KPP 6014 : Perkembangan Emosi, Sosial

dan Moral

Kul 3: Brofenbrenner &

& Havighurst
:Perkembangan
Sepanjang Hayat

Biodata Brofenbrenner
Urie Bronfenbrenner (April 29, 1917
September 25, 2005) was a
Russian American psychologist, known for
developing his Ecological Systems Theory
, and as a co-founder of the Head Start
program in the United States for
disadvantaged pre-school children.

Samb
Urie Bronfenbrenner was born to Russian Jews,
Dr. Alexander Bronfenbrenner and Eugenie
Kamenetski Bronfenbrenner, in Moscow, Russia.
When he was 6, the family moved from the USSR
to the United States.
Bronfenbrenner attended Cornell University,
completing a double major in psychology and
music in 1938. After earning an M.A. at
Harvard University in developmental psychology,
he completed a Ph.D. at the
University of Michigan in 1942.

Samb
Thereafter he entered service in the
United States Army as a psychologist.
Following a brief stint at the
Veterans' Administration following
World War II, Bronfenbrenner began
teaching. First an Assistant Professor in
Psychology at the University of Michigan,
he took a professorship at Cornell
University at 1948.

Ecological System Theory

Ecological Systems Theory, in which
he delineates four types of nested
systems.
The microsystem (such as the family
or classroom);
The mesosystem (which is two
microsystems in interaction).
The exosystem (external environments
which indirectly influence development,
e.g., parental workplace).

Samb
The macrosystem (the larger sociocultural context).
The Chronosystem (the evolution of the
external systems over time).

Samb
Each system contains roles, norms and
rules that can powerfully shape
development.
This system is strikingly similar to the
social networks approach of
James Comer who was the first to put
forward a model for school reform, the
School Development Program.

Kesimpulan Teori Brofenbrenner

Perkembangan kanak-kanak dipengaruhi oleh
sistem-sistem yang berada disekitarnya seperti
sistem kekeluargaan, organisasi tempat kerja
ibu bapa, sistem kejiranan, organisasi tempat
tinggal, sistem budaya dan zaman atau
peredaran masa.
Apa pendapat kamu?
Nature or Nurture is most influential in moulding
human development ?

Havighurst
Robert James Havighurst (born June 5, 1900 in
De Pere, Wisconsin died January 31, 1991 in
Richmond, Indiana).
Havighurst was a professor, physicist, educator, and
aging expert. Both his father, Freeman Alfred Havighurst,
and mother, Winifred Weter Havighurst, had been
educators at Lawrence University.
Havighurst worked and published well into his 80s.
According to his family, Havighurst died of
Alzheimer's disease at the age of ninety

Samb
He obtained many degrees and education
achievements: 1918-21 B.A. from
Ohio Wesleyan University, 1922 M.A.
Ohio State University, 1924 Ph.D.,
Chemistry Ohio State University, 1953-54
Fulbright Scholar, University of Canterbury
, New Zealand, 1961 Fulbright Scholar
University of Buenos Aires

Havighurst Developmental
Tasks (1953)
Havighurst recognized that each human
has three sources for developmental
tasks. They are:
Tasks that arise from physical maturation:
Learning to walk, talk, control of bowel and
urine, behaving in an acceptable manner
to opposite sex, adjusting to menopause.

Havighurst, R.J.

Model Perkembangan
Havighurst

Samb.
Tasks that arise from personal values:
Choosing an occupation, figuring out ones
philosophical outlook.
Tasks that have their source in the
pressures of society: Learning to read,
learning to be responsible citizen.

Havighurst Developmental
Tasks
(Ages 06)
Learning to walk. * Learning to crawl. *
Learning to take solid food. * Learning to
talk. * Learning to control the elimination of
body wastes. * Learning sex differences
and sexual modesty. * Getting ready to
read. * Forming concepts and learning
language to describe social and physical
reality.

Ages 6 18
(Ages 618 )
Learning physical skills necessary for
ordinary games. * Learning to get along
with age mates. * Building wholesome
attitudes toward oneself as a growing
organism. * Learning on appropriate
masculine or feminine social role. *

Samb(Ages 6-18 )
Developing concepts necessary for
everyday living. * Developing conscience,
morality and a scale of values. * Achieving
personal independence. * Developing
attitudes toward social groups and
institutions

Ages 18-30
(Ages 1830)
Achieving new and more mature relations
with age mates of both sexes. * Achieving
a masculine or feminine social role. *
Accepting ones physique and using the
body effectively. * Achieving emotional
independence of parents and other adults.
* Preparing for marriage and family life. *

Samb(Ages 18-30)
Acquiring a set of values and an ethical
system as a guide to behavior. * Desiring
and achieving socially responsible
behavior.* Selecting an occupation.

Ages 30-40
(Ages 3040)
Selecting a mate. * Learning to live with a
partner. * Starting family. * Rearing
children. * Managing home. * Getting
started in occupation. * Taking on civic
responsibility. * Finding a congenial social
group.

Ages 40 - 60
(Ages 4060)
Assisting teenage children to become
responsible and happy adults. * Achieving
adult social and civic responsibility. *
Reaching and maintaining satisfactory
performance in ones occupational career.
* Developing adult leisure time activities.

(Ages 40 60)
* Relating oneself to ones spouse as a
person. * To accept and adjust to the
physiological changes of middle age. *
Adjusting to aging parents.

(Ages 60 and over)

(60 and over)
Adjusting to decreasing physical strength
and health. Adjusting to retirement and
reduced income. * Adjusting to death of a
spouse. * Establishing an explicit affiliation
with ones age group. * Adopting and
adapting social roles in a flexible way. *
Establishing satisfactory physical living
arrangements.

Kesimpulan Teori Havighurst

Setiap individu memainkan peranan
tertentu pada setiap peringkat
perkembangan. Oleh itu ibu bapa perlu
menyedarkan anak-anak mereka tentang
tugas dan peranan mereka pada setiap
peringkat kehidupan.

Samb
Contohnya persekitaran perkembangan
remaja.

Faktor-Faktor yang Mempengaruhi

Pembelajaran Remaja
Zaman remaja penting kepada setiap remaja.
Sekiranya, remaja mendapat persekitaran yang
baik maka berjaya.
Jika penghargaan kendiri terganggu, remaja
menghadapi masalah.
Remaja sensitif dan tidak gemar menerima
kritikan negatif.
Jadi, persekitaran di mana remaja tinggal sangat
penting dalam pembinaan kendiri.

Faktor-Faktor yang Mempengaruhi

Pembelajaran Remaja
Penampilan fizikal dan kecantikan
memberi kesan mendalam kepada remaja
kerana perubahan hormon.
Jika rakan sebaya tidak mengendahkan
mereka, maka wujudlah penghargaan
kendiri yang rendah hingga
mengakibatkan permasalahan dalam
pembelajaran.

Faktor-Faktor yang Mempengaruhi

Pembelajaran Remaja
Guru perlu memberi inspirasi bahawa
potensi dalaman remaja adalah elemen
yang penting daripada penampilan luaran.
Peranan ahli keluarga / ibu bapa?
Peranan Guru?
Peranan rakan sebaya?

Faktor-Faktor yang Mempengaruhi

Pembelajaran Remaja
Sokongan daripada rakan dan ahli
keluarga.
Suasana persekitaran tempat tinggal
remaja perlu memberi inspirasi untuk
terus menghadapi tekanan hidup.
Sokongan komuniti setempat dan
masyarakat. Bagaimana caranya?

Faktor-Faktor yang Mempengaruhi

Pembelajaran Remaja
Remaja perlu memberi tumpuan pada
matlamat hidup untuk mencapai cita-cita.
Remaja perlu merealisasikan potensi
dalaman yang dimilikinya.
Remaja perlu meningkatkan kemahiran
dan bakat dalam bidang yang
diterokainya.
Remaja sentiasa berpemikiran positif.

Faktor-Faktor yang Mempengaruhi

Pembelajaran Remaja
Remaja perlu memahami diri dan
mengetengahkan semua kualiti positif dan
unik yang dimilikinya.
Remaja perlu membuktikan bahawa
mereka mempunyai identiti diri dalam
mengejar apa yang diingini dalam hidup
dengan menolak kegagalan-kegagalan
awal (initial failures), sekiranya ada.

Kesimpulan
Kedua-dua teori menjelaskan bahawa
persekitaran kanak-kanak sangat
mempengaruhi perkembangannya dari
segi pembentukan personaliti, kognitif,
rohani/spiritual, emosi, sosial dan moral.