psycholinguistic

Psycholinguistic

A.      Child Language Development Theory

In this case there are three views or theories in child language development. Two controversial views expressed by experts from the United States, namely natives view which argues that language acquisition in childhood is natural (nature). And the view which argues THAT behaviorism language acquisition in childhood are "bribes" (nature). A third view emerged in Europe from Jean Piaget who found mastery of the language is derived from the ability of cognitive maturation, so the view is called cognitive.

1.       The Views Nativism        

Nativism found during first language acquisition process, a boy (man) gradually opens up the ability language genetically programmed. This view does not consider the environment has an influence in language acquisition, but rather assume that language is a biological, in line with the so-called "hypothetical gift of nature". The natives found that language is too complex and cumbersome, making it impossible can be learned in a short time through methods such as "imitation" (imitation). So, there must be some important aspects of the language system that already exists in man naturally.

According to Chomsky (1965, 1975) language can only be controlled by humans, animals may not be able to master the human language. This opinion is based on assumptions. First, the behavior of the language is something that is inherited (genetic); language development pattern is the same in all sorts of languages ​​and culture (is universal); and the environment has only a minor role in role in the maturation process of language. Second, the language can be mastered in a short time, four-year-old son was able to speak like an adult. Third, the language environment of the child cannot provide data sufficient for mastering complicated grammar of adults.

According to Chomsky, a child is equipped with a "tool of language acquisition" (language acquisition device (LAD). The instrument is a biological gift that has been programmed to specify the following items, which may be of a tat language, and regarded as a physiological part of the brain that is specialized for processing language, which has no relation to other cognitive abilities.

2.       The views Behaviorism

The behaviorism explains that first language acquisition process is controlled from the outside of the child, i.e. the stimulus provided by the environment. Language term for the behaviorism considered less appropriate because the term implies a form of language, something that is owned or used, and not something that is done. Though the language is one of behavior, among other human behaviors. According to the behaviorism ability to speak and understand the language of the child obtained through stimulation from the environment. Children are considered as passive recipients of pressure environment, do not have an active role in the development of verbal behavior. Even the behaviorism does not recognize the maturity of the child in language acquisition. The behaviorism does not recognize the view that children master the rules of the language and have the ability to abstracts important characteristic of the language in the environment. They argue stimulus (stimulus) of a particular environment reinforce language skills of children. Language development they see as an improvement of verbal expression that applies randomly to the actual ability to communicate through the principle of linkage S - P (stimulus - response) and the process of imitation-imitation.

3.       The views Cognitivism

Jean Piaget (1945) states that the language was not a natural characteristic of separate, but one among several capabilities derived from cognitive maturity. Language tart by reason, then the language must be grounded in the development of a more fundamental change and more common in cognition.

Chomsky argues language does not have a big impact on the maturation process language, the environment also Pieget found no major influence on the intellectual development of children. Changes or intellectual development of children is very dependent on the involvement of children actively with the environment.

B.      Motorik development

Motor means motion. Two of the ability to move the most attention of experts is walking and the use of the hand as a tool (Morgan, 1986). Various studies on children who are limited motion capability in the first months of his life shows evidence that lack of exercise does not alter the sequence of events that lead to runs. If exercise "walking" enriched, given more servings, perhaps the ability to walk can be obtained earlier; but the order does not change the ability of (Morgan, 1986). Motorik development is the development of babies born with the most visible.

C.      Social Development and Communications

Indeed, since the baby is born already "tuned" biologically to communicate, he would respond to the events that caused by those around him (especially his mother). Approximately 70% of the time Mother breastfeeding, the mother accompany her baby within 20 cm. Therefore, the baby will avenge his mother's gaze by looking at the mother's eyes caught his attention. Then the baby also learned that when a mutual eye contact means no communication, between the baby and the mother.

Babies are already actively involved in the process of interaction with his mother shortly after birth. He was responding to the voice and gestures of his mother, and watched her mother's face. In the first week of life he has mimicked the activities moving hands, stuck out his tongue and eye-opening. By the age of one month he began mimicking low height and short length ibu.nya voice.

At the age of 2 weeks he was able to distinguish the mother's face from other people's faces. At 3 weeks of age the baby smile can be called "social smile", smile because it is given as a social reaction to stimuli (such as face / voice mother) from the outside. In both infants more often "cooing" (cooing) sounds like the sound of doves. Cooing baby if she is in a state of happy, for example, because some company, invited talk, invites to play and so on.           

By the age of five months, babies begin to imitate sounds and gestures adults intentionally, so the more they increase vocabulary of facial expressions. Then at the age of five months he was able to speak with an attitude that shows Ra happy, resentment and curiosity.

At the age of six months there was a shift of interest, he is more interested in the body of the man. So since then, interaction becomes triad; baby, mother and objects.
Between the ages of seven to twelve months the child begins to have more control in the interaction with the mother. Children learn to express his desire or will be clearer and more effective.

D.      Cognitive Development

Cognitive terms related to mental events involved in the process of introduction of the world, which is a little much involve the mind or thought. Therefore, in general, said cognition bias is considered synonymous with the word thought or mind.
Piaget stated that there are several stages in a child's cognitive development. Stage it is :

1)      Sensomotorik Stage

This stage is the first stage in the cognitive development of children and held on in part of the first two years of his life, and in the second year appeared coordination of these two initial capability. At the end of the period of sensory baby can think about the world, which is related to the experiences and actions that simple.

2)      Preoperational stage

At this stage the way of "thinking" kids are still dominated by the way how things or objects that appear. The way of thinking is still lacking operational.

3)      Concrete operational stage

At this stage the children have understood the concept of the convention. This stage traversed children aged around seven to eleven years ahead.

4)      Formal operational stage.

At this stage the child passed after children aged 11 years and over, the kids are thinking logically as it is with adults. They formulate and test hypotheses complicated hypothesis-they think they are abstract and generalize the use of abstract concepts, from one situation to another (Morgan, 1986) .

E.       Language Development

Newborns to age one commonly referred to as infant means not being able to speak. This term is appropriate when associated with speak abilities. Infant language development can be divided into two; stage of development of articulation, and 2) the stage of development of the words and sentences (Poerwo, 1989).

1.       Articulation Development Stage

This stage is passed to infants between birth about 14 months old. Efforts toward "resulting in" the sounds that have started in the weeks since the birth of the baby. This resulted in the development of sound called articulation development, through which a baby through a series of stages as follows.

a.       sound Resonance

Income sound, which occurs in the oral cavity, can not be separated from the activity and motor development in the baby's mouth. The most common sounds that can be made is the sound of a baby crying because they feel uncomfortable or feel hungry and sounds as coughing, sneezing, and belching. Besides, there is also the sound is not the sound of weeping called "quasi-resonance, the sound is not there yet fully consonant and vowel contains resonance.

b.      cooing sounds

Approaching the age of two months the baby has developed muscle control to start and stop the mouth of steady motion. At this stage the sound of laughter and the sound of cooing (cooking) has been sounded. The cooing sounds somewhat similar to the sound [o] on pigeons. The resulting sound is a consonant sound with vocals back and middle back, but with the full resonance. Consonant sounds similar to the sound [s] and velar sounds similar to the sound [k] and [g].

c.       Sound Berleter

Berleter is making an unusual noise continuously without purpose. Berleter is usually done by infants aged between four to six months.

d.       Sound Berleter Birthday

This stage traversed the children aged between six to ten months. Initial consonants can be spoken is labial sounds [p] and [b], the sound of bubbling alveolar [t] and [d], nasal sound [j]. The most commonly heard is the sound of the syllable which is a series of consonants and vocals like "ba-ba-ba" or "ma-ma-ma".

e.       sound Vocable

The variable is the sound that is almost like the word, but it has no meaning and is not an imitation of adults. Vocable can be generated by a child between the ages of 11 to 14 months.

2.       The development phase of Words and Sentences

ability variable followed by the ability to say the word, and say simple sentences, and sentences more perfect.          
a. First word

The ability to say the first word is determined by the mastery of articulation, and the ability to associate words with objects that become referral to (de Vilers, 1097 in Purwo, 1989). At this stage, children tend to simplify the pronunciation is done systematically.

b. Sentence One Word           

The first word uttered child succeed will be followed by a second word, third, and so on. Sentence one word commonly called holophrastic greeting.

c. Sentences Two words        

The meaning of the sentence is a sentence of two words that only consists of two words, as a continuation of the sentence one word.

d. Sentence More

Mastery of sentence two words reached a certain stage, then developed the preparation of a sentence consisting of three words.   
3. Step Ahead School

What is meant by approaching schools here are ahead of entering elementary school, which at the time they were aged between five to six years. Education in kindergarten (TK), especially playgroups (playgroup) can not be considered as a school, because it is only to help the child is ready to enter primary education. When entering kindergarten children have mastered almost all the basic grammatical rules of the language. He was able to create news sentences, sentences Tanya, and a number of other construction purposes. Children in preschool now learn things outside of vocabulary and grammar. They are able to use the language in social context are manifold.