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"Filling a tremendous need, this is the first graduate-level child development text written specifically for future educators. From eminent authorities, the volume provides a solid understanding of major theories of development, focusing on how each has informed research and practice in educational contexts. Topics include the impact of biology and early experiences on the developing mind; the development of academic competence and motivation; how learning is influenced by individual differences, sociocultural factors, peers, and the family environment; what educators need to know about child mental health; and more. Every chapter features a quick-reference outline, definitions of key terms, and boxes addressing special topics of interest to educators.Special feature: Instructors considering this book for course adoption will automatically be e-mailed a test bank (in RTF format) that includes objective test items, essay questions, and case questions based on classroom scenarios"

"Masa kanak-kanak awal merupakan periode penting untuk membiasakan perilaku makan anak. Konsep makanan merupakan prediktor utama keberhasilan rancangan intervensi perilaku makan, sehingga perlu diketahui konsep makanan pada anak usia prasekolah karena merupakan skema yang mendasari perilaku makan anak. Penelitian ini menggunakan pendekatan kualitatif untuk melihat gambaran konsep makanan pada anak usia prasekolah 4-6 tahun ditinjau dari teori perkembangan kognitif Piaget. Empat orang partisipan menunjukkan karakteristik preoperational thought dalam menjelaskan pemahaman tentang makanan, yang mencakup tujuan dari makan, efek dari makanan tertentu, efek dari kuantitas makanan, efek dari diet yang tidak seimbang, serta jenis dan ciri makanan sehat serta tidak sehat. Wawancara dengan orang tua dan pengasuh menggambarkan social experience yang berperan dalam pembentukan konsep makanan, terdiri dari orang tua ibu dan ayah, anggota keluarga lain nenek dan kakek, pengasuh/asisten rumah tangga, sekolah, dan media.

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Early childhood is a crucial period of life to promote childrens healthy eating habits. Since food concept is an important predictor of successful interventions of eating behavior, more knowledge is needed about food concept among preschool children children because it is a scheme that underlies eating behavior. This study used qualitative research to describe food concept on preschool children 4-6 years old based on Piagets theory of cognitive development. Four participants indicated characteristics of preoperational thought when explained food concept, covered five components of food purpose of eating, effects of specific food, effects of different quantities of food, effects of an unbalanced diet, types and feature of healthy and unhealthy food. The interview with parents and caregiver described social experience that play a role in the formation of childrens food concept, which is parents mother and father, another family members e.g grandmother and grandfather, housemaid, school, and media. "

"Perkembangan kognitif merupakan aspek perkembangan yang muncul dan berkembang pesat ketika masa usia dini, 50% potensi kognitif terbentuk pada 4 tahun pertama kehidupan. Perkembangan kognitif berkaitan dengan kualitas hidup manusia. Tujuan penelitian ini, untuk menjelaskan faktor dominan yang berhubungan dengan perkembangan kognitif. Penelitian dilakukan April 2013. Dengan desain penelitian cross sectional teknik pengambilan sampel menggunakan proportional random sampling, jumlah sampel 128 anak usia dini 24-72 bulan yang mengikuti PAUD atau pun tidak ikut PAUD di Desa Talagamulya Kabupaten Karawang. Cara pengukuran dengan microtoise untuk mengukur tinggi badan wawancara perkembangan kognitif dengan kuesioner yang dikembangkan Kemendikbud dan FFQ semikuantitatif untuk asupan zat gizi. Uji regresi logistik digunakan untuk analisis multivariat.Hasil penelitian menunjukkan anak usia dini dengan kognitif baik 61,7%. Uji Chi square menyatakan bahwa faktor yang berhubungan dengan perkembangan kognitif yaitu asupan vitamin A, asupan zink, pengetahuan ibu dan mengikuti PAUD. Kesimpulan faktor dominan dalam penelitian ini yaitu pembelajaran di PAUD. Saran kepada orangtua untuk memasukkan anaknya ke lembaga PAUD sehingga anak terstimulasi, mengontrol pemberian vitamin A dan asupan zat gizi seperti zink dan zat besi.

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Cognitive development is a developmental aspect that emerged and thrived when the preschool years, 50 percent of the potential cognitive formed in the first 4 years of life. Cognitive development related to increasing the quality of human resource.

The objective of the study is to examine the correlation between factors to cognitive development early childhood. The method of this research was quantitative using cross-sectional study was employed to gather information factors among 128 sample early childhood 24-72 month in April 2013 in Talagamulya Village, Karawang district. Cognitive development were gathered using questionnaire Kemendikbud.. Direct anthrophometry measurement was used for nutrition status data, and FFQ semiquantitative used for intake nutrient. The logistic regression used for multivariate analysis.

The results of this research showed earlychilhood with good cognitive 61.7%. Chi square analysis result intake of vitamin A, zinc intake, maternal knowledge and follow Early childhood education showed a significant correlation to cognitive development.

Conclusion the dominant factor in this study are the participation in early childhood education. Therefore it is important for parents to know about the important role of the early chilhood education for their child’s cognitive development, and parents must have control of micronutrient intake such as vitamin A, iron and zinc."

"Penelitian ini membahas mengenai pengaruh partisipasi kerja ibu terhadap perkembangan kognitif anak menggunakan data IFLS anak berusia antara 7-10 tahun. Hasil penelitian mengindikasi adanya pengaruh negatif partisipasi kerja ibu saat anak berusia antara 0-3. Namun, partisipasi kerja ibu pada anak berusia antara 7-10 tahun berasosiasi positif terhadap kognitif anak. Akumulasi penambahan jam kerja ibu setelah anak berusia antara 0-3 tahun juga berpengaruh terhadap kognitif anak. Selain partisipasi kerja ibu, perkembangan anak juga dipengaruhi oleh input-input lain, seperti input anak, input ibu, dan input keluarga.

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This research discussed effect of maternal employment on child cognitive development using IFLS rsquo s data of children aged between 7 10 years old. The results indicated negative effect of maternal employment when child was 0 3 years old. Yet, maternal employment on children age 7 10 years old is positively associated with children rsquo s cognition. Accumulated additional hours of working mothers after child aged 0 3 years old also affect children rsquo s cognition positively. Furthermore, development is also affected by other inputs, such as children inputs, mother inputs, and family inputs."

"Perkembangan kognitif anak prasekolah yang terhambat akan berdampak pada prestasi anak di sekolah. Kehadiran ibu pada masa ini sangat penting bagi anak karena 85% karakter anak dibentuk pada masa prasekolah. Penelitian ini bertujuan untuk mengetahui hubungan pola asuh ibu bekerja dan tidak bekerja dengan perkembangan kognitif anak usia prasekolah di TK Kelurahan Harjamukti Depok. Desain penelitian adalah cross sectional pada150 responden ibu dan anaknya yang berusia 3-6 tahun. Pengambilan sampel dengan teknik cluster sampling. Pola asuh yang diberikan ibu bekerja yaitu demokratis (94,4%) dan permisif (5,6%), sedangkan pada ibu tidak bekerja demokratis (91,0%), permisif (6,4%), dan otoriter (2,6%). Analisis data menggunakan chi-square (α = 0,05) didapatkan hubungan pola asuh ibu bekerja dengan perkembangan kognitif anak usia prasekolah (P=0,437), sedangkan pada ibu tidak bekerja (P=0,286). Hubungan pola asuh ibu bekerja dan tidak bekerja dengan perkembangan kognitif adalah tidak signifikan. Akan tetapi, setiap ibu harus mengetahui pola asuh yang tepat yang dapat menunjang perkembangan kognitif anak. Selain itu, tenaga kesehatan juga dapat mengedukasi orang tua terkait pola asuh yang tepat bagi perkembangan kognitif anak usia prasekolah.

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Hampered cognitive development of preschool children will have an impact on children's achievement in school. Mother's presence is very important for children because 85% of the children's character is formed in the preschool years. This study aims to determine the relationship of parenting of working mother and unemployed mother with the cognitive development of preschool children in Village Harjamukti Kindergarten Depok.

The study design was cross-sectional in 150 respondents of mothers and their children aged 3-6 years. Sampling used was cluster sampling. Parenting given by the working mothers are authoritative (94.4%) and permissive (5.6%), while parenting given by the unemployed mothers are authoritative (91.0%), permissive (6.4%), and authoritarian (2.6 %). Data analysis used chi-square (α = 0.05) showed obtained relationship of working mother parenting with cognitive development of preschool children (P = 0.437), of while the unemployed mother (P = 0.286).

Relationship of working mother and unemployed mother parenting with cognitive development is not significant. However, every mother should know the appropriate parenting which can support the child's cognitive development. In addition, health care providers can also educate parents about appropriate parenting for the cognitive development of preschoolers."