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Based on the previous explanation, it can be concluded that teaching young learners can be done through various techniques and resources based on the age
and the students’ need to explore a particular skill of students including vocabulary.
3. Young Learner’s Development
Considering the development of children, to take a right step in teaching them is needed. The following will discuss the development of young learners:
a. Cognitive Development
Piaget in Woolfolk, 1995: 33 states that a child has four stages of cognitive development as follows:
1 Sensorimotor 0-2 years
This stage has some characteristics such as it begins to make use of imitation, memory, and thought. It also begins to recognize that objects do not cease to
exist when they are hidden. It moves from reflex actions to goal-directed activity.
2 Preoperational 2-7 years
It gradually develops use of language and ability to think in symbolic form, able to think operations through logically in one direction; it also has
difficulties seeing another person’s point of view. 3
Concrete Operational. 7-11 years Most of children are able to solve concrete hands-on problems in logical
fashion, understand laws of conservation and are able to classify and seriate. They also understand revisibility.
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4 Formal Operational 11-adult
In this stage, they are able to solve abstract problems in logical fashion. They become more specific in thinking and develop concerns about social issues.
Before they learn to speak, children communicate through crying, smiling, and body movement. By the end of the first year, more or less, most children have
their first word. They have entered what psychologist call the one word stage. From the explanation above, it can be concluded that children pass some
stages in developing their cognitive based on their age. b.
Affective According to Brown 2000: 143 affect refers to emotion or feeling. The
affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side. The development of affective stages or feelings
involves a variety of personality factors, feeling both about themselves with whom they come into contact.
The affective domain includes many factors: self-esteem, extroversion, inhibition, risk-taking imitation, anxiety attitudes, empathy Brown, 2000: 145.
c. Psychomotor
Bloom also http:www.kidsdevelopment.co.ukTypesoflearning.html. classifies psychomotor categories as follows:
1 Imitation: watch and copy the actions of another.
2 Manipulation: perform a task from written or verbal instructions.
3 Precision: adeptly perform a task without outside help or instruction, show
ability to demonstrate skill to others.
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4 Articulation: combine skills to meet new, unforeseen demands.
5 Naturalization: use internalized knowledge to perform tasks in a “second way.
4. The Language Development of Children
