scholarly journals Commentary: Dimensionality in environmental adversity, mechanisms of emotional socialization, and children’s characteristics and cognitive growth – a reflection on Miller et al. (2020)

2020 ◽  
Author(s):  
Tin Q. Nguyen ◽  
Laurie E. Cutting
Keyword(s):  
Cognitive Growth ◽  
Emotional Socialization

MENGENALKAN DAKWAH PADA ANAK USIA DINI

2014 ◽  
Vol 34 (1) ◽  
pp. 63
Author(s):  
Siti Hikmah
Keyword(s):  
Early Childhood ◽  
Growth Process ◽  
Role Model ◽  
Role Playing ◽  
Field Trips ◽  
Early Age ◽  
Cognitive Growth ◽  
Playing Field ◽  
Islamic Values ◽  
Education Process

<p>One of the important parts relating to education for children is teaching da’wah since their early age, so that it becomes a habit for their life till they reach adulthood. Da'wah  is regarded as a good process of education and  it really should refer to the Islamic values which is implemented to children since early age. If this education process can run well, it would generate younger generations who have strong commitment. Introducing da’wah in early childhood requires extra patience to understand the child's condition; like the pra-formal operational stage of cognitive growth process, so that it requires easily understandable methods for children in its implementation.  There are some methods to introduce da’wah for children; namely singing, role model, role playing, field trips, poetry, and speeches.</p><p align="center"><strong>***</strong></p><p>Salah satu bagian penting yang harus mendapatkan perhatian terkait dengan pendidikan yang diberikan sejak usia dini adalah mengajarkan dakwah pada anak sejak dini, sehingga  dakwah sudah menjadi kebiasaan dan menjadi bagian hidup anak ketika dewasa. Dakwah dipandang sebagai proses pendidikan yang baik dan benar-benar harus mengacu pada nilai-nilai Islam yang diterapkan sedini mungkin kepada anak-anak. Apabila proses tersebut dapat berjalan dengan baik, maka akan  muncul generasi muda yang memiliki komitmen yang kuat. Untuk mengenalkan dakwah pada anak usia dini membutuhkan kesabaran yang ekstra dengan memahami kondisi anak misalnya proses pertumbuhan kognitifnya yang masih dalam tahap pra operasional formal, sehingga membutuhkan metode dalam aplikasinya yang mudah difahami anak. Metode dalam mengenalkan dakwah pada anak melalui bernyanyi, tauladan, bermain peran, karya wisata, bersyair, dan berpidato.</p>

Thinking Like a Teacher: Encouraging Cognitive Growth in Case Analysis

1994 ◽  
Vol 45 (4) ◽  
pp. 289-297 ◽  
Author(s):  
Mary Anna Lundeberg ◽  
Jean E. Fawver
Keyword(s):  
Case Analysis ◽  
Cognitive Growth

scholarly journals The Health and Cognitive Growth of Latino Toddlers: At Risk or Immigrant Paradox?

2009 ◽  
Vol 13 (6) ◽  
pp. 755-768 ◽  
Author(s):  
Bruce Fuller ◽  
Margaret Bridges ◽  
Edward Bein ◽  
Heeju Jang ◽  
Sunyoung Jung ◽  
...  
Keyword(s):  
At Risk ◽  
Cognitive Growth ◽  
Immigrant Paradox

Cross-cultural Piagetian Research: An Experimental Perspective

1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton
Keyword(s):  
Cognitive Development ◽  
Cross Cultural ◽  
Cognitive Tasks ◽  
Stage Theory ◽  
Cognitive Growth ◽  
Genetic Epistemology ◽  
Basic Assumptions ◽  
The World ◽  
Different Cultures ◽  
Apparent Conflict

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.

Putting Descartes before the horse (again!)

2008 ◽  
Vol 31 (2) ◽  
pp. 142-143 ◽  
Author(s):  
Brendan McGonigle ◽  
Margaret Chalmers
Keyword(s):  
Formal Model ◽  
Empirical Studies ◽  
Cognitive Growth ◽  
The Core ◽  
Target Article ◽  
New Models ◽  
Rational Bubble

AbstractThe “rational bubble” stance espoused in the target article confounds cultural symbolic achievements with individual cognitive competences. With no explicit role for learning, the core rationale for claiming a major functional discontinuity between humans and other species rests on a hybrid formal model LISA (Learning and Inference with Schemas and Analogies) now overtaken by new models of cognitive growth and new empirical studies within an embodied systems stance.

scholarly journals Active Physics Learning: Making Possible Students’ Cognitive Growth, Positive Emotions and Amazing Creativity

2017 ◽  
Vol 8 ◽  
Author(s):  
Josip Sliško
Keyword(s):  
Active Learning ◽  
Positive Emotions ◽  
Learning Experiences ◽  
Learning Support ◽  
Anecdotal Evidence ◽  
Cognitive Level ◽  
Cognitive Growth ◽  
Physics Learning ◽  
Educational Levels ◽  
Support Students

It is now well known that carefully designed sequences of active physics learning support students’ comprehension of physical concepts and laws. If only this were its effect, active learning should replace lecture-based teaching and passive students’ learning at all educational levels. Fortunately, the impacts of active learning experiences in students are much broader. In this paper I present a few examples of tasks that are suited for engaging students in active learning along with research-based and anecdotal evidence about effects of active physics learning on students’ cognitive level, emotions and creativity.

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