Pengenalan Macam -Macam Perkembangan dan Karakteristik Anak di Desa Sebuntal Marang Kayu
Abstract
Development is change that is owned by humans. Development is also a process through which to reach adulthood. The problems that occur in children in Sebuntal Marang Kayu Village are: the development and character of children is very worrying or worrying. This can be seen in the daily activities of children at school and at home that do not show good character. The purpose of this activity is to disseminate information in the field of education, provide information and knowledge to parents and children, related to child development. The result of this community service activity is that the activities can run smoothly. This activity received a friendly welcome, there was evidence that many participants were present, active, remained at the activity location until it was finished. This activity is useful in providing cognitive aspects and deeper understanding. This activity is a motivation for mothers, fathers and children in monitoring their children's attitudes. So, this activity is the most important part of increasing awareness for the community in guiding children's development.
Downloads
References
Aghnaita, A. (2017). Perkembangan Fisik-Motorik Anak 4-5 Tahun Pada Permendikbud no. 137 Tahun 2014 (Kajian Konsep Perkembangan Anak). AL-ATHFAL : JURNAL PENDIDIKAN ANAK. https://doi.org/10.14421/al-athfal.2017.32-09
Burhaein, E. (2017). Aktivitas Fisik Olahraga untuk Pertumbuhan dan Perkembangan Siswa SD. Indonesian Journal of Primary Education. https://doi.org/10.17509/ijpe.v1i1.7497
Cahyaningrum. (2017). Pengembangan Nilai-nilai Karakter Anak Usia Dini melalui Pembiasaan dan Keteladanan. Yogyakarta
Handayani, D. S., Sulastri, A., Mariha, T., & Nurhaeni, N. (2017). Penyimpangan Tumbuh Kembang Anak dengan Orang Tua Bekerja. Jurnal Keperawatan Indonesia. https://doi.org/10.7454/jki.v20i1.439
Latifa, Umi. (2017). Aspek Perkembangan pada Anak Sekolah Dasar: Masalah dan Perkembangannya. Surakarta
Murni. (2017). Perkembangan fisik, kognitif, dan psikososial pada masa kanak-kanak awal 2-6 tahun. Jurnal Pendidikan Anak.
Nurmalitasari, F. (2015). Perkembangan Sosial Emosi pada Anak Usia Prasekolah. Buletin Psikologi. https://doi.org/10.22146/bpsi.10567
Samio, S. (2018). Aspek – Aspek Pertumbuhan Dan Perkembangan Peserta Didik. Best Journal (Biology Education, Sains and Technology). https://doi.org/10.30743/best.v1i2.791
Soemanto, Wasty. (2006). Psikologi Pendidikan. Jakarta : PT Rineka Cipta
Somantri, Sutjihati. (2012). Psikologi Anak Luar Biasa. Bandung : PT Refika Aditama
Sujiono, B., Sumantri, M. S., & Chandrawati, T. (2014). Hakikat Perkembangan Motorik Anak. Modul Metode Pengembangan Fisik.
Sunarto. (2013). Perkembangan Peserta Didik. Jakarta : Rineka Cipta
Tusyana, Eka. (2019). Analisis Perkembangan Sosial-Emosional Tercapai Siswa Usia Dasar. Yogyakarta
Widianto, Edi. (2015). Peran Orangtua dalam Meningkatkan Pendidikan Karakter Anak Usia Sini dalam Keluarga. Malang
Wiyani, Novan Ardy. (2014). Buku Ajar Penanganan Anak Usia Dini Berkebutuhan Khusus. Yogyakarta : Ar-Ruzz Media
Wulandari, R., Ichsan, B., & Romadhon, Y. A. (2017). Perbedaan Perkembangan Sosial Anak Usia 3-6 tahun dengan Pendidikan Usia Dini dan Tanpa Pendidikan Usia Dini di Kecamatan Peterongan Jombang. Biomedika. https://doi.org/10.23917/biomedika.v8i1.2900