy. </li><li>Family will not be forced to work within school's traditional hours if it does not fit well with their job schedules and sleep needs.</li></ol>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0tag:blogger.com,1999:blog-3078882400915263646.post-69184182477023523542007-02-19T20:24:00.000+07:002007-03-15T12:13:54.326+07:00Homeschooling<p style="font-family:times new roman;"><span style="font-size:100%;"><b>Homeschooling</b> – also called <b>home education</b> or <b>home school</b> – is the education of children at home rather than in a <a href="http://en.wikipedia.org/wiki/Public_school" title="Public school">public</a> or <a href="http://en.wikipedia.org/wiki/Private_school" title="Private school">private school</a>. Prior to the introduction of <a href="http://en.wikipedia.org/wiki/Compulsory_education" title="Compulsory education">compulsory school attendance laws</a> in the 19th century, most childhood education worldwide occurred within the family or community, with only a small portion of the population attending schools or employing <a href="http://en.wikipedia.org/wiki/Tutor" title="Tutor">tutors</a>. Today most children are institutionally schooled.</span></p><p style="font-family:times new roman;"><span style="font-size:100%;">Especially in the <a href="http://en.wikipedia.org/wiki/Anglophone" title="Anglophone">English-speaking nations</a>, homeschooling is an option for parents who wish to provide a quality of education or social environment that they believe is unattainable in schools.</span></p><p style="font-family:times new roman;"><span style="font-size:100%;"><i>Homeschooling</i> may refer to instruction in the home under the supervision of <a href="http://en.wikipedia.org/wiki/Correspondence_school" title="Correspondence school">correspondence schools</a> or <a href="http://en.wikipedia.org/wiki/Umbrella_school" title="Umbrella school">umbrella schools</a>. A <a href="http://en.wikipedia.org/wiki/Curriculum" title="Curriculum">curriculum</a>-free philosophy of homeschooling may be called <i><a href="http://en.wikipedia.org/wiki/Unschooling" title="Unschooling">unschooling</a></i>, a term coined in 1977 by American educator <a href="http://en.wikipedia.org/wiki/John_Caldwell_Holt" title="John Caldwell Holt">John Holt</a> in his magazine <i><a href="http://en.wikipedia.org/wiki/Growing_Without_Schooling" title="Growing Without Schooling">Growing Without Schooling</a></i>.</span><span style="font-weight: bold;font-size:100%;" ><br /></span></p>Lefidus Malauhttp://www.blogger.com/profile/07511480507143578415noreply@blogger.com0