Hasil UN SMA diumumkan 16 Juni

JAKARTA (Bisnis): Pengumuman hasil ujian nasional untuk pelajar SMA/SMK di ibu kota akan diumumkan pada 16 Juni mendatang.

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.

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.

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.

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.

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)

Bisnis, selasa, 22 Mei 2007

The 6-Year-Old

quoted from
SchwabLearning.org


Developmental Milestones: The 6-Year-Old

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.

Here are some of the milestones you can expect of a 6-year-old:

Motor Development

• may still be somewhat uncoordinated and gawky
• able to learn to ride a bicycle
• can move in time with music or a beat

Language & Thinking Development

• moving toward abstract thinking
• develops reasoning skills
• shifts from learning through observation and experience to learning via language and logic
• wants it all; has difficulty making choices

Social & Emotional Development

• grows more independent, yet feels less secure
• craves affection from parents and teachers
• friendships are unstable; can be unkind to peers
• needs to win and may change rules to suit herself
• may be hurt by criticism, blame, or punishment
• can be rigid, demanding, and unable to adapt
• increasingly aware that others have may have different feelings

Tips for Parenting a 6-Year-Old

At 6, your child is curious, active, and becoming engrossed in school and new friendships.

• Provide consistent structure at home to help your child adapt to the disciplined world of school.
• Give lots of opportunity for physical activity to help develop skills.
• Make a point of attending your child’s school and sports events. It’s important for her to show off her accomplishments.
• Be patient with her selfishness; it will pass.
• Be generous with praise.

“Snapshot” of a 6-Year-Old

Jenny's story illustrates the range of skills, interests, and abilities considered typical development for this age.

Marilyn laughed and thought of her daughter, Jenny, as she finished the last lines of a poem by A. A. Milne:

"But now I am Six, I’m as clever as clever.
So I think I’ll be six now for ever and ever."

Imagination

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:

The frog, desperate for water, asked Mr. Jack Rabbit, who is a really fast runner, "Please take me to a place with water."

Being a good friend, Mr. Jack Rabbit said, "Of course. Just jump on my back, and I’ll take you to this nice pond."

So the frog jumped onto the rabbit’s back, and the rabbit brought him to our pond.

"He really likes it here, and he’ll be Jack Rabbit’s friend forever," said Jenny.

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.

"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."

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.

Rules

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.

Friends

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.

"Please, please, please, let me, Mom?" asked Jenny. "She is my bestest friend in the whole wide world! Please! Please!"

"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."

Jenny skipped through the afternoon gleefully planning her first sleep over with her friend.

Fears

Later, Jenny came to her mom and asked a very important question. Would there be monsters in Sophia’s house?

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.

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.

"But if they do," said Jenny," we’ll just perform the “Monster, Be Gone!” ceremony, and everything will be just fine."

"That’s my Jenny!" beamed Marilyn.

And Finally …

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.

© 2001, 2004 Charles and Helen Schwab Foundation Created: 07/16/2001 Modified: 10/22/2004

About the Contributors

1. 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.
2. 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.

Ages 13 through 16_Years-Old

SchwabLearning.org
Close

Child Development: 13- to 16-Year-Olds

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.

Physical Development

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.

Girls:

• growth in height continues, but at a slower pace than earlier; adult height is reached by age 16 or 17
• breast development continues
• pubic hair thickens, darkens, and takes on adult triangular pattern
• underarm hair thickens
• hips widen; fat deposits in buttocks, legs, and stomach increase
• menstrual periods become regular; ovulation is established; pregnancy becomes possible

Boys:

• rapid growth in height and weight
• muscles fill out and strength increases dramatically
• voice deepens
• pubic and underarm hair appears and thickens
• body hair increases
• penis, scrotum, and testes enlarge
• ejaculation and nocturnal emissions occur

Both Girls and Boys:

• always hungry; appetite is great
• need for sleep increases; may sleep quite late on weekends
• oily skin and acne may be problematic
• sweating increases
• rapid growth may cause clumsiness and lack of coordination
• sexual desires and fantasies increase

Intellectual Development

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:

1. arguing skills improve (and are demonstrated often and with great passion)
2. reasoning skills improve:

• begins with the ability to apply concepts to specific examples
• learns to use deductive reasoning and make educated guesses
• learns to reason through problems even in the absence of concrete events or examples
• becomes able to construct hypothetical solutions to a problem and evaluate which is best

3. focus on the future develops:

• begins with a present focus, mixed with some fantasy
• learns to recognize that current actions can have an effect on the future
• starts to set personal goals (and may reject goals set by others)

4. decision-making skills improve:

• begins to independently differentiate right from wrong and develops a conscience
• learns to distinguish fact from opinion
• learns to evaluate the credibility of various sources of information
• becomes able to anticipate the consequences of different options
• may challenge the assumptions and solutions presented by adults

Social & Emotional Development

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.

13-Year-Olds

• uncertain, unhappy, and sensitive
• withdrawn; spends a lot of time alone; needs privacy
• convinced that everyone else is watching and judging
• very concerned with body image
• self-esteem at a low ebb
• not sociable with adults
• friendships tend to be group-focused; more squabbling than a year ago

14-Year-Olds

• generally happy and easy-going
• recognizes own strengths and weaknesses
• finds many faults with, and is embarrassed by, both parents
• likes to be busy and involved in many extracurricular activities
• social circle is large and varied; includes friends of both sexes
• very anxious to be liked
• interest in the opposite sex is strong

15-Year-Olds

• may be quarrelsome and reluctant to communicate
• strong desire for independence; wants to be free of family
• relationship with siblings may be better than with parents
• friends are very important; may have one or two “best friends”
• dating and romantic relationships are commonplace

16-Year-Olds

• relationship with family is easy and giving
• feels comfortable in own skin; secure sense of self
• starts to view parents as people, rather than rule-makers
• friendships are very important
• most have many friends of both sexes with shared interests
• romantic relationships can be quite intense

And Finally …

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.

© 2004 Charles and Helen Schwab Foundation Created: 01/30/2004

About the Contributors

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.

Ages 9 through 12 Years Old

quoted from
SchwabLearning.org


Child Development: 9- to 12-Year-Olds

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.

Here are the stages you can expect you child to pass through during early adolescence:

9-Year-Olds

Physical Development

• uses tools, such as a hammer or small garden tools, fairly well
• capable of fine hand and finger movements
• draws with great detail
• may persist with an activity until exhausted
• interested in own strength; boys enjoy wrestling

Intellectual Development

• memorizes and recites facts, but may not show deep understanding
• reads to learn (rather than learning to read)
• has a strong desire to complete tasks
• keeps train of thought and will continue work even after interruptions
• able to use a dictionary
• very interested in mastering skills
• critical thinking starting to emerge
• beginning be aware of right and wrong (versus good and bad)

Social & Emotional Development

• may experience wide mood swings
• may be critical of self and others
• may use physical complaints to avoid unpleasant tasks
• often dislikes the opposite sex intensely
• responsible; can be depended upon and trusted
• puts great importance on fairness, in self and in others
• likes to talk and share ideas

10-Year-Olds

Physical Development

1. has both skill and stamina for gross motor activities such as biking, skating, and team sports
2. personality traits may be revealed by posture and movement habits
3. girls may show signs of approaching puberty:

• softening and rounding of features
• subtle signs of breast development

Intellectual Development

• still memorizes and recites without thinking deeply about the subject
• developing a conscience but not yet consistently able to tell right from wrong; relies upon an adult to help
• aware of time, but needs help to plan time in a practical way
• still certain that own beliefs are correct and are universally shared by others

Social & Emotional Development

• disposition is generally happy, sometimes silly
• respectful and affectionate toward both parents
• fears which were previously bothersome are now minimal
• may anger quickly but expression of anger differs according to the situation
• friendships are quite important; friends are of the same sex
• enjoys clubs and group activities
• still not interested in the opposite sex

11-Year-Olds

Physical Development

1. very active and energetic; constantly wiggles and moves
2. boys show few outward signs of puberty:

• may tend to carry more fat than previously
• more muscle development than girls

3. girls display more physical changes:

• development of some soft pubic hair
• breast growth is still minimal, but of great interest
• rapid height gains

Intellectual Development

• able to use logic in arguments and apply logic to specific, concrete situations
• combines oral, visual, and written material in school reports
• decision-making skill improves
• starts to realize that others may hold beliefs different from own

Social & Emotional Development

• tends to be egocentric, critical, and uncooperative
• may be tearful, fearful, and full of worries
• relationship with mother is particularly thorny
• displays anger physically--fights, slams doors, kicks
• away from home, behavior is well mannered and quite helpful
• friendships are still important, but with more quarrels than before
• may have one “best friend”
• not actively interested in the opposite sex, but on the verge

12-Year-Olds

Physical Development

1. both boys and girls are always hungry
2. girls are at the peak of physical change:

• still growing rapidly in height and weight; growth may taper off toward the end of the year
• menstruation is likely to start
• breasts fill out
• underarm and pubic hair thickens

3. boys show a wide range of growth rates:

• soft pubic hair develops
• penis and scrotum enlarge
• erections are frequent, with or without an obvious cause

Intellectual Development

• categorizes information in order to make sense of it
• summarizes information from a book in own words
• proofreads own work for errors of grammar, spelling, and logic
• reads adult newspapers or magazines, particularly those sections about topics of specific interest

Social & Emotional Development

• generally pleasant and good natured
• very enthusiastic about likes and equally passionate about dislikes
• strong need to conform to peers
• friendships are calm, without the turmoil seen at eleven.
• shows interest in the opposite sex (girls more than boys)

And Finally …

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.

© 2004 Charles and Helen Schwab Foundation Created: 01/22/2004

About the Contributors

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.

The 8-Years-Old

quoted from
SchwabLearning.org


Developmental Milestones: The 8-Year-Old

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.

Here are some of the milestones you can expect of your 8-year-old:

Motor Development

• finger control is quite refined
• stamina increases; can run and swim further

Language and Thinking Development

• can converse at an almost adult level
• reading may be a major interest
• seeks to understand the reasons for things
• begins to feel competent in skills and have preferences for some activities and subjects
• thinking is organized and logical
• begins to recognize concept of reversibility (4+2=6 and 6–2=4)

Social and Emotional Development

• has strong need for love and understanding, especially from mother
• can be helpful, cheerful, and pleasant as well as rude, bossy, and selfish
• may be quite sensitive and overly dramatic
• emotions change quickly
• impatient; finds waiting for special events torturous
• makes friends easily; develops close friends of same sex
• favors group play, clubs, and team sports; wants to feel part of a group
• more influenced by peer pressure
• can be obsessed with, and motivated by money

Tips for Parenting an 8-Year-Old

At 8, your child has a strong need to “belong.”

• Talk to your child about peer pressure.
• Listen and discuss his concerns about friends and school performance.
• Take advantage of his interest in money to teach about costs and the importance of saving toward a goal.
• Develop moral why some things are right or wrong.
• Recognize your child’s need for privacy and secrets. Give him a locking drawer or box.

And Finally…

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.

© 2004 Charles and Helen Schwab Foundation Created: 10/22/2004

About the Contributors

• 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.
• 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.

Age 7-Years-OLD

quoted from
SchwabLearning.org


Developmental Milestones: The 7-Year-Old

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.

Here are some of the milestones you can expect of a 7-year-old:

Motor Development

• hand-eye coordination is well developed
• has good balance
• can execute simple gymnastic movements, such as somersaults

Language and Thinking Development

• uses a vocabulary of several thousand words
• demonstrates a longer attention span
• uses serious, logical thinking; is thoughtful and reflective
• able to understand reasoning and make the right decisions
• can tell time; knows the days, months, and seasons
• can describe points of similarity between two objects
• begins to grasp that letters represent the sounds that form words
• able to solve more complex problems
• individual learning style becomes more clear-cut

Social and Emotional Development

• desires to be perfect and is quite self-critical
• worries more; may have low self-confidence
• tends to complain; has strong emotional reactions
• understands the difference between right and wrong
• takes direction well; needs punishment only rarely
• avoids and withdraws from adults
• is a better loser and less likely to place blame
• waits for her turn in activities
• starts to feel guilt and shame

Tips on Parenting a 7-Year-Old

Now more socially aware, your child thinks about the world around him.

• This is a time of fragile self-esteem, so offer frequent encouragement and positive feedback.
• Help ease the tendency for self-criticism by stressing what he’s learned rather than how the final product looks.
• Be patient and understanding of volatile emotions and moods.
• Take advantage of his eagerness to learn by asking open-ended, thought-provoking questions, doing puzzles, and playing thinking games.
• Initiate discussions about right vs. wrong.
• Provide opportunities for independent decision-making.

“Snapshot” of a 7-Year-Old

This story of Nick illustrates the range of skills, interests, and abilities considered typical development for this age.

“Hey, Mom,” yelled Nick as he burst into the house after school.

“I’m out in the yard,” answered Caroline, Nick’s mother.

Understanding the World through Questioning

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.”

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.

“Thank goodness for Ms. Briggs,” thought Caroline.

“I’m going to write down all the questions I can think of,” continued Nick enthusiastically.

“I’m sure Ms. Briggs will love that,” laughed Caroline with a roll of her eyes.

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.

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?”

Caroline sighed and thought about Ms. Briggs. Now she can be the Queen of Answers.

Developing Self-Awareness

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.”

“How wonderful,” said Mom.

“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.”

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.

Accepting Differences of Opinion

Nick had Mom’s attention and was certainly going to take advantage of his time with her.

“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.

“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.”

“So I can believe that one beach is better than the other, and Jack can believe what he wants to believe?” questioned Nick.

“Exactly.” Said Mom. “A difference of opinion makes the world go round.”

“That’s silly,” quipped Nick. “Opinions can’t make the world go round.”

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.

And Finally…

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.

© 2001, 2004 Charles and Helen Schwab Foundation Created: 07/30/2001 Modified: 10/22/2004

About the Contributors

1. 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.
2. 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.

Ages 3 through 5

quoted from
SchwabLearning.org

Developmental Milestones: Ages 3 through 5

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.

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.

Milestones: 3-Year-Olds

Motor Development: Gross Motor Skills

• walks with an agile, almost adult style
• runs around obstacles
• catches large balls and throws overhead
• climbs ladders; uses slide independently
• rides a tricycle
• alternates feet when climbing stairs

Motor Development: Fine Motor Skills

• assembles simple puzzles
• manipulates clay; finger paints
• copies simple shapes, such as a cross or circle
• stacks blocks up to nine high

Language and Thinking Development

• understands most of what is said and 75 percent of speech is understandable
• speaks in complete sentences of three to five words
• matches pictures to objects
• learns by doing and through the senses
• understands concepts of "now," "soon," and "later"
• begins to recognize cause-and-effect relationships

Social and Emotional Development

• follows simple directions; enjoys helping with household tasks
• begins to recognize own limits — asks for help
• likes to play alone, but near other children
• does not cooperate or share well
• able to make choices between two things
• begins to notice other people’s moods and feelings

Tips for Parenting 3-Year-Olds

No longer a toddler, your 3-year-old takes in knowledge about himself and the world around him.

• Transitions are difficult at this age. Provide warning of changes so your child has time to shift gears: “We’re leaving in 10 minutes.”
• Rituals are important. Household routines and schedules give your 3-year-old a sense of security.
• Point out colors and numbers in the course of everyday conversation: “You’re wearing your blue shirt” or “We made six cupcakes.”
• Encourage independent activity to build self-reliance.
• Provide lots of sensory experiences for learning and developing coordination — sand, mud, finger paints, puzzles.

Milestones: 4-Year-Olds

Motor Development: Gross Motor Skills

• running is more controlled; can start, stop, and turn
• turns somersaults; hops on one foot; gallops
• can easily catch, throw, and bounce a ball
• can brush teeth, comb hair, wash, and dress with little assistance

Motor Development: Fine Motor Skills

• copies crosses and squares
• prints some letters
• uses table utensils skillfully
• cuts on a line

Language and Thinking Development

• uses a 1,500-word vocabulary; speaks in relatively complex sentences ("Mommy opened the door and the dog ran out.")
• understands words that relate one idea to another — if, why, when
• continues to learn through experience and the senses
• understands, mostly, the difference between fantasy and reality
• understands number and space concepts — more, less, bigger, in, under, behind
• thinks literally; starting to develop logical thinking
• begins to grasp that pictures and symbols can represent real objects
• starts to recognize patterns among objects — round things, soft things, animals
• grasps the concepts of past, present, and future but does not understand the duration of time

Social and Emotional Development

• takes turns, shares, and cooperates
• expresses anger verbally rather than physically
• can feel jealousy
• may sometimes lie to protect herself, but understands the concept of lying
• enjoys pretending and has a vivid imagination

Tips for Parenting 4-Year-Olds

Silly, imaginative, and energetic, your child loves to try new words and new activities.

• 4-year-olds crave adult approval. Provide lots of positive encouragement.
• Display calendars and analog clocks to help your child visualize the concept of time.
• Play word games to develop his growing vocabulary; overlook his fascination with bad words.
• Offer opportunities for sorting, matching, counting, and comparing.
• Provide lots of play space and occasions to play with other kids.

Milestones: 5-Year-Olds

Motor Development: Gross Motor Skills

• runs in an adult manner
• walks on tiptoe, broad jumps
• walks on a balance beam
• skates and jumps rope

Motor Development: Fine Motor Skills

• hand preference is established
• laces (but cannot tie) shoes
• gasps pencil like an adult
• colors within lines
• cuts and pastes simple shapes

Language and Thinking Development

• speaks fluently; correctly uses plurals, pronouns, tenses
• very interested in words and language; seeks knowledge
• understands and names opposites
• uses complex language
• still confuses fantasy and reality at times
• thinking is still naïve; doesn’t use adult logic

Social and Emotional Development

• distinguishes right from wrong, honest from dishonest, but does not recognize intent
• plays make-believe and dresses up
• mimics adults and seeks praise
• seeks to play rather than be alone; friends are important
• plays with both boys and girls but prefers the same sex
• wants to conform; may criticize those who do not

Tips for Parenting 5-Year-Olds

Your cooperative, easy-going 5-year-old loves to play and that’s how he learns.

• Join in activities that develop coordination and balance — skipping and hopping, walking on the curb or crack in the sidewalk, or climbing trees.
• Encourage fine motor skills by letting your child cut pictures out of magazines, string beads, or play with take-apart, put-together toys.
• Take advantage of his interest in numbers by counting anything and everything; teach simple addition and subtraction by using objects, not numerals.
• Let your child know what to expect from an upcoming event or activity so he can prepare. Avoid springing things on him.
• Help him recognize his emotions by using words to describe them: "I see you’re angry at me right now."

A “Snapshot” of Two 5-Year-Olds

This story of Jimmy and Maria illustrates the range of skills, interests, and abilities considered typical development for this age.

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.

Jimmy felt sad and disappointed that he was’t going, too. At the same time he was glad that he could stay home.

Motor Activity

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.

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.

"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.

If only Billy lived closer! But mom said he’s too young to walk all the way over to Billy’s by himself.

Readiness Skills

"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.

She replied that she wasn’t talking about being just five years old. She said that he was a "young five."

"Whatever that is!" thought Jimmy.

Mom explained that there were things he still needed to learn before he went to school.

"What things?" asked Jimmy.

"Like sit and listen," said Mom.

"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.

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.

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.

"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.

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.

"Mom is always telling me all the things I can do. That makes me feel good. I know she really loves me!"

And Finally …

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!

© 2001, 2004 Charles and Helen Schwab Foundation Created: 07/06/2001

About the Contributors

1. 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.
2. 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.

Waspadai Kesulitan Belajar

Waspadai Kesulitan Belajar pada Anak
Kompas Cybermedia
Minggu, 12 Februari 2006


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.

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.

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.

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.

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.

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.

Namun, Lucia mengatakan, orangtua tak perlu cemas bila anak belum mempunyai strategi metakognitif, selagi usianya masih di bawah tujuh tahun.

”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.

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.

”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.

Strategi metakognitif

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.

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.

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.

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.

Melatih Metakognitif dalam Membaca

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.

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.

Mungkin pada tahap awal agak sulit karena kemampuan verbal mereka masih belum berkembang maksimal. Akan tetapi, jika sudah menjadi kebiasaan, dan orangtua dapat me

Perhatian Orang Tua

Perhatian Orang Tua Tentukan Prestasi Belajar Siswa
Republika Online
Jumat, 31 Desember 2004


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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Pengaruh Lingkungan

Lingkungan Pengaruhi Belajar Anak
Pikiran rakyat
Selasa, 18 April 2006


BANDUNG, (PR).-
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.

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.

”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.

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.

”Apabila ini berlangsung terus-menerus, akan ada anak yang mengalami kesulitan kumulatif. Biasanya, sih, sering terjadi pada pelajaran matematika dan bahasa,” ujarnya.

Zaenal mengatakan, kesulitan eksternal maupun kesulitan internal yang terkait dengan kelainan fungsi otak, memiliki gejala yang hampir sama. Umumnya berupa kesulitan belajar membaca atau menulis, kesulitan belajar matematika, dan kesulitan perilaku.

Pola asuh

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.

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.

Namun, selain pola asuh, kesehatan fisik dan psikologis saat anak masih dalam kandungan juga menjadi faktor penting. (A-160)***

Kesulitan Belajar

Deteksi Kesulitan Belajar Sejak Dini
Pikiran Rakyat
Minggu, 08 Mei 2005


UJIAN erat kaitannya dengan proses belajar. Bila dikaji, ujian merupakan bagian dari rangkaian pembelajaran. Berhasil tidaknya seseorang dalam belajar, akan terukur melalui hasil ujian.

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.

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.

"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.

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.

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.

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.

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.

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.

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.

Peran dokter anak pada gangguan kesulitan belajar, terutama ditujukan untuk mendeteksi tumbuh kembang anak sesuai dengan tahapan usianya.

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.

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.

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.

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.***

Psych tests ordered for homeschooling parents

March 13, 2007 | Bob Unruh

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.

Joel Thornton, president of the International Human Rights Group told WND that fears the state will use those court-approved tests to destroy the family of Melissa Busekros are very valid.

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.

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.

"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.

For the Busekros family, it's a huge setback.

"[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.

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.

Thornton said the problem is that the original psychiatric evaluation was so vague, anyone could have been determined to need treatment under its conclusions.

"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.

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.

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.

"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.

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.

"We are now looking to set up a wide boycott of German goods in honor of Melissa and her family," the IHRG said.

Just a little earlier, in a response published on a blog to a letter expressing concern about Melissa's case, 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."

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."

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.

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."

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."

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."

The international court said schools represent society and "it was in the children's interest to become part of that society."

The Youth Welfare Office in Erlangen, which was integral in launching the case against Melissa, also has been defending its actions.

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."

Others, however, weren't waiting for explanations. 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.

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.

"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."

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."

The Home School Legal Defense Association, the largest homeschool organization in the U.S. with more than 80,000 member families, said the case is an "outrage."

The HSLDA said it was watching about 40 other families with court cases in various stages.

Practical Homeschool Magazine 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.

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."

American homeschoolers should be concerned, as WND has reported, because the ease with which similar restrictions on free choice could be imposed in the United States.

Michael Farris, cofounder of the HSLDA, has called for an amendment to the U.S. Constitution to protect the right of parents to educate their children at home, in light of such developments in Europe.

Why Parents Opt for Homeschooling

The Jakarta Post.com
Opinion and Editorial - September 23, 2006

Mierza Miranti, Jakarta

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.

If you were to ask 10 parents why they schooled their children at home, you would get a variety of responses.

Among the reasons for homeschooling is the long-standing belief that home is the best environment to teach religion, ethics and norms.

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.

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.

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.

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.

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.

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.

Parents who practice homeschooling say their children are spared from schoolyard bullying and peer pressure.

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.

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.

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.

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!"

The writer teaches at SMPI Al-Izhar Islamic junior high school in Pondok Labu, Jakarta. She can be reached at caryatid_mirzie@yahoo.com.