Handling A Spoilt Three-Year Old Child in Two To Three Class at Tumble Tots.
ABSTRACT
Dalam Tugas Akhir ini saya akan membahas permasalahan yang saya
alami pada saat saya magang di Tumble Tots pre-school & kindergarten.
Salah satu masalahnya adalah terdapat anak yang sangat manja di kelas
Two to Three tempat saya melaksanakan magang.
Untuk menyelesaikan masalah ini saya melakukan analisa. Saya
menemukan beberapa penyebab dan akibat dari masalah yang saya
hadapi sewaktu magang di Tumble Tots. Penyebab utama dari anak yang
sangat manja ini adalah Ibu dari anak ini terbiasa memanjakan dia dan
yang kedua, Ibu anak ini juga melindunginya secara berlebihan (kapanpun
dan disaat dia melakukan hal apapun). Hal ini berdampak terhadap anakanak lain ataupun guru yang mengajar. Dampaknya antara lain,
konsentrasi anak anak menjadi terganggu atau terpecah, aktivitas kelas
menjadi terganggu, dan kegiatan guru pada saat mengajarpun menjadi
terganggu.
Saya memilih tiga solusi untuk menangani anak ini, solusi pertama
adalah saya harus memberikan disiplin secara konsisten kepada anak ini.
Kedua; Ibu dari dari anak jangan terlalu memanjakan anaknya. Ketiga, Ibu
dari anak ini juga jangan memberikan perlindungan yang berlebihan
kepada anak ini. Solusi terbaik yang saya pilih untuk mengatasi masalah
ini adalah, yang pertama saya harus memberikan disiplin secara konsisten
pada anak manja ini agar dapat membuatnya teratur dalam melakukan
aktivitasnya. Kedua, Ibunya seharusnya tidak menjaga anak ini secara
berlebihan agar anak ini dapat mengembangkan karakter dan potensi
yang ada dalam dirinya. Saya yakin bahwa gabungan dari kedua hal
tersebut dapat membantu saya mengatasi masalah anak yang manja ini
baik saat belajar di dalam ataupun di luar kelas.
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TABLE OF CONTENTS
ABSTRACT ....................................................................................... i
DECLARATION OF ORIGINALITY ................................................... ii
ACKNOWLEDGEMENTS ................................................................. iii
TABLE OF CONTENTS .................................................................... iv
Chapter I INTRODUCTION ................................................................ 1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
Chapter II PROBLEM ANALYSIS ..................................................... 6-8
Chapter III POTENTIAL SOLUTIONS ............................................... 9-15
Chapter IV CONCLUSION ................................................................ 16-17
BIBLIOGRAPHY
APPENDICES :
A. FLOWCHART
B. LIST OF QUESTIONS
C. SUMMARY OF INTERVIEW
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Lampiran Foto
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APPENDIX A : FLOWCHART
Causes
1. The mother is
used to giving
whatever the child
wants.
2. The mother is
overprotective.
Potential
Negative Effects
1. The child can be
angry or rebelious
when he cannot get
what he wants.
2. The child can be
anxious.
Potential
Negative Effects
1. The child might
feel ignored.
2. The child will feel
uncomfortable and
not interested in
school activites.
Potential
Negative Effects
1. The child might
be out of control.
Problem
Handling a spoilt
three-year-old child
in Two to Three
class at Tumble Tots
Potential
Solution I
I should provide a
consistent discipline
for this child.
Effects
1. The other
children’s
concentration is
disturbed or
distracted.
2. The class activity
will be disturbed.
3. It is disturbes
teacher’s activitiy
and the lesson
becomes more
difficult to convey.
Potential Positive
Effects
1. The child can
learn not to be
spoilt.
2. The child can
learn to be more
disciplined.
Potential
Solution II
The mother should
not overindulge the
child.
Potential
Solution III
The mother should
not overprotect the
child.
Potential Positive
Effects
1. The child can
learn to be brave to
show his capability.
2. The child can
build his own self esteem.
Potential Positive
Effects
1. The child can
learn to be
responsible and
independent.
2. The child can
develop his
character.
Chosen Solution
- I should provide consistent discipline for this spoilt child
- The mother should not overprotect the child
APPENDIX B
LIST OF QUESTIONS
(to the spoilt three-year old pupil’s teacher)
1. What are the causes of the three-year old child being spoilt?
2. Does the spoilt child’s behaviour disturb the class activities?
3. How did the spoilt child bothered the class activities and
concentration of other children?
4. Does the spoilt child’s behaviours disturb the teacher’s activity?
APPENDIX C
SUMMARY OF THE INTERVIEW
Issued to be
clarified /
justified
Interviewee’s answers
(exact words)
Conclusion
1
Apa penyebab
anak berumur
tiga tahun ini
(Jason) manja?
Ya memang Jason itu dikelas terlihat hanya
seperti main-main karena awalnya ibunya
memang tidak membiasakan untuk mandiri .
Kemudian dari segi memanjakan ya bisa
dibilang memang ibunya agak sedikit terlalu
memanjakan dan juga overprotektif sehingga
Jason menjadi takut pegang cat atau sedikitsedikit anaknya diangkat saat sedang
bermain.
2
Apakah
menurut Aunty
Hani tingkah
laku Jason
dapat
mengganggu
berlangsungnya
aktifitas kelas?
3
Kemudian,
apakah tingkah
laku Jason
mengganggu
atau
mengalihkan
perhatian dari
anak-anak
pada saat
belajar di
kelas?
Apakah tingkah
laku Jason
mengganggu
aktivitas Aunty
sebagai
gurunya?
Ya kalau menurut saya bisa dibilang
mengganggu yah karena seperti pada saat
dia minta permen pada ibunya dikelas dan
kemudian ibunya membukakan permen itu,
terdengar suara bungkus permen dan anakanak lain melihat dan minta permen pada
saya. Dan pada saat saya minta perhatian
mereka kembali mereka malah minta saya
untuk membukakan permen. Jadi, cukup
mengganggu karena aktifitas kelas menjadi
tertunda.
Umm.. iya kalau saya bilang dapat
diasumsikan seperti itu karena perhatian
anak-anak gampang terpecah kan yah. Dan
cukup sulit untuk mendapatkan perhatian
mereka kembali saat sudah terganggu.
Anak berumur tiga
tahun ini menjadi
manja karena orang
tua nya tidak
membiasakan
anaknya untuk
belajar mandiri dan
juga orang tuanya
memberikan
perlindungan yang
berlebih kepada
anak ini.
Tingkah laku Jason
menimbulkan
terganggunya
aktifitas kelas.
No.
4
Emm.. ya, mengganggu ya ketika dia mulai
pergi ke suatu tempat dan mengambil
barang didalam kelas. Karena kan di dalam
kelas banyak barang-barang penting seperti
map anak-anak, workbook, dan lain-lain.
Sementara juga saya harus berhenti
menyampaikan materi dan menegur dia. Ini
cukup mengganggu saya karena untuk
mendapatkan konsentrasi anak-anak kan
nggak mudah. Ketika saya selesai menegur
dia , saya harus mengulang materi untuk
memastikan apakah anak-anak menerima
materi yang saya berikan.
Tingkah laku Jason
menyebabkan
terganggunya atau
mengalihkan
perhatian anak-anak
lain pada saat kelas
berlangsung.
Tingkah laku Jason
yang tidak mengikuti
kelas (bermain di
kelas) mengganggu
aktivitas belajar
mengajar
danmenyulitkan guru
untuk
menyampaikan
materi pelajaran.
CHAPTER I
INTRODUCTION
A. Background of the Study
In this era, Indonesians not only use Indonesian language but they also
use English as a means of communication. Because of this, most schools
have introduced English language as early as posible. As a result, there are a
lot of pre-schools or kindergartens in Indonesia especially in Bandung. One of
the preschools and kindergartens in Bandung is Tumble Tots.
I did my internship at Tumble Tots pre-school and kindergarten
(henceforth, TT) and I choose TT because I love children and I can apply the
knowledge that I have acquired during my study at D3 English Programme,
Maranatha Christian University. I worked as a teacher’s assistant during my
internship and the responsibilities that I had included preparing the class,
supporting the class, laying out the station room, and tidying up the class.
When I did my internship, I found out that teaching English in pre-school is
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not easy to do. I often faced problems. The problem I faced is there is a spoilt
three-year-old child in my class, whose behaviours often disturb the teaching
and learning process. In general, a three-year-old child still needs parent’s
protection. However, this child has been overprotected by his mother and it
caused him to be used to being spoilt.
The class where I did my internship is Two to Three class. There are
twelve children in the morning class and fifteen children in the afternoon
class. Their ages ranged from two to three years old. The lessons for the Two
to Three class are counting, sticking, coloring, art and craft (making funny
face/mask), and developing gross motor skills (at the station room). In TT
parents are allowed to stay in the class.
The problem occurs when I became an assistant for Aunty Hani in the Two
to Three class. The spoilt child likes to do whatever he wants and his
behaviours caused problems to the teaching and learning process. As one of
the examples, when the spoilt child started grabbing something inside the
class, one or two children also followed his action and played with the
classroom’s stuff (glue, marker, books, and others). This became a problem
because other children’s concentration were distracted and the teaching
learning process was delayed. I am interested in analyzing this problem
because I think this is important to be solved to make the teaching and
learning process run well.
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Therefore, I choose handling a spoilt three-year-old child at TT as the topic of
my final term paper. This topic will be examined critically and systematically in
accordance with scientific research.
B. Identification of Problem
When I did my internship at Tumble Tots I found a problem. The questions
that will be analyzed are :
1. Why is one three-year old child in the Two to Three class at TT spoilt ?
2. How does this spoilt three-year old child influence the class activity?
3. How should I as the teacher handle this spoilt three-year old child?
C. Objective and Benefits of the Study
The objective of the study is to analyze the problem of handling a spoilt
three-year old child in the Two to Three class at TT. After analyzing the
problem with its causes and effects, I explain the best solution to the problem.
In this part I also discuss the benefits of the study. The benefits are for the
writer, the readers, and the institution. The benefit for the writer is I can
develop myself to handle a spoilt child. For the readers, especially the
parents, they can get the information that they should not spoil the children
but should understand that children can develop themselves naturally as they
are growing up. For the institution, especially the teachers, they can solve the
problem of handling a spoilt three-year-old child in their class.
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D. Description of the Institution
TT was established in The United Kingdom in 1979 by Bill Cosgrave, coach
for the British Olympic Gymnastics team of 1968. In Indonesia, TT has many
branches, including in Jakarta, Bandung, and Surabaya. In Bandung, there
are two branches, The first is at Jalan Maulana Yusuf no.8, which was
established in 2001. The second is at Jalan Galunggung no. 18. The owner of
TT in Bandung is Mrs. Fedya Kertatama.
In TT there are six classes: Gymbabes, Walking to Two, Two to Three,
Three to Four, Rightstep 1, and Rightstep 2. TT in Jalan Maulana Yusuf has
eleven teachers. Each class is usually taught by two teachers: one is the
leader and the other one is the class supporter. The equipments that TT
provides are wooden and foam equipments. These equipments are for the
activities done in the station (the room for a gross-motor skill exercises). The
teaching aids that the teachers use to teach the children are mostly (90%)
real things, for example, comb, fruits, dolls, shampoo.
The activities in TT are divided into two kinds of activities, that is activities
which use soft skills and activities that use gross-motor skills. In the activity
which uses soft skills the children do some activities like colouring, counting
(fun math), cutting, sticking, tracing the dots lines. In the activity that uses
grossmotor skill the children do the activities in the station room. In the station
there are three areas. They are agility, climbing,and balancing areas.
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The agility area is for building the children’s dexterity, the climbing area is for
building the children’s confidence, and the balancing area is for building the
children’s body balance.
E. Method of the Study
The data used for the analysis is from the journal that I have. The journal
is based on the observation I did during my internship from January 4th February 12th 2011. I use the library research, the Internet, and interviews to
support the theories and my analysis in finding the solution to the problem.
F. Limitation of the Study
I did my observation as a teacher’s assistant at Tumble Tots pre-school
and kindergarten at Jalan Maulana Yusuf no. 8, Bandung. I taught the Two to
Three class. The observation is focused on the school activities and children’s
behaviours, in the Two to Three class at TT. I did my internship at TT from
January 4th to February 12, 2011.
G. Organization of the Term Paper
This term paper is divided into four chapters. Chapter I, the Introduction,
gives the details about the Background of the Study, Identification of the
Problem, Objectives and Benefits of the Study, Description of the Institution,
Limitations of the Study, and the Organization of the Term Paper.
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Chapter II explains the causes and effects of the problem. Chapter III
discusses the potential solutions to the problem with the potential negative
and positive effects of each solution. Chapter IV explains the best solutions
for the problem. I also include Bibliography, which contains the sources of all
theories that are used in the study, and the Appendices, which contains the
flowchart and summary of the interview.
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CHAPTER IV
CONCLUSION
In the previous chapter, I have discussed the causes and effects of my
problem, which is handling a spoilt three-year-old child in the Two to Three
class at TT. The causes of this problem are the mother is used to giving
whatever the child’s wants and the mother is overprotective. The problem
affects the learning process in school. The effects are the other children’s
concentration is disturbed or distracted and the class activity is bothered.
Besides the causes and effects that I also analyze three potential solutions
to solve the problem, with their potential positive and negative effects. The
potential solutions are I should provide consistent discipline to the spoilt
child; the parents should not overindulge the child; and the mother should
not overprotect the child.
After I have analyzed each potential solution and potential positive and
negative effects of each solution, I choose the combination of the first and
the third potential solution as the best solution. The potential solutions
chosen are I should provide consistent discipline and the mother should
not overprotect her child.
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The combination of the first and the third potential solution is the best
solution. The article ”Early Intervention Boost Positive Functioning” stated
that “The intervention involved teachers, students and their parents.
Teachers were given special training to learn specialized skills in
classroom management and instruction. Children were taught impulse
control, how to get what they want without being aggressive” (par. 8). I
choose this combination because by involving the two sides(the mother
and the teacher), the spoilt child will accept two positive impulses. The
impulses are first make him do things by himself and this gives him
chances to develop his abilities, second make him do not depend on his
parents and therefore he can learn not to be spoilt.
In conclusion, the existence of a spoilt three-year old child in the Two to
Three class at TT can disturb the school activites and the other children’s
concentration is distracted. However, if the mother and teacher can handle
the spoilt child, the school activites can go well and the other children can
follow the lesson without being disturbed.
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BIBLIOGRAPHY
Printed Source
Coles, Robert. The Moral Intelligence of Children. London: Bloomsburg
Publisher Plc, 1997.
Electronic Sources
Anamika. “How to Be A Good Mother to Your Children”. Hubpages.com.
2011. 30 April 2011..
“Anxiety in Young Children 0-6”. www.emotionalhealthclinic.com. 26 April
2011.
.
“A Son Who is Not Interested In School Academics”.
www.mamapedia.com. 2011. 28 April 2011.
.
“Children and Independence”. www.child-central.com. 29 April 2011.
.
”Discover and Develop Children’s character”. www.ask-gratitude.com.
2010. 11 June 2011. .
Maranatha Christian University
“Early Intervention Boost Positive Functioning”.
www.alcoholism.about.com. 5 January 2005. 12 June 2011.
Escribir. “Child Discipline”. hubpages.com. 2011. 24 April 2011.
.
“Latest in Children Behaviour & Discipline”. www.ehow.com. 2011. 25 April
2011. .
Lisa. ”Kid’s Demands for Material Possesion”. www.Hubpages.com. 2011.
15 June 2011. .
“Parenting Advice - Stress in Children”. www.asknanny.com. 2008. 27
April 2011. .
Pickhardt, Carl. “Controlling Your Child”. www.comeunity.com. 2001. 25
April 2011.
.
“Overprotective Parents”. www.indiaparenting.com. 2011. 30 April 2011.
< http://www.indiaparenting.com/articles/data/art09_012.shtml>.
Rettner, Rachel. “Overprotective Parents : Today’s Modern Family”.
www.todaysmodernfamily.com. 7 June 2010. 20 April 2011.
.
Rigby, Jill. “12 Signs You’re Overindulging Your Child”.
www.tipsonlifeandlove.com. 27 March 2011. 26 April 2011.
.
“So You Want To Make Your Kids Happy!”. www.drsapadin.com. 2004. 26
April 2011. < http://www.drsapadin.com/articles/happy_kids.php>.
Theine, Cherry. “Overprotective Parents Behind School”.
www.mmtimes.com 2011. 27 April 2011.
.
Interview
By phone : Hani . Telephone Interview . April 20, 2011. June 12, 2011.
Maranatha Christian University
Dalam Tugas Akhir ini saya akan membahas permasalahan yang saya
alami pada saat saya magang di Tumble Tots pre-school & kindergarten.
Salah satu masalahnya adalah terdapat anak yang sangat manja di kelas
Two to Three tempat saya melaksanakan magang.
Untuk menyelesaikan masalah ini saya melakukan analisa. Saya
menemukan beberapa penyebab dan akibat dari masalah yang saya
hadapi sewaktu magang di Tumble Tots. Penyebab utama dari anak yang
sangat manja ini adalah Ibu dari anak ini terbiasa memanjakan dia dan
yang kedua, Ibu anak ini juga melindunginya secara berlebihan (kapanpun
dan disaat dia melakukan hal apapun). Hal ini berdampak terhadap anakanak lain ataupun guru yang mengajar. Dampaknya antara lain,
konsentrasi anak anak menjadi terganggu atau terpecah, aktivitas kelas
menjadi terganggu, dan kegiatan guru pada saat mengajarpun menjadi
terganggu.
Saya memilih tiga solusi untuk menangani anak ini, solusi pertama
adalah saya harus memberikan disiplin secara konsisten kepada anak ini.
Kedua; Ibu dari dari anak jangan terlalu memanjakan anaknya. Ketiga, Ibu
dari anak ini juga jangan memberikan perlindungan yang berlebihan
kepada anak ini. Solusi terbaik yang saya pilih untuk mengatasi masalah
ini adalah, yang pertama saya harus memberikan disiplin secara konsisten
pada anak manja ini agar dapat membuatnya teratur dalam melakukan
aktivitasnya. Kedua, Ibunya seharusnya tidak menjaga anak ini secara
berlebihan agar anak ini dapat mengembangkan karakter dan potensi
yang ada dalam dirinya. Saya yakin bahwa gabungan dari kedua hal
tersebut dapat membantu saya mengatasi masalah anak yang manja ini
baik saat belajar di dalam ataupun di luar kelas.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ....................................................................................... i
DECLARATION OF ORIGINALITY ................................................... ii
ACKNOWLEDGEMENTS ................................................................. iii
TABLE OF CONTENTS .................................................................... iv
Chapter I INTRODUCTION ................................................................ 1-5
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
Chapter II PROBLEM ANALYSIS ..................................................... 6-8
Chapter III POTENTIAL SOLUTIONS ............................................... 9-15
Chapter IV CONCLUSION ................................................................ 16-17
BIBLIOGRAPHY
APPENDICES :
A. FLOWCHART
B. LIST OF QUESTIONS
C. SUMMARY OF INTERVIEW
i
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Lampiran Foto
i
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APPENDIX A : FLOWCHART
Causes
1. The mother is
used to giving
whatever the child
wants.
2. The mother is
overprotective.
Potential
Negative Effects
1. The child can be
angry or rebelious
when he cannot get
what he wants.
2. The child can be
anxious.
Potential
Negative Effects
1. The child might
feel ignored.
2. The child will feel
uncomfortable and
not interested in
school activites.
Potential
Negative Effects
1. The child might
be out of control.
Problem
Handling a spoilt
three-year-old child
in Two to Three
class at Tumble Tots
Potential
Solution I
I should provide a
consistent discipline
for this child.
Effects
1. The other
children’s
concentration is
disturbed or
distracted.
2. The class activity
will be disturbed.
3. It is disturbes
teacher’s activitiy
and the lesson
becomes more
difficult to convey.
Potential Positive
Effects
1. The child can
learn not to be
spoilt.
2. The child can
learn to be more
disciplined.
Potential
Solution II
The mother should
not overindulge the
child.
Potential
Solution III
The mother should
not overprotect the
child.
Potential Positive
Effects
1. The child can
learn to be brave to
show his capability.
2. The child can
build his own self esteem.
Potential Positive
Effects
1. The child can
learn to be
responsible and
independent.
2. The child can
develop his
character.
Chosen Solution
- I should provide consistent discipline for this spoilt child
- The mother should not overprotect the child
APPENDIX B
LIST OF QUESTIONS
(to the spoilt three-year old pupil’s teacher)
1. What are the causes of the three-year old child being spoilt?
2. Does the spoilt child’s behaviour disturb the class activities?
3. How did the spoilt child bothered the class activities and
concentration of other children?
4. Does the spoilt child’s behaviours disturb the teacher’s activity?
APPENDIX C
SUMMARY OF THE INTERVIEW
Issued to be
clarified /
justified
Interviewee’s answers
(exact words)
Conclusion
1
Apa penyebab
anak berumur
tiga tahun ini
(Jason) manja?
Ya memang Jason itu dikelas terlihat hanya
seperti main-main karena awalnya ibunya
memang tidak membiasakan untuk mandiri .
Kemudian dari segi memanjakan ya bisa
dibilang memang ibunya agak sedikit terlalu
memanjakan dan juga overprotektif sehingga
Jason menjadi takut pegang cat atau sedikitsedikit anaknya diangkat saat sedang
bermain.
2
Apakah
menurut Aunty
Hani tingkah
laku Jason
dapat
mengganggu
berlangsungnya
aktifitas kelas?
3
Kemudian,
apakah tingkah
laku Jason
mengganggu
atau
mengalihkan
perhatian dari
anak-anak
pada saat
belajar di
kelas?
Apakah tingkah
laku Jason
mengganggu
aktivitas Aunty
sebagai
gurunya?
Ya kalau menurut saya bisa dibilang
mengganggu yah karena seperti pada saat
dia minta permen pada ibunya dikelas dan
kemudian ibunya membukakan permen itu,
terdengar suara bungkus permen dan anakanak lain melihat dan minta permen pada
saya. Dan pada saat saya minta perhatian
mereka kembali mereka malah minta saya
untuk membukakan permen. Jadi, cukup
mengganggu karena aktifitas kelas menjadi
tertunda.
Umm.. iya kalau saya bilang dapat
diasumsikan seperti itu karena perhatian
anak-anak gampang terpecah kan yah. Dan
cukup sulit untuk mendapatkan perhatian
mereka kembali saat sudah terganggu.
Anak berumur tiga
tahun ini menjadi
manja karena orang
tua nya tidak
membiasakan
anaknya untuk
belajar mandiri dan
juga orang tuanya
memberikan
perlindungan yang
berlebih kepada
anak ini.
Tingkah laku Jason
menimbulkan
terganggunya
aktifitas kelas.
No.
4
Emm.. ya, mengganggu ya ketika dia mulai
pergi ke suatu tempat dan mengambil
barang didalam kelas. Karena kan di dalam
kelas banyak barang-barang penting seperti
map anak-anak, workbook, dan lain-lain.
Sementara juga saya harus berhenti
menyampaikan materi dan menegur dia. Ini
cukup mengganggu saya karena untuk
mendapatkan konsentrasi anak-anak kan
nggak mudah. Ketika saya selesai menegur
dia , saya harus mengulang materi untuk
memastikan apakah anak-anak menerima
materi yang saya berikan.
Tingkah laku Jason
menyebabkan
terganggunya atau
mengalihkan
perhatian anak-anak
lain pada saat kelas
berlangsung.
Tingkah laku Jason
yang tidak mengikuti
kelas (bermain di
kelas) mengganggu
aktivitas belajar
mengajar
danmenyulitkan guru
untuk
menyampaikan
materi pelajaran.
CHAPTER I
INTRODUCTION
A. Background of the Study
In this era, Indonesians not only use Indonesian language but they also
use English as a means of communication. Because of this, most schools
have introduced English language as early as posible. As a result, there are a
lot of pre-schools or kindergartens in Indonesia especially in Bandung. One of
the preschools and kindergartens in Bandung is Tumble Tots.
I did my internship at Tumble Tots pre-school and kindergarten
(henceforth, TT) and I choose TT because I love children and I can apply the
knowledge that I have acquired during my study at D3 English Programme,
Maranatha Christian University. I worked as a teacher’s assistant during my
internship and the responsibilities that I had included preparing the class,
supporting the class, laying out the station room, and tidying up the class.
When I did my internship, I found out that teaching English in pre-school is
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not easy to do. I often faced problems. The problem I faced is there is a spoilt
three-year-old child in my class, whose behaviours often disturb the teaching
and learning process. In general, a three-year-old child still needs parent’s
protection. However, this child has been overprotected by his mother and it
caused him to be used to being spoilt.
The class where I did my internship is Two to Three class. There are
twelve children in the morning class and fifteen children in the afternoon
class. Their ages ranged from two to three years old. The lessons for the Two
to Three class are counting, sticking, coloring, art and craft (making funny
face/mask), and developing gross motor skills (at the station room). In TT
parents are allowed to stay in the class.
The problem occurs when I became an assistant for Aunty Hani in the Two
to Three class. The spoilt child likes to do whatever he wants and his
behaviours caused problems to the teaching and learning process. As one of
the examples, when the spoilt child started grabbing something inside the
class, one or two children also followed his action and played with the
classroom’s stuff (glue, marker, books, and others). This became a problem
because other children’s concentration were distracted and the teaching
learning process was delayed. I am interested in analyzing this problem
because I think this is important to be solved to make the teaching and
learning process run well.
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Therefore, I choose handling a spoilt three-year-old child at TT as the topic of
my final term paper. This topic will be examined critically and systematically in
accordance with scientific research.
B. Identification of Problem
When I did my internship at Tumble Tots I found a problem. The questions
that will be analyzed are :
1. Why is one three-year old child in the Two to Three class at TT spoilt ?
2. How does this spoilt three-year old child influence the class activity?
3. How should I as the teacher handle this spoilt three-year old child?
C. Objective and Benefits of the Study
The objective of the study is to analyze the problem of handling a spoilt
three-year old child in the Two to Three class at TT. After analyzing the
problem with its causes and effects, I explain the best solution to the problem.
In this part I also discuss the benefits of the study. The benefits are for the
writer, the readers, and the institution. The benefit for the writer is I can
develop myself to handle a spoilt child. For the readers, especially the
parents, they can get the information that they should not spoil the children
but should understand that children can develop themselves naturally as they
are growing up. For the institution, especially the teachers, they can solve the
problem of handling a spoilt three-year-old child in their class.
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D. Description of the Institution
TT was established in The United Kingdom in 1979 by Bill Cosgrave, coach
for the British Olympic Gymnastics team of 1968. In Indonesia, TT has many
branches, including in Jakarta, Bandung, and Surabaya. In Bandung, there
are two branches, The first is at Jalan Maulana Yusuf no.8, which was
established in 2001. The second is at Jalan Galunggung no. 18. The owner of
TT in Bandung is Mrs. Fedya Kertatama.
In TT there are six classes: Gymbabes, Walking to Two, Two to Three,
Three to Four, Rightstep 1, and Rightstep 2. TT in Jalan Maulana Yusuf has
eleven teachers. Each class is usually taught by two teachers: one is the
leader and the other one is the class supporter. The equipments that TT
provides are wooden and foam equipments. These equipments are for the
activities done in the station (the room for a gross-motor skill exercises). The
teaching aids that the teachers use to teach the children are mostly (90%)
real things, for example, comb, fruits, dolls, shampoo.
The activities in TT are divided into two kinds of activities, that is activities
which use soft skills and activities that use gross-motor skills. In the activity
which uses soft skills the children do some activities like colouring, counting
(fun math), cutting, sticking, tracing the dots lines. In the activity that uses
grossmotor skill the children do the activities in the station room. In the station
there are three areas. They are agility, climbing,and balancing areas.
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The agility area is for building the children’s dexterity, the climbing area is for
building the children’s confidence, and the balancing area is for building the
children’s body balance.
E. Method of the Study
The data used for the analysis is from the journal that I have. The journal
is based on the observation I did during my internship from January 4th February 12th 2011. I use the library research, the Internet, and interviews to
support the theories and my analysis in finding the solution to the problem.
F. Limitation of the Study
I did my observation as a teacher’s assistant at Tumble Tots pre-school
and kindergarten at Jalan Maulana Yusuf no. 8, Bandung. I taught the Two to
Three class. The observation is focused on the school activities and children’s
behaviours, in the Two to Three class at TT. I did my internship at TT from
January 4th to February 12, 2011.
G. Organization of the Term Paper
This term paper is divided into four chapters. Chapter I, the Introduction,
gives the details about the Background of the Study, Identification of the
Problem, Objectives and Benefits of the Study, Description of the Institution,
Limitations of the Study, and the Organization of the Term Paper.
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Chapter II explains the causes and effects of the problem. Chapter III
discusses the potential solutions to the problem with the potential negative
and positive effects of each solution. Chapter IV explains the best solutions
for the problem. I also include Bibliography, which contains the sources of all
theories that are used in the study, and the Appendices, which contains the
flowchart and summary of the interview.
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CHAPTER IV
CONCLUSION
In the previous chapter, I have discussed the causes and effects of my
problem, which is handling a spoilt three-year-old child in the Two to Three
class at TT. The causes of this problem are the mother is used to giving
whatever the child’s wants and the mother is overprotective. The problem
affects the learning process in school. The effects are the other children’s
concentration is disturbed or distracted and the class activity is bothered.
Besides the causes and effects that I also analyze three potential solutions
to solve the problem, with their potential positive and negative effects. The
potential solutions are I should provide consistent discipline to the spoilt
child; the parents should not overindulge the child; and the mother should
not overprotect the child.
After I have analyzed each potential solution and potential positive and
negative effects of each solution, I choose the combination of the first and
the third potential solution as the best solution. The potential solutions
chosen are I should provide consistent discipline and the mother should
not overprotect her child.
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The combination of the first and the third potential solution is the best
solution. The article ”Early Intervention Boost Positive Functioning” stated
that “The intervention involved teachers, students and their parents.
Teachers were given special training to learn specialized skills in
classroom management and instruction. Children were taught impulse
control, how to get what they want without being aggressive” (par. 8). I
choose this combination because by involving the two sides(the mother
and the teacher), the spoilt child will accept two positive impulses. The
impulses are first make him do things by himself and this gives him
chances to develop his abilities, second make him do not depend on his
parents and therefore he can learn not to be spoilt.
In conclusion, the existence of a spoilt three-year old child in the Two to
Three class at TT can disturb the school activites and the other children’s
concentration is distracted. However, if the mother and teacher can handle
the spoilt child, the school activites can go well and the other children can
follow the lesson without being disturbed.
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BIBLIOGRAPHY
Printed Source
Coles, Robert. The Moral Intelligence of Children. London: Bloomsburg
Publisher Plc, 1997.
Electronic Sources
Anamika. “How to Be A Good Mother to Your Children”. Hubpages.com.
2011. 30 April 2011..
“Anxiety in Young Children 0-6”. www.emotionalhealthclinic.com. 26 April
2011.
.
“A Son Who is Not Interested In School Academics”.
www.mamapedia.com. 2011. 28 April 2011.
.
“Children and Independence”. www.child-central.com. 29 April 2011.
.
”Discover and Develop Children’s character”. www.ask-gratitude.com.
2010. 11 June 2011. .
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“Early Intervention Boost Positive Functioning”.
www.alcoholism.about.com. 5 January 2005. 12 June 2011.
Escribir. “Child Discipline”. hubpages.com. 2011. 24 April 2011.
.
“Latest in Children Behaviour & Discipline”. www.ehow.com. 2011. 25 April
2011. .
Lisa. ”Kid’s Demands for Material Possesion”. www.Hubpages.com. 2011.
15 June 2011. .
“Parenting Advice - Stress in Children”. www.asknanny.com. 2008. 27
April 2011. .
Pickhardt, Carl. “Controlling Your Child”. www.comeunity.com. 2001. 25
April 2011.
.
“Overprotective Parents”. www.indiaparenting.com. 2011. 30 April 2011.
< http://www.indiaparenting.com/articles/data/art09_012.shtml>.
Rettner, Rachel. “Overprotective Parents : Today’s Modern Family”.
www.todaysmodernfamily.com. 7 June 2010. 20 April 2011.
.
Rigby, Jill. “12 Signs You’re Overindulging Your Child”.
www.tipsonlifeandlove.com. 27 March 2011. 26 April 2011.
.
“So You Want To Make Your Kids Happy!”. www.drsapadin.com. 2004. 26
April 2011. < http://www.drsapadin.com/articles/happy_kids.php>.
Theine, Cherry. “Overprotective Parents Behind School”.
www.mmtimes.com 2011. 27 April 2011.
.
Interview
By phone : Hani . Telephone Interview . April 20, 2011. June 12, 2011.
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