Psikologi Anak2 Dan Remaja

7/29/2019 Psikologi Anak2 Dan Remaja

1/35

SGDY 3023PSIKOLOGIkANaK-KanAKDANREMAJA

Lecturers Name: Dr. Fauziah Abdul Rahim

0.95 BSKP [email protected]

Hope youll learn, have fun and do well in this course!!!

1
mailto:[email protected]:[email protected]


2/35

Some rules to remember

Everyone has the:- capability to think and learn

obligation to respect ones own and others

intellectual opinion

opportunity to learn from their mistakes

responsibilities to help others if they needhelp

right on themselves to be committed and dowell in whatever that they do and learn

2


3/35

Perspektif perkembangan life

span Paul Baltes (1987)Perkembangan satu proses yg memberi kesan sepanjang hayat

Berlaku pelbagai arah

Melibatkan gain and loss

Melibatkan ciri kekenjalan plasticity Dibentuk/pengaruhi oleh konteks sosio-budaya

Dipengaruhi oleh pelbagai faktor Wachs (2000) school shootings gene for agression,

permissive parenting, the availability of guns or too much

violence in the media Untuk memahami perkembangan kita perlu

pelbagai disiplin

3


4/35

Apa perbezaannya

Pertumbuhan

Kuantitatif- boleh

diukur

cth: berat badan,

tinggi

pertumbuhan umum

dan khusus

Perkembangan

Kualitatif- tidak boleh

diukur

cth: pemikiran,

perasaan

4


5/35

What is the difference between growth

and development?

Growth

Physical growth asphysical changes thatoccur from conceptionto maturity

Development

Systematic continuities and changes inthe individual that occur betweenconception and death

Include psychological, physical,emotional, social and intellectual (+spiritual)

Maturation and learning processinvolved in development

Maturation- developmental changes inthe body or behaviour that result fromthe aging process rather than fromlearning, injury, illness, or other lifeexperiences influenced by heredity

Learning-a relatively permanentchange in behaviour (or behaviouralpotential) that results from onesexperiences or practice

5


6/35

Perkembangan/development

Perubahan yg berlaku pd manusia

daripada percambahan hingga lahir

fizikal

personaliti

sosial

kognitif

kematangan

6


7/35

What is Developmental Psychology (DP)?

Shaffer (2002:p.2)

A branch of psychology devoted to

identifying and explaining the

continuities and changes that

individuals display over time

7


8/35


Cook and Cook (2005)

Physical development

Cognitive development Social development

8


9/35


Woolfolk (1998) development

Refers to certain changes that occurbetween conception and death

changes that remain for a reasonablylong period

Physical

Personal Social

cognitive

9


10/35

General Principles of

development

People develop at different rates

Individual differences

Development is relatively orderly

E.g people learn to sit before they walk,

babble before they talk

Development takes place gradually

Does not occur over night- any change is

likely to take time

10


11/35

Prinsip perkembangan

pertumbuhan berlaku pd kadar berbeza

(perbezaan individu)

kadar perkembangan mengikut susunan

yg umum (cth: merangkak & berdiri

sebelum berjalan)

perkembangan berlaku secara

mendadak & juga perlahan

11


12/35

Prinsip perkembangan

Berlaku dgn interaksi baka danpersekitaran

kadar perkembangan boleh diterangkan

dalam bentuk tahap perkembangan dipengaruhi oleh

persekitaran bergntg pada masa (cth:

perkembangan bahasa kedua dsb.) setiap indivisu itu unik tetapi wujud

perbezaan yg boleh diramalkan

berdasarkanjantina 12


13/35

Controversial issues about human

development: Do we know the answer?

Nature/nurture

Active/passive

Continuity/discontinuity Quantitative/ qualitative

13


14/35

Isu-isu dalam perkembangan

manusia

Adakah baka atau persekitaran yang memainkanperanan yang kritikal kepada perkembangan

manusia?

Adakah manusia berkembang secara menerus(continuity) atau secara mendadak mengikut tahap(discontinuity)?

Adakah manusia menjadi habuan persekitaran

(pasif) atau manusia secara aktif mempengaruhiperkembangan mereka secara unik dan tersendiri?

14


15/35

What is the difference between nature

and nurture?

Nature (Baka)

Wiggam (1923,p.42) heredity is the chief maker of people

and theres nothing that you can do about it

Watson (1995,p.82) give me a dozen healthy infants I can

train them to become doctors, lawyers even thief andbeggar

Nurture (Persekitaran)

How can nurture influence development?

15


16/35

Baka (nature) lwnpersekitaran (nurture)

Faktorbaka

kromosom

gen

kelenjar hormon

Pengaruh baka:

buta warna

kecerdasan kesihatan mental/fizikal

skizofrenia /gangguan personaliti

terencat akal

penagihan dadah/gila

16


17/35

Baka (nature) lwnpersekitaran(nurture)

Faktorpersekitaran

pralahir

kesihatan ibu mengandung & usia

pemakanan

tekanan psikologi perkembangan janin

semasa bersalin

Pengaruh persekitaran:

pemakanan ibu & bayi

keluarga

rakan sebaya/sekolah

media massa

budaya hidup

17


18/35

What is the difference between active and

passive?

Active

Are children born curious and active

creatures?

Passive

Are children the product/ shaped by the

environment?

18


19/35

What is the difference between continuity

and discontinuity?

Continuity (berterusan)

Additive process occurs gradually and

continually

Discontinuity (bertahap)

Series of abrupt changes each of which

elevates the child to a new and presumablymore advanced level of functioning

19


20/35

Quantitative vs Qualitative

changes Quantitative

Changes in degree Height, weight

Qualitative

Changes that make the individual

fundamentally different in some way Tadpole into a frog

20


21/35

Kaedah Kajian

21


22/35

Penyelidikan

Kajian ke atas pasangan kembar

Gould (1981) the only really adequatenatural experiment for separating

genetic from environmental effects inhumans - esp. identical twins (termedmonozygotic)

22


23/35

Penyelidikan

Kajian ke atas anak angkat

DeFries, Plomin & Fulkner (1994)

23


24/35

Penyelidikan

Kajian ke atas prasekolah & rumah

(2009)

Zigler (1994) - kanak2 yg ke pra

sekolah IQ tinggi drpd yg tak pergi

Molfese, DiLalla & Bunce (1997) -

persekitaran rumah yg menggalakkan

perkembangan kognitif dan sosial-emosi.

24


25/35

Apa rumusan penyelidikan?

Most human behaviours are not influenced by natureornurture but by nature andnurture (Robert Plomin,1995)

Genes are never expressed directly in behaviour.There is a long chains of events involving genes,

physiological processes, and the environment. The

way heredity is expressed depends on the specific

environment in which this expression occurs (Miller,1996)

25


26/35

KAEDAH KAJIAN PSIKOLOGIPERKEMBANGAN

Stanley Hall baik untuk kaji setiap tahapperkembangan sepanjang hayat (life-span)manusia

Pd abad ke 20 penyelidikan mengikut tahap umur

Bermula pada tahun 1960an-1970an Ada yg fokus

Bayi

Kanak-kanak

Remaja

Dewasa

Warga tua gerontology

26


27/35

Bagaimana menyelidik

perkembangan? Kaedah Saintifik

Mencari dan mendapatkan maklumat secara pencerapan yg

sistematik sebelum berfikir dan membuat analisis

Dapatan daripada penyelidikan akan memberi penerangan yang

jitu dengan bukti yang kukuh dan konsisten. Kaedah saintifik melibatkan proses penjanaan idea dan menguji

idea tersebut semasa membuat pengamatan sebelum sesuatu

teori dapat dihasilkan.

Teori menghasilkan penjanaan jangkaan dan hipotesis

mengenai sesuatu pengamatan. Jika sesuatu hipotesis yg diujimempunyai bukti yg kukuh maka teori itu diteruskan jika tidak

teori itu dapat diubah.

27


28/35

Cara mengumpul data (bukti)

Kaedah penyelidikan bergantung kepadaapa yang hendak diuji dan pendekatanapa yg sesuai yg dapat memberi

jawapan kepada persoalan kajiantersebut.

Self report

Behavioural observation

Naturalistic observation

Structured vs unstructured observation

Microgenetic method28


29/35

Kaedah Penyelidikan Umum

Experimen independent vs dependent variables

Manipulasi variable independent

Random assigned individuals masalah etika penyelidikan

Dua kumpulantreatment vs control; kajian dijalankan dalam makmal/laboratorysituation

Memperihalkan kesan treatmentcausal relation ship

Quasi experiment tidak randomly assigned; selalunya dalam situasi diluar makmal

Survey Korelasi Memperihalkan hubungkait variables lihat ada hubungkait yang sistematik

Singer dan Singer (1981) kesan pengaruh TV (ganas) dan tahap keganasan

Hampir mendekati +1.00 hubungkait positif yang tinggi/kuat

Hampirt mendekati -1.00 hubungkait yang negative (inverse) yang tinggi dan kuat

Hampir mendekati 0.00 tiada hubungkait

Pencerapan(Observation) naturalistic

Soal selidik (Interview)

29

D l t l R h


30/35

Developmental Research

Design

Cross sectional

Longitudinal

Sequential

30

D i f S d i


31/35

Designs for Studying

Development

Longitudinal

Same participants studied repeatedly at

different ages.

Cross-sectionalParticipants of differing ages all studiedat the same time.

Sequential

Several similar cross-sectional or

longitudinal studies are conducted atvarying times.

MicrogeneticParticipants are presented with a novel

task and their mastery is followed over

a series of sessions.


32/35

Strengths and Limitations of Research Designs


33/35

Sequential Designs

C M i l E i


34/35

Can Musical Experience

Enhance Intelligence?


35/35

Childrens Research Rights

Protection from harm

Informed consent

Privacy

Knowledge of results

Beneficial treatments

Psikologi Anak2 Dan Remaja

Documents

Transcript of Psikologi Anak2 Dan Remaja