INTERRUPTION OF LANGUAGE AND EMOTIONAL D
INTERRUPTION OF LANGUAGE AND EMOTIONAL DEVELOPMENT OF
ELDERLY AGE
ISWI APSARI 1 , DADAN SURYANA 2
Pasca Sarjana Pendidikan Anak usia Dini
Universitas Negeri Padang
Email : iswi_sastro@yahoo.co.id dan iswiapsari1978@gmail.com
Abstract
This article gives an idea that early childhood experience growth and development. Where
for growth it will see how the physical growth of the child itself, such as the height and
weight of the child. While for early child development based on government regulation
number 137 year 2014 covers 6 aspects of early child development that is (1) Moral and
religion development (2) physical motor development (3) Language Development (4)
Emotional Social Development (5) Cognitive Development and (6) the development of Art. In
this article only discussed how language development and emotional development of early
childhood. Early Childhood language and social development stages in each age will
continue to experience changes and developments. But in this case we find the existence of
early childhood cases whose language and social development are not in accordance with
his current age. In children aged 5 years should be able to communicate fluently and can
socialize with the surrounding environment, but there are children who can not talk or
socialize with the surrounding environment. There are several factors that cause the
development of early childhood disorders from the language and social aspects, one of which
is caused by parental care from parents.
Keywords: Language Development, Social Development, Developmental Disorder, Early
Childhood
1
Preliminary
Parents have
a very important role
in the growth and
development of early
childhood. How the
future of the child
depends on how
parents educate and
raise their children.
Every parent would
expect to have a
child who has the
advantages of other
children his age.
Suryana, D
(2014: 1.3) Every
child is born with
different
potential
inherent component
of abilities and is
manifested because
of
the
dynamic
interaction between
the unique individual
of the child and the
influence of the
environment.
Actualized abilities
move
from
the
functioning of our
brain.
The
functioning of the
brain, is the result of
the interaction of
genetic
blueprints
and environmental
influences. At the
time of human birth,
the completeness of
the
brain
organization contains
about 100-200 billion
neurons or nerve
cells that are ready to
connect
between
cells (Teyler, 1997,
in Clark, 1986 in
Semiawan,
2007),
ready
to
be
developed
and
actualized to reach
high
levels
of
potential
development.
This
number
includes
several trillion types
of information in
human life. (Sogan,
1977, in Clark, 1986
in Semiawan, 2007).
It's a pity that
research proves to
only achieve 5% of
that
ability
(Ferguson, 1973 in
Clark,
1986,
in
Semiawan,
2007).
Cells of neurons
when
linked
together, the number
of connections can
be estimated to be
about one hundred
trillion, which is
roughly as many as
ten followed by
millions of zeros
behind it (more than
the estimated number
of atoms in the
known
universe).
The figure provides
an idea of the
capacity
of
the
human brain. (Eric
Jensen: 2008: 19).
Early
childhood
learning
should
develop intelligence.
Research in the field
of
neuroscience
(neuroscience) found
that intelligence is
strongly influenced
by the number of
brain
neurons,
intercellular neuronal
brain, and balance
because the right
brain and left brain.
At birth the brain's
nerve cells have
formed all of which
reach
100-200
billion, in which each
cell
can
make
connections
with
20,000 other brain
neurons, or in other
words
form
a
combination of 100
billion × 20,000.
Based on that, early
age (0-8 years) is a
very critical age for
the development of
children's
intelligence, so this
golden period should
be optimized and
utilized earnestly by
stimulating it.
Ulwan (2016:
55) says it is known
and undeniable that
the hearts of both
parents
in
their
nature are created
with affection for
their children. Their
hearts are equipped
with psychological
feelings and parental
love to protect, love,
love and care for all
their
children's
affairs.
The affection
of the parents is what
ultimately leads to
various ways parents
can how to make the
child
comfortable
and calm. Parents
give freedom to
children without any
limitations
and
certain rules that will
be a provision of
personal recruitment
when adult children
later.
Not
only
from
the
environment parents
also have a very
important role in the
growth
and
development of early
childhood.
The
environment
we
mean here is another
family apart from
both
parents
including
the
neighbors around the
child's residence.
In this world
there are no human
beings who have the
same character and
behavior, this is the
basis that so many of
the children in the
care by different
2
people
semangkin
many also their way
to
deal
with
problems faced by a
child.Disorders
of
language
and
emotional
development in early
childhood, such as
diusia that should be
children can speak
but still can not talk
like other friends and
when children want
something that wants
the child can not
restrain his emotions
to hit and hurt others
or vice versa when
the child in bothered
by other children
does not give any
response.
The Nature of Early
Childhood
Early
childhood
is
an
individual figure who
is
undergoing
a
process of rapid
development
and
fundamental for the
next
life.
Early
childhood is in the
age range 0 - 8 years
(http:
www.naeyc.org). At
this time the process
of
growth
and
development
in
various aspects are
experiencing a rapid
period
in
the
development
of
human life (Berk,
1992: 18).
Suryana.D
(2014: 1.3) Early age
is the most important
and
fundamental
beginning
period
throughout
the
growth
and
development
of
human life. This
period
is
characterized
by
fundamental periods
of
fundamental
importance in the life
of the child further
until the end of its
development. One of
the
periods
that
became early age
thieves
was
the
golden period. Many
concepts and facts
are found to provide
an explanation of the
golden period in
early
childhood,
which is the period
of all the potential of
the child develops
most rapidly. Some
concepts
are
juxtaposed for early
childhood is the
period
of
exploration,
the
period
of
identification
/
imitation, sensitive
period,
playing
period, and early
rebellion
period.
However, on the
other hand, early
childhood is at a
critical time, that is,
the golden age of the
child will not be
repeated
in
the
future,
if
its
potentials are not
optimally
and
maximally
stimulated at such an
early age. The impact
of
the
unpredictability
of
various
potentials
during the golden
age, will hamper the
next stage of child
development.
So,
golden age only once
and can not be
repeated again.
Suryana.D
(2014: 1.5) Early
childhood has a
certain age limit,
unique
characteristics, and is
in a process of rapid
development
and
fundamental to the
next life. During this
time adults identify
early childhood as a
mini
adult,
still
innocent and have
not been able to do
anything
because
they have not been
able to think. This
view affects the
pattern of treatment
given to the child,
among others, often
treating the child as
an
adult.
When
educating or guiding
the child is forced to
follow the mindset
and rules of adults.
However, as science
progresses and the
number of studies on
early
childhood,
adults
are
increasingly
understanding
that
early childhood is
not a mini adult, and
different from adults.
Early
childhood is a child
who is vulnerable
aged 0-6 years (Act
Sisdiknas year 2003)
and
0-8
years
according to the
experts of child
education. According
to Mansur (2005: 88)
early childhood is a
group of children
who are in the
process of growth
and development that
is unique. They have
a special growth and
development pattern
according to their
growth rate and
development. At this
time is the golden
age or golden age,
because
children
experience
growth
and development is
very
rapid
and
3
irreplaceable in the
future. According to
various studies in the
field of neurology it
is evident that 50%
of
children's
intelligence
is
formed within the
first 4 years. After 8
years of age, brain
development reaches
80% and at age 18
reaches
100%
(Slamet
Suyanto,
2005:
6).
In
accordance with the
National Education
Act of 2003 article 1
verse
14,
the
guidance
efforts
aimed at children
aged 0-6 years are
conducted through
early
childhood
education (PAUD).
Language
Development
The mastery
of
the
child's
language
develops
according to the
natural law, that is to
follow natural talent,
nature and rhythm.
According
to
Lenneberg
the
development
of
children's language
goes according to
biological schedule
(Eni Zubaidah, 2003:
13). This can be used
as a basis for why a
child at a certain age
can already speak,
while at a certain age
can not speak.
Language
development is not
determined by age,
but it leads to motor
development.
However,
these
developments
are
strongly influenced
by the environment.
The language of the
child will arise and
evolve
through
various
social
interaction situations
with adults (Kartini
Kartono, 1995: 127).
Language has
a very important role
in everyday life.
Suhartono (2005: 1314) states that the
role of language for
early childhood such
as a means for
thinking, a means to
listen, a means to
speak and a means
for children to read
and write. Through
language one can
convey his wishes
and
opinions
to
others.
Children aged
5 years have been
able to collect 8000
vocabulary. They can
create
sentence
questions, negative
sentences,
single
sentences, sentences
mejemuk, and other
forms of preparation.
They have learned to
use language in
different situations
(Gleason in Slamet
Suyanto, 2005: 74).
Mansur (2005: 36),
states that the ability
of
language
is
closely related to the
cognitive abilities of
children,
although
initially language and
thought are two
different aspects. But
in line with the
child's
cognitive
development,
language
becomes
the expression of the
mind. Ninio and
Snow as quoted
Caroll Seefelt and
Barbara
A.Wasik
(2008: 76) added
that, 5-year-olds are
getting smarter in
their
ability
to
communicate their
ideas and feelings
with words.
According to
Caroll Seefelt and
Barbara
A.Wasik
(2008:
74)
the
characteristics
of
child
language
development are as
follows:
1. Children at 4
years of age:
- Mastering 4,000
- 6,000 words
- Able to speak in
5-6
word
sentences
- Can participate
in a conversation,
already able to
listen to others
speak
and
respond.
- Can learn about
which words are
socially accepted
and which are not.
2. Children at 5 years
of age:
Vocabulary
treasures
reach
5000 - 8,000
words.
Sentence
structure becomes
more complicated.
Speaks
smoothly,
correctly
and
clearly grammar
except on some
misconduct.
- Can use person
pronouns
correctly.
- Be able to listen
to the person who
is talking
- Pleased to use
language
for
games and stories.
Based on the
study
of
child
language
development it is
known
that
the
development of the
language of children
4
occurs in interaction
with
the
environment.
Language
is
an
expression of what
the child thinks, so
language has a very
important role in
communicating with
others.
In
characteristic
language
development that has
been delivered, it can
be seen that children
aged
5-6
years
(group B) has been
able to speak with a
more
complex
sentence
structure
and the child likes to
use language to tell
ideas, experiences,
knowledge and what
he thinks to others,
so
the
child's
drawings can be
selected in order to
improve the child's
speech. This is done
by asking the child to
explain the results of
the drawings he
made.
Thus
the
ability
to
talk
children
can
be
known.
According to
Hurlock (1980: 8283) Speaking is a
means
of
communicating. In
order
to
communicate
with
others, all individuals
must be able to
assume two different
functions; ability to
capture the intent to
communicate
overseas and the
ability
to
communicate
with
others in such a way
that
is
understandable.
According
to
Hurlock (1980: 8283), Speech speaking
tasks are divided:
Age 0 - 2 years:
1. The first task:
in
communicati
ng
with
others in the
form of an
understanding
of the words
of others. In
every stage of
the
age,
children are
better able to
understand
what others
are
saying
than
to
express their
own thoughts
and feelings
in words, this
is
more
pronounced
in
infancy
than
in
childhood.
The
expression on
the speaker's
face, the tone
of voice and
hand signals
enables the
child
to
understand
what is being
said to him.
The sense of
senag, anger
and fear has
been
understandabl
e for three
months.
Until
the
baby
is
eighteen
months old,
words must
be reinforced
by gestures,
such
as
pointing
objects.
At
the age of
two,
according to
Merrill's
terman-scale
intelligence
test,
the
average baby
should
be
able
to
understand
and react to
two of the six
commands,
such as "Give
the cat to me"
and
"insert
the spoon into
the cup," if it
is easy to
reach . But
the extent of
understanding
depends
partly on the
stimulation
and
encourageme
nt of others to
make
the
baby
understand
what
they
say.
2. In
communicati
ng
with
others
is
learning
to
speak.
Because
learning
to
speak is a
difficult old
task,
and
since babies
are not yet
mature
enough
to
learn in this
difficult and
complicated
case of the
first year of
Selma, nature
provides
alternative
forms
of
communicati
on that are
used
until
5
they are ready
to talk. Many
babies during
the first and
second years
try to tell
their
needs
and wants in
this
way.
These forms
of
communicati
ons
are
known
as
"pre-spoken
forms".
If the form of
pre-spoken
communication
is
satisfactory and an
effective substitute
for speaking, the
motivation to learn to
speak will weaken.
The
baby
will
continue to use forms
of
baby
communication even
after he is able to
learn to speak.
Ages two years to
late childhood:
1. Learning to
speak is a
central
medium
in
socialization.
More
children easy
communicati
ng with peers
will be easier
to establish
social
contacts and
more easily
accepted as
group
members than
children with
limited
communicati
on
skills.
Children who
attend
preschool
activities will
experience a
good hurdle
in
social
terms
of
education
unless they
are good at
speaking like
their
classmates.
2. Learning to
speak is a
means to gain
independence
.
Children
who can not
express their
wants
and
needs, or can
not try to be
understood
by others tend
to be needed
as
infants
who do not
succeed
in
obtaining the
desired
independence
. If children
can not tell
their parents
or caregivers
that they try
to cut the
meat or comb
their
own
hair,
the
adults
will
continue to
help because
they
think
they are too
small to do it
themselves.
This prevents
the child from
becoming
confident and
independent.
Dadan.
S
(2014:
1.55-1.56)
Language
development
of
preschool
children
can be classified into
two phases (as a
continuation of the
previous two stages)
as follows:
1. The Third (2.02.6)
which
characterizes
the
child has begun to
compose a perfect
single sentence. The
child is able to
understand
the
comparison,
for
example a smaller
sparrow of a turtle, a
dog bigger than a cat.
The child asks for
names and places;
what, where and
where. Children have
used many words
beginning
and
ending.
2. The Fourth Period
(2.6-6.0)
characterized by:
a.
Children
can
already
use
compound sentences
along with clauses.
b.
The
child's
thinking level is
more advanced, the
child asks about
time,
cause and
effect
through
questions:
when,
where, why, and
how.
Further
Dadan.S (2014: 1.551.56) In order to
foster
child's
language,
or
communication
skills, parents and
kindergarten teachers
should
facilitate,
provide convenience,
or opportunities for
the child as well as
possible.
The
opportunities are as
follows.
1. Speak good words
with your child
2. Want to listen to
the conversation.
3.
Answering
children's questions
(do
not
underestimate them)
6
4. Invite dialogue in
simple terms, such as
maintaining
the
cleanliness of the
house, school, and
maintain
personal
health.
5. In kindergarten,
children
are
accustomed
to
asking,
expressing
their
wishes,
memorizing,
and
singing songs and
poetry.
Emotional
Development
Mashar
(2011:
15)
the
definition of emotion
is very diverse, some
people
focus
emotions
as
a
compound contained
in
physiological
feelings or existence.
Others
describe
emotions as a set of
components with a
deterministic
or
probabilistic
structure, which sees
emotions as a state or
process that a person
experiences
in
responding to an
event. Emotions can
be interpreted as
intrapersonal
conditions, such as
feelings,
certain
circumstances,
or
patterns of motor
activity.
According to
Lazarus
(1991)
which Mashar wrote
(2011: 16), Emotion
is a complex state of
the organism, which
includes
bodily
changes-in breathing,
heartbeat, changes in
the gland and mental
state, such as an
exhilarating
state
characterized
by
feelings which is
strong and usually
accompanied by a
drive that refers to a
form of behavior. If
emotions
happen
very
intense,
it
usually will disrupt
intellectual
functioning.
The
emotional variable
consists
of
two
forms: (1) action, in
the form of attacking
behavior, dodging,
approaching or away
from place or person,
crying,
facial
expression
and
posture; and (2)
physiological
reaction, in the form
of
autonomic
nervous
system
activity,
brain
activity,
and
hormonal secretion.
Thus it can be
concluded
that
emotion more as a
patterned
reaction
rather than just an
unorganized
event
and emotion is also
closely related to the
coping process as an
attempt to solve
problems in the life
of the invidu.
According to
Suparini and Wati
(2017:
66)
the
emotional
development
of
children related to
the way children
when
interacting
with friends, interact
with
toys,
and
interact with adults
in the environment.
Moreover, the social
development
of
children's emotions is
also
a
process
whereby
children
learn
about
the
values and perilku
received
by
the
community.
Supasrini and Wati
say (2017: 66) the
purpose of child's
emotional
development is:
1. The child has a
positive self-concept,
the child knows
about himself and
how to interact with
others.
2. The child is
accountable
to
himself and to others,
ie the child will
follow the agreed
rules and routine
routine
done
everyday, respect for
others and take the
initiative.
3. The child behaves
in favor of social
interaction, ie the
child demonstrates
empathy,
and
interacts with his
world
through
various and take
turns.
Further
Suparsini and Wati
say (2017: 66-67)
some indicators of
children who have
emotional readiness:
1. The child has a
confident,
friendly
attitude and can get
along
with
his
friends well.
2.
Children
can
concentrate and be
diligent in carrying
out the tasks given
by other teachers /
adults close to the
child.
3. Children will
listen and understand
the commands given.
Dadan.S
(2014: 1.52-1.56) At
the age of 4 years,
the child has begun
to recognize me, that
he
(himself)
is
different from not me
(other people or
7
things).
This
awareness is derived
from his experience,
that not every desire
is fulfilled by others
or other objects. He
realizes
that his
desire confronts the
wishes of others, so
that others do not
forever fulfill his
wishes. At the same
time, there is also a
sense of self-esteem
that
demands
recognition from the
environment. If the
environment
(especially
the
parents) does not
recognize the child's
self-esteem, such as
treating the child
hard, or less loving,
then the child will
develop attitudes: (1)
stubborn / opposed,
or (2) feeling less
self-esteem with shy
attitude.
Dadan.S
(2014:
1.52-1.54)
some
types
of
emotions develop in
childhood, that is as
follows.
1. Fear, that feeling
is threatened by
an object that is
considered
dangerous.
The
fear of something
takes
place
through
the
stages: (a) at first
not afraid, for the
child has not been
able to perceive
the possibility of
danger in the
object, (b) the fear
arises
after
recognizing
the
danger, and (c) the
fear
may
disappear
after
know how to
avoid danger.
2. Anxious, that is a
feeling of fear that
is imaginary, that
there is no object.
This anxiety arises
from
possible
situations that are
figured out, based
on
experience
gained,
either
parent, reading /
comic
books,
radio, or film.
Examples
of
feelings
of
anxiety: the child
is afraid of being
in a dark room,
and afraid of
ghosts.
3. Anger, is a feeling
of displeasure, or
hate either against
another
person,
self,
or
a
particular object,
manifested
in
verbal (abusive /
verbal / cursive),
or
nonverbal
forms (such as
pinching, hitting,
kicking, slap, and
damage). Feelings
of anger is a
reaction to the
frustration
situation
experienced,
namely feelings of
disappointment or
feelings
of
displeasure
because of the
obstacles to the
fulfillment of his
wishes. At this
time anger often
occurs because:
(1) many stimuli
cause anger, and
(2) many children
find that anger is a
good way to get
attention or satisfy
their
desires.
Various
stimuli
that cause feelings
of anger, among
them: obstacles to
physical
needs,
disruption to the
movements
of
children who want
to do, obstacles to
the
ongoing
activities,
obstacles
to
desire, or the
aggravation
of
accumulation. The
source of feelings
of anger may
come from oneself
(such as disability
and weakness), or
others
(parents,
siblings, teachers,
and peers).
4. Jealousy, that is
feeling unhappy
about others who
are seen to have
grabbed
the
affection
of
someone who has
poured affection
on him. Sources
that
cause
jealousy
are
always
social
situations,
relationships with
others. Like a
jealous sister to
her sister, because
she has seized the
love
of
her
parents.
This
jealousy
is
accompanied by
tension, which can
usually
be
relieved
by
reactions:
(a)
aggressive
or
hostile
towards
rivals;
(b)
regressive,
ie
infantile behavior,
such
as
bed
wetting,
or
sucking
the
thumb;
(c)
indifference; and
(d)
distance
themselves from
rivals.
8
5. Joy,
pleasure,
pleasure, that is a
positive feeling,
comfortable,
because fulfilled
desire. Conditions
that give birth to
feelings of joy in
children,
including
the
fulfillment
of
physical
needs
(eating
and
drinking), healthy
physical
circumstances, the
acquisition
of
affection, there is
the opportunity to
move
(play
freely), and have a
toy that pleased.
6. Compassion,
a
feeling of pleasure
to give attention,
or protection to
other
people,
animals or things.
This
feeling
develops based on
a
pleasant
experience
in
dealing
with
others
(parents,
siblings,
and
friends), animals
(like cats and
birds), or objects
(like toys). Child's
love for parents or
siblings is heavily
influenced by the
emotional climate
of the family. If
the parents and
their relatives put
affection on the
child, then he will
also love them.
7. Phobia, the fear of
objects that should
not be dreaded
(fear
of
the
abnormal) such as
fear
of
caterpillars, fear
of cockroaches,
and fear of water.
This
feeling
comes from the
treatment
of
parents who like
to
frighten
children. punish,
or stop the child's
unloved behavior.
8. Want to know
(curiosity),
the
feeling of wanting
to know, know
everything
or
objects,
both
physical
and
nonphysical. This
feeling
is
characterized by
the questions the
child asks. As the
child asks where
he comes from,
who
is
God,
where God is.
This
question
period begins at
age 3 and peaks at
about 6 years of
age.
Dadan.S
(2014: 1.56) The
development
of
healthy emotions is
very helpful for the
success of children
learning. Therefore,
in order to develop
healthy
child
emotions,
teachers
(in
kindergarten)
should guide them,
so they can develop
the following.
1. The ability to
recognize,
accept,
and talk about his
feelings.
2. Realize that there
is a relationship
between emotion and
social behavior.
3. Ability to channel
his desires without
disturbing
the
feelings of others.
4. Ability to be
sensitive
to
the
feelings and needs of
others.
Disturbance
of
Language
and
Social Development
Sujiono,
Yuliani (2009: 120)
There is a difference
between speech and
language. Talk is a
pronunciation, which
shows a person's skill
of uttering a voice in
a word. Language
means declaring and
receiving
information in a
particular
way.
Language is one way
of communicating.
Receptive
language
is
the
ability to understand
what is seen and
what
is
heard.
Expressive language
is the ability to
communicate
symbolically either
visually
(writing,
marking) or auditing.
A child who has a
language
disorder
may be able to say a
word clearly but he
can not compose two
words well.
Conversely,
the speech of a child
may be a little
difficult
to
understand, but he
can compile the
correct words to
express his wishes.
The speech and
language problems
are actually different
but these two issues
often overlap.
Speech and language
disorders consist of
articulation
problems,
sound
problems,
speech
impediment, aphasia
(difficulty in using
words, usually due to
brain injury) and
9
delays in speech or
language.
Late
speech and language
can be caused by
various
factors
including
environmental
factors or loss of
hearing.
Speech and
language disorders
are
also
closely
related
to
other
supportive areas such
as
oral
muscle
function and hearing
function. The delays
and disturbances can
range from simple
forms
such
as
"abnormal"
sound
(nasal, hoarse) to the
inability
to
understand or use
language, or the
inability of the oral
motor mechanism in
its function to speak
and eat.
Articulation
developmental
disorders
include
failure to say a letter
to several letters.
Often
the
disappearance
or
replacement of the
letters makes the
impression that he
speaks like a child. It
can also be an
interruption in pitch,
volume or sound
quality.
Aphasia
is
losing the ability to
form words or lose
the ability to grasp
the
meaning
of
words so that the
conversation can not
go well. Children
with aphasia have a
history of normal
early
language
development,
and
have an onset after
head trauma or other
neurological
disorders
(eg
seizures).
Stuttering is a
disorder
of
smoothness
or
abnormality in speed
or rhythm of speech.
There is a repetition
of sound, syllable or
word, or a spasmodic
block, a tonic spasm
of
the
speech
muscles such as
tongue, lips, and
larynx. There is a
tendency for family
history of stuttering.
In addition, stuttering
can also be caused by
the pressure from
parents to speak
clearly, lateralization
disorders, insecurity,
and the personality
of the child.
Stimulation is
the
activity
of
stimulating the basic
ability of children for
children to grow and
develop optimally.
Every child needs to
get
regular
stimulation as early
as
possible
and
continuously at every
opportunity that can
be done by mother,
father, caregiver, and
people closest in
everyday life. Lack
of stimulation can
cause
persistent
disorders.
Disorders according
to experts are as
follows
(http://hyugaanna.blo
gspot.co.id):
1. According to Van
Riper
Speaking to be
disturbed
when
speaking
itself
brings unpleasant
attention to the
speaker,
the
communication
itself is disrupted,
or causes the
speaker to be
difficult
to
position
(looks
strange, inaudible,
and unpleasant).
2. According
to
Berry
and
Eisenson
Disturbance
at
speaking: (1) Not
easy to hear, (2)
not
heard
immediately, (3)
vocally
sounds
uncomfortable, (4)
error on certain
sounds, (5) speech
itself is difficult to
say, normal tone
and rhythm, (6)
There is a lack of
the linguistic side,
(7) Not according
to the age, sex,
and
physical
development
of
the speaker, and
(8)
It
seems
unpleasant when
he speaks.
Etiology of Speech
and
Language
Disorders
Sujiono,
Yuliani (2009: 115156)
causes
of
speech disturbance or
delay are as follows:
1. Hearing loss
Children
who
have hearing loss
are less likely to
hear
the
conversation
around
them.
Hearing
loss
should always be
considered when
there is speech
delay.
2. Speech
abnormalities
These
abnormalities
include
short
tongue,
tooth
10
3.
4.
5.
6.
deformities
and
mandibles (lower
jaw), cleft palate
(palatoschizis
/
cleft
palate),
deviation of the
rice
septum,
adenoid
or
laryngeal
abnormalities.
Mental
Retardation
Mental redotation
is a lack of
intelligence of a
child compared to
other children of
his age.
Genetic Heriditer
Disorders due to
decreased genetic
disorders of the
elderly. Usually
also occurs in one
or two parents as a
child.
Usually
delays.
Chromosomal
Abnormalities
Disorders due to
decreased genetic
disorders of the
elderly. Usually
also occurs in one
or two parents as a
child.
Usually
delays.
Central Disorders
(Brain)
The
central
language disorder
is the inability to
combine problemsolving abilities
with ever-lower
language
skills.
He often uses a
mimic to express
his will as in
pantomime.
At
school age, seen
in the form of
learning
difficulties.
7. Autism
Severe speech and
language
disorders can be
caused by autism.
Autism
is
a
pervasive
developmental
disorder
in
children
characterized by
disturbances and
delays in the
fields
of
cognitive,
language,
behavior,
communication
and
social
interaction.
8. Selective Mutism
Selective mutism
is usually seen in
children aged 3-5
years, who do not
want to talk in
certain
circumstances,
such as at school
or when there are
certain people. Or
sometimes he just
wants to talk to a
certain
person,
usually an older
child.
This
condition is more
associated
with
abnormalities
called neurosis or
motivational
disorders.
9. Emotional
and
other behavioral
disorders
Speech disorders
usually
accompany
the
disorder
of
minimal
brain
dysfunction,
symptoms
that
occur so minimal
that it is not easy
to
recognize.
Usually as well as
learning
difficulties,
hyperactive,
unskilled
and
other
disguised
symptoms
10.
Food
allergies
Food allergies can
also disrupt brain
function, resulting
in developmental
disorders, one of
which is the delay
in
talking
to
children.
When
food allergies as a
cause
usually
delay in talking
occurs under the
age of 2 years,
over the age of 2
years the child
appears
very
rapidly
development
of
speech.
11.
Environmenta
l Deprivation
12.
In
this
situation the child
does
not
get
enough
stimulation from
the environment.
Various kinds of
environmental
conditions
that
result in speech
delays are:
a. A
quiet
environment
Talk is a part
of behavior,
so its skill
through
imitation. If
speech
stimulation
from
the
beginning is
lacking,
nothing
imitated will
hamper
speech
and
language in
children.
b. Social
economic
status
According to
Mc Carthy's
research,
parents
of
teachers,
11
doctors
or
lawyers have
children with
better
language
development
than children
with
semiskilled
and
unskilled
parent
workers.
a) The
wrong
teaching
technique
s
Wrong
ways and
communi
cation in
children
often
cause
delays in
speech
and
language
developm
ent
in
children,
because
their
developm
ent occurs
because
of
the
process of
imitating
and
learning
from the
environm
ent.
b) The
attitude of
parents or
others in
the home
environm
ent is not
fun
Speech
can
express
anger,
tension,
chaos and
unbalance
d
personalit
y, so the
child will
avoid
talking
more to
stay away
from the
unpleasan
t
conditions
.
c) Excessive
parents'
expectatio
ns
of
children
The
attitude of
parents
who have
excessive
expectatio
ns
and
desires
for their
children,
by
providing
excessive
training
and
education
in
the
hope that
their
children
become
superior.
The child
will
experienc
e
the
pressure
that will
inhibit his
speech.
d) Twins
In twins,
the
developm
ent
of
language
is worse
and
longer
than the
only
child.
They each
other give
each other
a
bad
speech
environm
ent,
because
they
usually
have
mutually
imitative
behavior.
This
causes
them to
imitate
each other
at
the
same
level of
speechnot
necessaril
y good.
e) Bilingual
(2
languages
)
The use
of
2
languages
is
sometime
s also the
cause of
speech
delay, but
this
situation
is not too
worrisom
e.
Generally
children
will have
the ability
to use 2
languages
easily and
well.
f) Functiona
l delays
In these
circumsta
nces it is
12
usually a
very good
receptive
function,
and
the
child
is
only
impaired
in
expressiv
e
functionin
g:
Characteri
stic is that
the child
does not
exhibit
other
neurologi
cal
disorders.
METHOD
The method
used in this research
is
qualitative
research with case
study type. Case
study is when one
wants to understand
the background of a
matter,
or
the
interaction
of
individuals within a
social unit or to
know a group of
individuals in depth,
holistic,
intensive,
and
naturalistic
(Yusuf.M: 2013). In
case studies, each
researcher has a
different purpose in
studying the case he
wants to reveal. In
connection with that
slake (in Yusuf.M
2013), suggests three
types of case studies:
1). Intrinsic case
studies,
2)
instrumental
case
studies,
and
collective
case
studies.
The case study type
used is an intrinsic
case study according
to Yususf.M (2013)
intrinsic case study is
conducted if the
researcher wants to
understand
better
about ordinary cases,
such as the nature,
characteristics,
or
individual problems.
In this study discuss
about
individual
problem.
A is a child
observed,
from
observation
A
experiencing speech
delay. Currently, A is
in kindergarten class
A in kindergarten.
Adzkia III in the city
of Padang. From the
results
of
observation,
questionnaire
interviews
and
questionnaires
examination
of
psychology
as
follows:
1. Based on the
results of interviews
and questionnaires
filled A aged 5 years
2 months.
2.
Being
born
normally
3.
Parents
A
separated
and
mothers are often out
of town
4. A dititip same
grandmother
and
grandfather
5. From the initial
mapping
results
before
entering
school A has not
been willing to shake
hands
with
the
teacher, asked not to
answer, told to do
something not yet
willing, unable to
speak, afraid to meet
the crowd or others.
Knowing the person
or thing with a hand
flick
6. The development
of language A after 3
months of school A
has not been in
accordance with the
stages
of
its
development.
For
example in speaking
vokalnya not yet
clear but A can
already tidy up toys
or own goods. A can
already
talk
"Assalamu'alaikum,
Ouch sick, open, do
not want, and others
7. In addition to the
data obtained, in this
case
study
the
researchers
also
conducted
obsevation. Where A
at school did not
have friends yet and
still watched his
friend play. And now
after five months of
school just have a
close friend of one
person, whose friend
is always followed in
the classroom.
From
the
results of the above
data
then
the
researcher concludes
that A experiencing
speech
delay.
According to Zainab
and Laily (2012), the
delay of speech
experienced by the
child is partly caused
by several things that
are external, among
others:
1) Stimulation of
language in the early
years of subject life.
2) The lack of an
environment
that
gives
her
the
opportunity to learn
the language.
3)
Lack
of
encouragement for
children to use verbal
language better.
13
4) Parenting patterns
applied by parents as
well
as
environmental
conditions
that
strengthen
the
subject
to
"stay
happy" in the delay
talk.
Habitual
ways / style of
parents when they
interact with their
children
is
an
important dimension
of parenting. The
development of a
child's mentality has
a long process of
searching for parents
to improve socioemotional
development skills
Parents should not
punish or withdraw,
but
they
should
develop rules for
children and love
them.
Habib,
Z
(2013)
Cover
The development of
early
childhood
should
we
pay
attention and keep,
how the future of the
child will be in this
golden period. Many
factors and many
things that can be
made as a disruption
in the development
of this child, but if
we are able to
maintain and provide
the best then the
development of early
childhood
will
improve their future.
DAFTAR
PUSTAKA
http://
ekacahyamaulidiyah.
blogspot.co.id/
2014/02/anak-usiadini_6.html
http://
hyugaanna.bl
ogspot.co.id/
2011/02/
gangguanbicara-danbahasa-padaanak.html
http://
www.naeyc.o
rg NAEYC
Early
Childhood
Program
Standar, p2-3,
2004.
Hurlock, E.B. 1998.
Psikologi
Perkembanga
n
Suatu
pendekatan
sepanjang
rentang
Kehidupan.
Jakarta:
Erlangga
Mashar, Riana. 2011.
Emosi Anak
usia Dini dan
Strategi
Pengembanga
nnya. Jakarta:
Prenada
Media Group
Sujiono,
Yuliani
Nuriani,
Konsep Dasar
pendidikan
Anak
usia
Dini. Jakarta :
PT
Indeks,
2009.
Suryana, D. (2014).
Dasar-dasar
Pendidikan
TK.Padang
Suryana, D. (2014).
Kurikulum
Pendidikan
Anak
Usia
Dini Berbasis
Perkembanga
n
Anak.
Jurnal
Pesona:
Jurnal
Pendidikan
Dasar
dan
Humaniora,
2(1), 65-72.
Ulwan,
Nashih.A.
2016.
Pendidikan
Anak dalam
Islam. Depok:
Fathan Prima
Media
Undang-undang
Sisdiknas
2003
Yusuf, Muri. 2013.
Metode
Penelitian
Kuantitatif,
Kualitatif,
dan
Penelitian
Gabungan.
14
15
16
ELDERLY AGE
ISWI APSARI 1 , DADAN SURYANA 2
Pasca Sarjana Pendidikan Anak usia Dini
Universitas Negeri Padang
Email : iswi_sastro@yahoo.co.id dan iswiapsari1978@gmail.com
Abstract
This article gives an idea that early childhood experience growth and development. Where
for growth it will see how the physical growth of the child itself, such as the height and
weight of the child. While for early child development based on government regulation
number 137 year 2014 covers 6 aspects of early child development that is (1) Moral and
religion development (2) physical motor development (3) Language Development (4)
Emotional Social Development (5) Cognitive Development and (6) the development of Art. In
this article only discussed how language development and emotional development of early
childhood. Early Childhood language and social development stages in each age will
continue to experience changes and developments. But in this case we find the existence of
early childhood cases whose language and social development are not in accordance with
his current age. In children aged 5 years should be able to communicate fluently and can
socialize with the surrounding environment, but there are children who can not talk or
socialize with the surrounding environment. There are several factors that cause the
development of early childhood disorders from the language and social aspects, one of which
is caused by parental care from parents.
Keywords: Language Development, Social Development, Developmental Disorder, Early
Childhood
1
Preliminary
Parents have
a very important role
in the growth and
development of early
childhood. How the
future of the child
depends on how
parents educate and
raise their children.
Every parent would
expect to have a
child who has the
advantages of other
children his age.
Suryana, D
(2014: 1.3) Every
child is born with
different
potential
inherent component
of abilities and is
manifested because
of
the
dynamic
interaction between
the unique individual
of the child and the
influence of the
environment.
Actualized abilities
move
from
the
functioning of our
brain.
The
functioning of the
brain, is the result of
the interaction of
genetic
blueprints
and environmental
influences. At the
time of human birth,
the completeness of
the
brain
organization contains
about 100-200 billion
neurons or nerve
cells that are ready to
connect
between
cells (Teyler, 1997,
in Clark, 1986 in
Semiawan,
2007),
ready
to
be
developed
and
actualized to reach
high
levels
of
potential
development.
This
number
includes
several trillion types
of information in
human life. (Sogan,
1977, in Clark, 1986
in Semiawan, 2007).
It's a pity that
research proves to
only achieve 5% of
that
ability
(Ferguson, 1973 in
Clark,
1986,
in
Semiawan,
2007).
Cells of neurons
when
linked
together, the number
of connections can
be estimated to be
about one hundred
trillion, which is
roughly as many as
ten followed by
millions of zeros
behind it (more than
the estimated number
of atoms in the
known
universe).
The figure provides
an idea of the
capacity
of
the
human brain. (Eric
Jensen: 2008: 19).
Early
childhood
learning
should
develop intelligence.
Research in the field
of
neuroscience
(neuroscience) found
that intelligence is
strongly influenced
by the number of
brain
neurons,
intercellular neuronal
brain, and balance
because the right
brain and left brain.
At birth the brain's
nerve cells have
formed all of which
reach
100-200
billion, in which each
cell
can
make
connections
with
20,000 other brain
neurons, or in other
words
form
a
combination of 100
billion × 20,000.
Based on that, early
age (0-8 years) is a
very critical age for
the development of
children's
intelligence, so this
golden period should
be optimized and
utilized earnestly by
stimulating it.
Ulwan (2016:
55) says it is known
and undeniable that
the hearts of both
parents
in
their
nature are created
with affection for
their children. Their
hearts are equipped
with psychological
feelings and parental
love to protect, love,
love and care for all
their
children's
affairs.
The affection
of the parents is what
ultimately leads to
various ways parents
can how to make the
child
comfortable
and calm. Parents
give freedom to
children without any
limitations
and
certain rules that will
be a provision of
personal recruitment
when adult children
later.
Not
only
from
the
environment parents
also have a very
important role in the
growth
and
development of early
childhood.
The
environment
we
mean here is another
family apart from
both
parents
including
the
neighbors around the
child's residence.
In this world
there are no human
beings who have the
same character and
behavior, this is the
basis that so many of
the children in the
care by different
2
people
semangkin
many also their way
to
deal
with
problems faced by a
child.Disorders
of
language
and
emotional
development in early
childhood, such as
diusia that should be
children can speak
but still can not talk
like other friends and
when children want
something that wants
the child can not
restrain his emotions
to hit and hurt others
or vice versa when
the child in bothered
by other children
does not give any
response.
The Nature of Early
Childhood
Early
childhood
is
an
individual figure who
is
undergoing
a
process of rapid
development
and
fundamental for the
next
life.
Early
childhood is in the
age range 0 - 8 years
(http:
www.naeyc.org). At
this time the process
of
growth
and
development
in
various aspects are
experiencing a rapid
period
in
the
development
of
human life (Berk,
1992: 18).
Suryana.D
(2014: 1.3) Early age
is the most important
and
fundamental
beginning
period
throughout
the
growth
and
development
of
human life. This
period
is
characterized
by
fundamental periods
of
fundamental
importance in the life
of the child further
until the end of its
development. One of
the
periods
that
became early age
thieves
was
the
golden period. Many
concepts and facts
are found to provide
an explanation of the
golden period in
early
childhood,
which is the period
of all the potential of
the child develops
most rapidly. Some
concepts
are
juxtaposed for early
childhood is the
period
of
exploration,
the
period
of
identification
/
imitation, sensitive
period,
playing
period, and early
rebellion
period.
However, on the
other hand, early
childhood is at a
critical time, that is,
the golden age of the
child will not be
repeated
in
the
future,
if
its
potentials are not
optimally
and
maximally
stimulated at such an
early age. The impact
of
the
unpredictability
of
various
potentials
during the golden
age, will hamper the
next stage of child
development.
So,
golden age only once
and can not be
repeated again.
Suryana.D
(2014: 1.5) Early
childhood has a
certain age limit,
unique
characteristics, and is
in a process of rapid
development
and
fundamental to the
next life. During this
time adults identify
early childhood as a
mini
adult,
still
innocent and have
not been able to do
anything
because
they have not been
able to think. This
view affects the
pattern of treatment
given to the child,
among others, often
treating the child as
an
adult.
When
educating or guiding
the child is forced to
follow the mindset
and rules of adults.
However, as science
progresses and the
number of studies on
early
childhood,
adults
are
increasingly
understanding
that
early childhood is
not a mini adult, and
different from adults.
Early
childhood is a child
who is vulnerable
aged 0-6 years (Act
Sisdiknas year 2003)
and
0-8
years
according to the
experts of child
education. According
to Mansur (2005: 88)
early childhood is a
group of children
who are in the
process of growth
and development that
is unique. They have
a special growth and
development pattern
according to their
growth rate and
development. At this
time is the golden
age or golden age,
because
children
experience
growth
and development is
very
rapid
and
3
irreplaceable in the
future. According to
various studies in the
field of neurology it
is evident that 50%
of
children's
intelligence
is
formed within the
first 4 years. After 8
years of age, brain
development reaches
80% and at age 18
reaches
100%
(Slamet
Suyanto,
2005:
6).
In
accordance with the
National Education
Act of 2003 article 1
verse
14,
the
guidance
efforts
aimed at children
aged 0-6 years are
conducted through
early
childhood
education (PAUD).
Language
Development
The mastery
of
the
child's
language
develops
according to the
natural law, that is to
follow natural talent,
nature and rhythm.
According
to
Lenneberg
the
development
of
children's language
goes according to
biological schedule
(Eni Zubaidah, 2003:
13). This can be used
as a basis for why a
child at a certain age
can already speak,
while at a certain age
can not speak.
Language
development is not
determined by age,
but it leads to motor
development.
However,
these
developments
are
strongly influenced
by the environment.
The language of the
child will arise and
evolve
through
various
social
interaction situations
with adults (Kartini
Kartono, 1995: 127).
Language has
a very important role
in everyday life.
Suhartono (2005: 1314) states that the
role of language for
early childhood such
as a means for
thinking, a means to
listen, a means to
speak and a means
for children to read
and write. Through
language one can
convey his wishes
and
opinions
to
others.
Children aged
5 years have been
able to collect 8000
vocabulary. They can
create
sentence
questions, negative
sentences,
single
sentences, sentences
mejemuk, and other
forms of preparation.
They have learned to
use language in
different situations
(Gleason in Slamet
Suyanto, 2005: 74).
Mansur (2005: 36),
states that the ability
of
language
is
closely related to the
cognitive abilities of
children,
although
initially language and
thought are two
different aspects. But
in line with the
child's
cognitive
development,
language
becomes
the expression of the
mind. Ninio and
Snow as quoted
Caroll Seefelt and
Barbara
A.Wasik
(2008: 76) added
that, 5-year-olds are
getting smarter in
their
ability
to
communicate their
ideas and feelings
with words.
According to
Caroll Seefelt and
Barbara
A.Wasik
(2008:
74)
the
characteristics
of
child
language
development are as
follows:
1. Children at 4
years of age:
- Mastering 4,000
- 6,000 words
- Able to speak in
5-6
word
sentences
- Can participate
in a conversation,
already able to
listen to others
speak
and
respond.
- Can learn about
which words are
socially accepted
and which are not.
2. Children at 5 years
of age:
Vocabulary
treasures
reach
5000 - 8,000
words.
Sentence
structure becomes
more complicated.
Speaks
smoothly,
correctly
and
clearly grammar
except on some
misconduct.
- Can use person
pronouns
correctly.
- Be able to listen
to the person who
is talking
- Pleased to use
language
for
games and stories.
Based on the
study
of
child
language
development it is
known
that
the
development of the
language of children
4
occurs in interaction
with
the
environment.
Language
is
an
expression of what
the child thinks, so
language has a very
important role in
communicating with
others.
In
characteristic
language
development that has
been delivered, it can
be seen that children
aged
5-6
years
(group B) has been
able to speak with a
more
complex
sentence
structure
and the child likes to
use language to tell
ideas, experiences,
knowledge and what
he thinks to others,
so
the
child's
drawings can be
selected in order to
improve the child's
speech. This is done
by asking the child to
explain the results of
the drawings he
made.
Thus
the
ability
to
talk
children
can
be
known.
According to
Hurlock (1980: 8283) Speaking is a
means
of
communicating. In
order
to
communicate
with
others, all individuals
must be able to
assume two different
functions; ability to
capture the intent to
communicate
overseas and the
ability
to
communicate
with
others in such a way
that
is
understandable.
According
to
Hurlock (1980: 8283), Speech speaking
tasks are divided:
Age 0 - 2 years:
1. The first task:
in
communicati
ng
with
others in the
form of an
understanding
of the words
of others. In
every stage of
the
age,
children are
better able to
understand
what others
are
saying
than
to
express their
own thoughts
and feelings
in words, this
is
more
pronounced
in
infancy
than
in
childhood.
The
expression on
the speaker's
face, the tone
of voice and
hand signals
enables the
child
to
understand
what is being
said to him.
The sense of
senag, anger
and fear has
been
understandabl
e for three
months.
Until
the
baby
is
eighteen
months old,
words must
be reinforced
by gestures,
such
as
pointing
objects.
At
the age of
two,
according to
Merrill's
terman-scale
intelligence
test,
the
average baby
should
be
able
to
understand
and react to
two of the six
commands,
such as "Give
the cat to me"
and
"insert
the spoon into
the cup," if it
is easy to
reach . But
the extent of
understanding
depends
partly on the
stimulation
and
encourageme
nt of others to
make
the
baby
understand
what
they
say.
2. In
communicati
ng
with
others
is
learning
to
speak.
Because
learning
to
speak is a
difficult old
task,
and
since babies
are not yet
mature
enough
to
learn in this
difficult and
complicated
case of the
first year of
Selma, nature
provides
alternative
forms
of
communicati
on that are
used
until
5
they are ready
to talk. Many
babies during
the first and
second years
try to tell
their
needs
and wants in
this
way.
These forms
of
communicati
ons
are
known
as
"pre-spoken
forms".
If the form of
pre-spoken
communication
is
satisfactory and an
effective substitute
for speaking, the
motivation to learn to
speak will weaken.
The
baby
will
continue to use forms
of
baby
communication even
after he is able to
learn to speak.
Ages two years to
late childhood:
1. Learning to
speak is a
central
medium
in
socialization.
More
children easy
communicati
ng with peers
will be easier
to establish
social
contacts and
more easily
accepted as
group
members than
children with
limited
communicati
on
skills.
Children who
attend
preschool
activities will
experience a
good hurdle
in
social
terms
of
education
unless they
are good at
speaking like
their
classmates.
2. Learning to
speak is a
means to gain
independence
.
Children
who can not
express their
wants
and
needs, or can
not try to be
understood
by others tend
to be needed
as
infants
who do not
succeed
in
obtaining the
desired
independence
. If children
can not tell
their parents
or caregivers
that they try
to cut the
meat or comb
their
own
hair,
the
adults
will
continue to
help because
they
think
they are too
small to do it
themselves.
This prevents
the child from
becoming
confident and
independent.
Dadan.
S
(2014:
1.55-1.56)
Language
development
of
preschool
children
can be classified into
two phases (as a
continuation of the
previous two stages)
as follows:
1. The Third (2.02.6)
which
characterizes
the
child has begun to
compose a perfect
single sentence. The
child is able to
understand
the
comparison,
for
example a smaller
sparrow of a turtle, a
dog bigger than a cat.
The child asks for
names and places;
what, where and
where. Children have
used many words
beginning
and
ending.
2. The Fourth Period
(2.6-6.0)
characterized by:
a.
Children
can
already
use
compound sentences
along with clauses.
b.
The
child's
thinking level is
more advanced, the
child asks about
time,
cause and
effect
through
questions:
when,
where, why, and
how.
Further
Dadan.S (2014: 1.551.56) In order to
foster
child's
language,
or
communication
skills, parents and
kindergarten teachers
should
facilitate,
provide convenience,
or opportunities for
the child as well as
possible.
The
opportunities are as
follows.
1. Speak good words
with your child
2. Want to listen to
the conversation.
3.
Answering
children's questions
(do
not
underestimate them)
6
4. Invite dialogue in
simple terms, such as
maintaining
the
cleanliness of the
house, school, and
maintain
personal
health.
5. In kindergarten,
children
are
accustomed
to
asking,
expressing
their
wishes,
memorizing,
and
singing songs and
poetry.
Emotional
Development
Mashar
(2011:
15)
the
definition of emotion
is very diverse, some
people
focus
emotions
as
a
compound contained
in
physiological
feelings or existence.
Others
describe
emotions as a set of
components with a
deterministic
or
probabilistic
structure, which sees
emotions as a state or
process that a person
experiences
in
responding to an
event. Emotions can
be interpreted as
intrapersonal
conditions, such as
feelings,
certain
circumstances,
or
patterns of motor
activity.
According to
Lazarus
(1991)
which Mashar wrote
(2011: 16), Emotion
is a complex state of
the organism, which
includes
bodily
changes-in breathing,
heartbeat, changes in
the gland and mental
state, such as an
exhilarating
state
characterized
by
feelings which is
strong and usually
accompanied by a
drive that refers to a
form of behavior. If
emotions
happen
very
intense,
it
usually will disrupt
intellectual
functioning.
The
emotional variable
consists
of
two
forms: (1) action, in
the form of attacking
behavior, dodging,
approaching or away
from place or person,
crying,
facial
expression
and
posture; and (2)
physiological
reaction, in the form
of
autonomic
nervous
system
activity,
brain
activity,
and
hormonal secretion.
Thus it can be
concluded
that
emotion more as a
patterned
reaction
rather than just an
unorganized
event
and emotion is also
closely related to the
coping process as an
attempt to solve
problems in the life
of the invidu.
According to
Suparini and Wati
(2017:
66)
the
emotional
development
of
children related to
the way children
when
interacting
with friends, interact
with
toys,
and
interact with adults
in the environment.
Moreover, the social
development
of
children's emotions is
also
a
process
whereby
children
learn
about
the
values and perilku
received
by
the
community.
Supasrini and Wati
say (2017: 66) the
purpose of child's
emotional
development is:
1. The child has a
positive self-concept,
the child knows
about himself and
how to interact with
others.
2. The child is
accountable
to
himself and to others,
ie the child will
follow the agreed
rules and routine
routine
done
everyday, respect for
others and take the
initiative.
3. The child behaves
in favor of social
interaction, ie the
child demonstrates
empathy,
and
interacts with his
world
through
various and take
turns.
Further
Suparsini and Wati
say (2017: 66-67)
some indicators of
children who have
emotional readiness:
1. The child has a
confident,
friendly
attitude and can get
along
with
his
friends well.
2.
Children
can
concentrate and be
diligent in carrying
out the tasks given
by other teachers /
adults close to the
child.
3. Children will
listen and understand
the commands given.
Dadan.S
(2014: 1.52-1.56) At
the age of 4 years,
the child has begun
to recognize me, that
he
(himself)
is
different from not me
(other people or
7
things).
This
awareness is derived
from his experience,
that not every desire
is fulfilled by others
or other objects. He
realizes
that his
desire confronts the
wishes of others, so
that others do not
forever fulfill his
wishes. At the same
time, there is also a
sense of self-esteem
that
demands
recognition from the
environment. If the
environment
(especially
the
parents) does not
recognize the child's
self-esteem, such as
treating the child
hard, or less loving,
then the child will
develop attitudes: (1)
stubborn / opposed,
or (2) feeling less
self-esteem with shy
attitude.
Dadan.S
(2014:
1.52-1.54)
some
types
of
emotions develop in
childhood, that is as
follows.
1. Fear, that feeling
is threatened by
an object that is
considered
dangerous.
The
fear of something
takes
place
through
the
stages: (a) at first
not afraid, for the
child has not been
able to perceive
the possibility of
danger in the
object, (b) the fear
arises
after
recognizing
the
danger, and (c) the
fear
may
disappear
after
know how to
avoid danger.
2. Anxious, that is a
feeling of fear that
is imaginary, that
there is no object.
This anxiety arises
from
possible
situations that are
figured out, based
on
experience
gained,
either
parent, reading /
comic
books,
radio, or film.
Examples
of
feelings
of
anxiety: the child
is afraid of being
in a dark room,
and afraid of
ghosts.
3. Anger, is a feeling
of displeasure, or
hate either against
another
person,
self,
or
a
particular object,
manifested
in
verbal (abusive /
verbal / cursive),
or
nonverbal
forms (such as
pinching, hitting,
kicking, slap, and
damage). Feelings
of anger is a
reaction to the
frustration
situation
experienced,
namely feelings of
disappointment or
feelings
of
displeasure
because of the
obstacles to the
fulfillment of his
wishes. At this
time anger often
occurs because:
(1) many stimuli
cause anger, and
(2) many children
find that anger is a
good way to get
attention or satisfy
their
desires.
Various
stimuli
that cause feelings
of anger, among
them: obstacles to
physical
needs,
disruption to the
movements
of
children who want
to do, obstacles to
the
ongoing
activities,
obstacles
to
desire, or the
aggravation
of
accumulation. The
source of feelings
of anger may
come from oneself
(such as disability
and weakness), or
others
(parents,
siblings, teachers,
and peers).
4. Jealousy, that is
feeling unhappy
about others who
are seen to have
grabbed
the
affection
of
someone who has
poured affection
on him. Sources
that
cause
jealousy
are
always
social
situations,
relationships with
others. Like a
jealous sister to
her sister, because
she has seized the
love
of
her
parents.
This
jealousy
is
accompanied by
tension, which can
usually
be
relieved
by
reactions:
(a)
aggressive
or
hostile
towards
rivals;
(b)
regressive,
ie
infantile behavior,
such
as
bed
wetting,
or
sucking
the
thumb;
(c)
indifference; and
(d)
distance
themselves from
rivals.
8
5. Joy,
pleasure,
pleasure, that is a
positive feeling,
comfortable,
because fulfilled
desire. Conditions
that give birth to
feelings of joy in
children,
including
the
fulfillment
of
physical
needs
(eating
and
drinking), healthy
physical
circumstances, the
acquisition
of
affection, there is
the opportunity to
move
(play
freely), and have a
toy that pleased.
6. Compassion,
a
feeling of pleasure
to give attention,
or protection to
other
people,
animals or things.
This
feeling
develops based on
a
pleasant
experience
in
dealing
with
others
(parents,
siblings,
and
friends), animals
(like cats and
birds), or objects
(like toys). Child's
love for parents or
siblings is heavily
influenced by the
emotional climate
of the family. If
the parents and
their relatives put
affection on the
child, then he will
also love them.
7. Phobia, the fear of
objects that should
not be dreaded
(fear
of
the
abnormal) such as
fear
of
caterpillars, fear
of cockroaches,
and fear of water.
This
feeling
comes from the
treatment
of
parents who like
to
frighten
children. punish,
or stop the child's
unloved behavior.
8. Want to know
(curiosity),
the
feeling of wanting
to know, know
everything
or
objects,
both
physical
and
nonphysical. This
feeling
is
characterized by
the questions the
child asks. As the
child asks where
he comes from,
who
is
God,
where God is.
This
question
period begins at
age 3 and peaks at
about 6 years of
age.
Dadan.S
(2014: 1.56) The
development
of
healthy emotions is
very helpful for the
success of children
learning. Therefore,
in order to develop
healthy
child
emotions,
teachers
(in
kindergarten)
should guide them,
so they can develop
the following.
1. The ability to
recognize,
accept,
and talk about his
feelings.
2. Realize that there
is a relationship
between emotion and
social behavior.
3. Ability to channel
his desires without
disturbing
the
feelings of others.
4. Ability to be
sensitive
to
the
feelings and needs of
others.
Disturbance
of
Language
and
Social Development
Sujiono,
Yuliani (2009: 120)
There is a difference
between speech and
language. Talk is a
pronunciation, which
shows a person's skill
of uttering a voice in
a word. Language
means declaring and
receiving
information in a
particular
way.
Language is one way
of communicating.
Receptive
language
is
the
ability to understand
what is seen and
what
is
heard.
Expressive language
is the ability to
communicate
symbolically either
visually
(writing,
marking) or auditing.
A child who has a
language
disorder
may be able to say a
word clearly but he
can not compose two
words well.
Conversely,
the speech of a child
may be a little
difficult
to
understand, but he
can compile the
correct words to
express his wishes.
The speech and
language problems
are actually different
but these two issues
often overlap.
Speech and language
disorders consist of
articulation
problems,
sound
problems,
speech
impediment, aphasia
(difficulty in using
words, usually due to
brain injury) and
9
delays in speech or
language.
Late
speech and language
can be caused by
various
factors
including
environmental
factors or loss of
hearing.
Speech and
language disorders
are
also
closely
related
to
other
supportive areas such
as
oral
muscle
function and hearing
function. The delays
and disturbances can
range from simple
forms
such
as
"abnormal"
sound
(nasal, hoarse) to the
inability
to
understand or use
language, or the
inability of the oral
motor mechanism in
its function to speak
and eat.
Articulation
developmental
disorders
include
failure to say a letter
to several letters.
Often
the
disappearance
or
replacement of the
letters makes the
impression that he
speaks like a child. It
can also be an
interruption in pitch,
volume or sound
quality.
Aphasia
is
losing the ability to
form words or lose
the ability to grasp
the
meaning
of
words so that the
conversation can not
go well. Children
with aphasia have a
history of normal
early
language
development,
and
have an onset after
head trauma or other
neurological
disorders
(eg
seizures).
Stuttering is a
disorder
of
smoothness
or
abnormality in speed
or rhythm of speech.
There is a repetition
of sound, syllable or
word, or a spasmodic
block, a tonic spasm
of
the
speech
muscles such as
tongue, lips, and
larynx. There is a
tendency for family
history of stuttering.
In addition, stuttering
can also be caused by
the pressure from
parents to speak
clearly, lateralization
disorders, insecurity,
and the personality
of the child.
Stimulation is
the
activity
of
stimulating the basic
ability of children for
children to grow and
develop optimally.
Every child needs to
get
regular
stimulation as early
as
possible
and
continuously at every
opportunity that can
be done by mother,
father, caregiver, and
people closest in
everyday life. Lack
of stimulation can
cause
persistent
disorders.
Disorders according
to experts are as
follows
(http://hyugaanna.blo
gspot.co.id):
1. According to Van
Riper
Speaking to be
disturbed
when
speaking
itself
brings unpleasant
attention to the
speaker,
the
communication
itself is disrupted,
or causes the
speaker to be
difficult
to
position
(looks
strange, inaudible,
and unpleasant).
2. According
to
Berry
and
Eisenson
Disturbance
at
speaking: (1) Not
easy to hear, (2)
not
heard
immediately, (3)
vocally
sounds
uncomfortable, (4)
error on certain
sounds, (5) speech
itself is difficult to
say, normal tone
and rhythm, (6)
There is a lack of
the linguistic side,
(7) Not according
to the age, sex,
and
physical
development
of
the speaker, and
(8)
It
seems
unpleasant when
he speaks.
Etiology of Speech
and
Language
Disorders
Sujiono,
Yuliani (2009: 115156)
causes
of
speech disturbance or
delay are as follows:
1. Hearing loss
Children
who
have hearing loss
are less likely to
hear
the
conversation
around
them.
Hearing
loss
should always be
considered when
there is speech
delay.
2. Speech
abnormalities
These
abnormalities
include
short
tongue,
tooth
10
3.
4.
5.
6.
deformities
and
mandibles (lower
jaw), cleft palate
(palatoschizis
/
cleft
palate),
deviation of the
rice
septum,
adenoid
or
laryngeal
abnormalities.
Mental
Retardation
Mental redotation
is a lack of
intelligence of a
child compared to
other children of
his age.
Genetic Heriditer
Disorders due to
decreased genetic
disorders of the
elderly. Usually
also occurs in one
or two parents as a
child.
Usually
delays.
Chromosomal
Abnormalities
Disorders due to
decreased genetic
disorders of the
elderly. Usually
also occurs in one
or two parents as a
child.
Usually
delays.
Central Disorders
(Brain)
The
central
language disorder
is the inability to
combine problemsolving abilities
with ever-lower
language
skills.
He often uses a
mimic to express
his will as in
pantomime.
At
school age, seen
in the form of
learning
difficulties.
7. Autism
Severe speech and
language
disorders can be
caused by autism.
Autism
is
a
pervasive
developmental
disorder
in
children
characterized by
disturbances and
delays in the
fields
of
cognitive,
language,
behavior,
communication
and
social
interaction.
8. Selective Mutism
Selective mutism
is usually seen in
children aged 3-5
years, who do not
want to talk in
certain
circumstances,
such as at school
or when there are
certain people. Or
sometimes he just
wants to talk to a
certain
person,
usually an older
child.
This
condition is more
associated
with
abnormalities
called neurosis or
motivational
disorders.
9. Emotional
and
other behavioral
disorders
Speech disorders
usually
accompany
the
disorder
of
minimal
brain
dysfunction,
symptoms
that
occur so minimal
that it is not easy
to
recognize.
Usually as well as
learning
difficulties,
hyperactive,
unskilled
and
other
disguised
symptoms
10.
Food
allergies
Food allergies can
also disrupt brain
function, resulting
in developmental
disorders, one of
which is the delay
in
talking
to
children.
When
food allergies as a
cause
usually
delay in talking
occurs under the
age of 2 years,
over the age of 2
years the child
appears
very
rapidly
development
of
speech.
11.
Environmenta
l Deprivation
12.
In
this
situation the child
does
not
get
enough
stimulation from
the environment.
Various kinds of
environmental
conditions
that
result in speech
delays are:
a. A
quiet
environment
Talk is a part
of behavior,
so its skill
through
imitation. If
speech
stimulation
from
the
beginning is
lacking,
nothing
imitated will
hamper
speech
and
language in
children.
b. Social
economic
status
According to
Mc Carthy's
research,
parents
of
teachers,
11
doctors
or
lawyers have
children with
better
language
development
than children
with
semiskilled
and
unskilled
parent
workers.
a) The
wrong
teaching
technique
s
Wrong
ways and
communi
cation in
children
often
cause
delays in
speech
and
language
developm
ent
in
children,
because
their
developm
ent occurs
because
of
the
process of
imitating
and
learning
from the
environm
ent.
b) The
attitude of
parents or
others in
the home
environm
ent is not
fun
Speech
can
express
anger,
tension,
chaos and
unbalance
d
personalit
y, so the
child will
avoid
talking
more to
stay away
from the
unpleasan
t
conditions
.
c) Excessive
parents'
expectatio
ns
of
children
The
attitude of
parents
who have
excessive
expectatio
ns
and
desires
for their
children,
by
providing
excessive
training
and
education
in
the
hope that
their
children
become
superior.
The child
will
experienc
e
the
pressure
that will
inhibit his
speech.
d) Twins
In twins,
the
developm
ent
of
language
is worse
and
longer
than the
only
child.
They each
other give
each other
a
bad
speech
environm
ent,
because
they
usually
have
mutually
imitative
behavior.
This
causes
them to
imitate
each other
at
the
same
level of
speechnot
necessaril
y good.
e) Bilingual
(2
languages
)
The use
of
2
languages
is
sometime
s also the
cause of
speech
delay, but
this
situation
is not too
worrisom
e.
Generally
children
will have
the ability
to use 2
languages
easily and
well.
f) Functiona
l delays
In these
circumsta
nces it is
12
usually a
very good
receptive
function,
and
the
child
is
only
impaired
in
expressiv
e
functionin
g:
Characteri
stic is that
the child
does not
exhibit
other
neurologi
cal
disorders.
METHOD
The method
used in this research
is
qualitative
research with case
study type. Case
study is when one
wants to understand
the background of a
matter,
or
the
interaction
of
individuals within a
social unit or to
know a group of
individuals in depth,
holistic,
intensive,
and
naturalistic
(Yusuf.M: 2013). In
case studies, each
researcher has a
different purpose in
studying the case he
wants to reveal. In
connection with that
slake (in Yusuf.M
2013), suggests three
types of case studies:
1). Intrinsic case
studies,
2)
instrumental
case
studies,
and
collective
case
studies.
The case study type
used is an intrinsic
case study according
to Yususf.M (2013)
intrinsic case study is
conducted if the
researcher wants to
understand
better
about ordinary cases,
such as the nature,
characteristics,
or
individual problems.
In this study discuss
about
individual
problem.
A is a child
observed,
from
observation
A
experiencing speech
delay. Currently, A is
in kindergarten class
A in kindergarten.
Adzkia III in the city
of Padang. From the
results
of
observation,
questionnaire
interviews
and
questionnaires
examination
of
psychology
as
follows:
1. Based on the
results of interviews
and questionnaires
filled A aged 5 years
2 months.
2.
Being
born
normally
3.
Parents
A
separated
and
mothers are often out
of town
4. A dititip same
grandmother
and
grandfather
5. From the initial
mapping
results
before
entering
school A has not
been willing to shake
hands
with
the
teacher, asked not to
answer, told to do
something not yet
willing, unable to
speak, afraid to meet
the crowd or others.
Knowing the person
or thing with a hand
flick
6. The development
of language A after 3
months of school A
has not been in
accordance with the
stages
of
its
development.
For
example in speaking
vokalnya not yet
clear but A can
already tidy up toys
or own goods. A can
already
talk
"Assalamu'alaikum,
Ouch sick, open, do
not want, and others
7. In addition to the
data obtained, in this
case
study
the
researchers
also
conducted
obsevation. Where A
at school did not
have friends yet and
still watched his
friend play. And now
after five months of
school just have a
close friend of one
person, whose friend
is always followed in
the classroom.
From
the
results of the above
data
then
the
researcher concludes
that A experiencing
speech
delay.
According to Zainab
and Laily (2012), the
delay of speech
experienced by the
child is partly caused
by several things that
are external, among
others:
1) Stimulation of
language in the early
years of subject life.
2) The lack of an
environment
that
gives
her
the
opportunity to learn
the language.
3)
Lack
of
encouragement for
children to use verbal
language better.
13
4) Parenting patterns
applied by parents as
well
as
environmental
conditions
that
strengthen
the
subject
to
"stay
happy" in the delay
talk.
Habitual
ways / style of
parents when they
interact with their
children
is
an
important dimension
of parenting. The
development of a
child's mentality has
a long process of
searching for parents
to improve socioemotional
development skills
Parents should not
punish or withdraw,
but
they
should
develop rules for
children and love
them.
Habib,
Z
(2013)
Cover
The development of
early
childhood
should
we
pay
attention and keep,
how the future of the
child will be in this
golden period. Many
factors and many
things that can be
made as a disruption
in the development
of this child, but if
we are able to
maintain and provide
the best then the
development of early
childhood
will
improve their future.
DAFTAR
PUSTAKA
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2011/02/
gangguanbicara-danbahasa-padaanak.html
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rg NAEYC
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