The Development of Motion in Early Childhood Dr. Sri Sumarni, M.Pd.
Lecturer of FKIP UNSRI
Early childhood has a great interest in performing physical activity characterized by move. Playing for children is fun. When they are playing, there is always a changing activity. They also possess huge imagination and sense of curiosity. At this time, motor skills had been developed in line with the growth and physical development. The development of motor skills that occur in children to perform a variety of basic movement patterns, is the development of coordination between the hands, eyes and feet. In order to grow and develop properly, children need enough physical activity in various forms of the game that are triggered using large muscles (gross motor skills), for example, walking, running, kicking a ball, jumping, throwing and giving children the opportunity to develop cooperation. Parents should provide an opportunity for physical movement activity. Too many restrictions and overload protection in children will inhibit the growth and further development.
Keywords; Playing, Motor development, Early childhood
A. Introduction
On the other hand with limited education and the knowledge of the parents about the child's motor development in children result in very tight protection. Children can no longer stir freely; because of excessive parental protection so that the child cannot do something and always waited for the command of the parents to do something new. The number of restrictions aimed at children. They want to do something but do not dare because it is prohibited by the parents. All of this makes the children feel bound, not free like other children; it will inhibit the growth and further development.
From the above, so parents need to allow their children to move, because movement capabilities had been developed in line with the growth and physical development. The development of motor skills that occur in children to perform a variety of basic movement patterns because it has been growing coordination between the hands, eyes and feet. Children will acquire the skills seen as behavior or task, is a single level of proficiency. If an action is seen as a motor skill or performance of duties, the skills will consist of motor and perceptual responses obtained through learning. Skill is a word that we commonly hear, as proposed by Magil (1998), skill is a word commonly used to indicate a task that has a goal to be achieved.
According to Singer (1990), motor skills can be divided into two namely; gross motor skills and fine motor skills. Gross motor uses large muscles; such as running, climbing, kicking a ball. On the other hand, fine motor uses small muscles that work, for example; drawing, writing, painting, and so on. The same thing was confirmed by Coker (2004) that in the development of physical education and motor development, skill classified into coarse refined skill and skill. Singer (1980) says that in early childhood is almost entirely using gross motor skills.
B. Objective
It is to equip parents / educators about motor development in early childhood. If done incorrectly, it will inhibit further growth and development. With enough knowledge possessed by parents, it is expected that children will develop optimally, into a healthy child who thinks smart and has intelligent spirituality as expected.
C. Discussion
1. Motor development
Before discussing the development of the motor, it is useful to discuss what the motor is. All we do in everyday life, both simple and complex, is an activity associated with the motor. Activities such as walking, running, winking are an activity associated with the motor. According to the terms of motion (movement) in the Indonesian language at times is often combined with the word motor (motor) so it appears motor movement. According to Gallahue (1998) the term motor (motor) itself actually refers to the biological and mechanical factors affecting the motion (movement). While the term motion (movement) refers to the actual changes that occur in the body were observed. A similar view is expressed by the Congers and Rose (1995) that motor development is referring to muscle growth, body and control. Motion (movement) refers to the use of muscles and the child's body to change positions/ locations.
Clearly, it can be said that motor development is an ability that is outwardly a person to change a variety of body positions. Changes that occur in early childhood, especially children when their bodies grow taller, increasingly complex nervous systems, bone and muscle growth in the core refers to motor development. Physical development means that the child has achieved a number of capabilities to control themselves. Physical or organ of the human body is a very complex and amazing.
There are four aspects of physical development of the individual by Kuhlen and Thomson in Joseph (2002):
skills, (3) the endocrine glands, leading to the emergence of behavioral patterns of the new, such as the adolescent develops a sense of excitement to be active in a activities which are comprised of members of the opposite sex, (4) the physical structures that include height, weight, and proportions.
So, it is clear from the definition above that the four aspects of the interplay of physical development of children are a harmonious whole in achieving the expected physical development.
Gallahue (1998) explains that motor development is the change in motor behaviors that occur continuously throughout the life cycle. Motor behavior can be interpreted as a change in the learning and development of motor factors in creating learning and maturation processes associated with motor performance.
Similarly, Hurlock (1998) states that there are three elements of the determinants in motor development, namely: the brain, nerves, and muscles. When the motor works, the three elements carry out their respective roles in a positive interaction. This means that these three elements are interrelated, mutually supportive; mutually complement each other to achieve a more perfect motor conditions. In other words, the three elements form a collaboration and directional movement, such as talking, walking, writing, drawing, jumping, running, and more.
So, in other words, activities of children can develop the right brain, left brain which automatically child's future will also develop optimally.
The opinions above are supported by the theory of surplus energy Schiller / Spencer in the theory of classical playing. Spencer considers that activities such as running, jumping, rolling are synonymous with playing a typical child. Spencer in Saputra (2001) argues that the play occurs due to excess energy. Playing is a way for children to channel excess energy in them. Excessive energy can be channeled through fun play activities. The above theory is closely related to psychological characteristics of a healthy child, who always looked cheerful and move on as well as fun. According to M.Jefree (1994), learning through playing develops all aspects of child development.
Playing has tremendous benefits for children. One of the theories put forward by modern playing in Saputra Vygotsky's (2001) stating that cognitive theory considers that the play is a self help tool. Vygotsky's theory explains that the play is a tool for children in developing Zone Proximal Development (ZPD), which is useful to help them to achieve a higher level on the functioning ability. ZPD is the transition of children who need a foothold to climb to the next stage scaffolding or an endorsement from someone more expert to achieve what they achieved. Playing in this case can be scaffolding the rate of development of the child. Based on the theory, it is stated that playing can help children achieve the child's motor development to a higher level.
Providing good nutrition is essential to help the growth and development of children. If there is a lack of nutrients in the body, it will hinder brain growth, heart and other vital organs, even a congenital defect that cannot be repaired. Papalia (2004) says that brain development is critical to the physical, cognitive, and emotional. Providing good nutrition is affecting intellectual development, learning, behavior, and learning potential.
According to Malla, (2002), children who acquire good nutrition early on proved tobtain better cognitive test scores than in those with low nutritional status. Conversely, children who suffer from malnutrition at an early age are very risky in addition to a variety of health conditions. In general, impaired learning ability, mental development, and the development of intellectual capacity are very limited.
In addition to nutrients that the brain also needs food for survival is in tune with what is said by Buzan, (2003). There are four "basic food" for brain namely: (1) oxygen, (2) biological nutrient, (3) information, (4) affection. The brain must obtain food in order to work, so that the oxygen and nutrients can be used by children to learn. Furthermore, he said that we usually do not realize that compassion is a requirement for the brain to be healthy and active. Without these essential elements, the brain will die. In his book Frames of Mind, Gardner (2002) states that the right brain in early childhood will be followed by the left-brain. Right brain development is signed among arts, sports, empathy, and humor activities.
2. Phases of Motor Learning
According to Cooker (2004), the process starts from the input information obtained from the environment through the five senses. The information is perceived in the human brain as an ingredient in making decisions. The result of the decision is made on the basis of feedback. Feedback and input are an act that may constitute the basis of the information process.
Magil (2011) asserts that the information is related to human action. Information is obtained through the neighborhood gained through the senses. It is selected and identified to determine the type of response given. Based on the selection process, it is used as the basis for the preparation to respond and last performed in accordance with what has been planned.
As we know that motor development in early childhood is a continuation of the development of the motion that occurs in infancy. At the age of nine months to one year, children begin to learn to walk, hold the wall, and fall, and try to continue to try to get back to work. Finally, children can walk alone, without the help of parents. Children move from one place to another, which can pick up objects around him and used to play around. Child holding an object sometimes inserts objects into the mouth; it can also be played objects around him. Ability is a capital development. With capital capabilities, has enabled children to do physical activity to explore a wider space.
In childhood, the motor development occurs by increasing the quality of the ruler of motion in infancy, and increased variation in a wide range of basic motion patterns. Ability to walk and hold objects in his hands can perform a wide variety of movements. In early childhood (0-6 years), physical development has been at a level where organically has been possible to do some kind of basic movement and some of its variations.
3. Necessary activities for early childhood
Each child is expected to be able to grow and develop in accordance with their potential needs that have to be paid attention to growth and development. This is all done in an effort to consider providing appropriate conditions for children in performing daily activities. For that, it needs to be given the experiences as follows:
a. Moderate activity, which requires large muscles such as running romp, climb, holding, rolling on the mat, and crawling.
b. Simple game, organizing a simple, not too long in any game like hide-and-play game. c. Opportunities try and imitate the movement such as playing imitating animal
movements and trying the movement directly.
d. Learn to work together and strive together with his friends such as playing ball by throwing and kicking.
e. The opportunity to use means of playing with different sizes initially played a rather large object rather than the small one
3. Scope of motor development
According to Carol and Allen (1999) explains that motor development includes four (4) domains, namely: (1) Coordination, (2) locomotor ability, (3) non-locomotor ability, (4) Control and regulation of the body. The four domains should be developed early.
1. Coordination need to be stimulated so that children can learn object manipulation capabilities, the ability to project objects (throw, catch, parry), fine motor skills (drawing and painting), and the ability to follow visually.
3. Non-locomotor capabilities need to be developed in order to help children practice the ability to move (with some or all members of the body and manipulating such dance movements, lifting, twisting, reaching, rolling, and bending).
4. Control and regulation of the body need to be developed in order to help the children be able to regulate motor skills every day and help them learn balance and temporal awareness, agility, and coordination related to the ability to stop, start, and move, and to study the perception of the body and space.
It is clear that the four domains will work together in order to achieve motor skills /movement (motor educability) that is expected as a psychomotor domain. Similarly, Rush (1988) expressed that it cannot be the motor educability with the purposes of the person's learning skills. It could be said the child's ability to learn something new quickly and accurately is with good quality. Means the child has a good level of educability bike anyway, because there is a meaningful relationship with intelligence, as well as a measure of one's intelligence.
Conclusion
References
Buzan, Tony. 2003. Head First; 10 Cara Memanfaatkan 99% dari Kehebatan Otak Anda Gunakan, Alih Bahasa T. Hermaya.
Bronson, Marta E. 1995. The Right Stuff for Children Birth to 8. Wasinhington DC; NAEYC.
Catron, Carol E. And Jan Allen. 1999. Early Childhood Curriculum A Creative – Play Model. New Jersey: Pretic Hall. Inc.
Conger, Flora Stabler and Irene B. Rose. (1995). Child Care Aide Skills, Sydney: Mc Graw Hill Book Campony
Cooker, Cheryl A.Motor Learning and Control for Practitioners. New York: McGraw-Hill Compenies, Inc, 2004.
Coker. A. Cheryl. 2004. Motor Learning and Control for Practitioners, California: Library of Congres Cataloging in Publication.
Gadner, Howard. 2002. Frames of Mind, the Theory of Multiple Intelligences, New York: Basic Books, Inc., Publisher.
Gardner, Howard. 1999. Intelligences Reframed, Multiple Intelligences For the 21 st Century, New York: Basic Books, A Member of the Perseus Books Group.
Gallahue, David L. And John C. Ozmun.1998. Understanding Motor Development: Infants, Children, Adolescents, Adults, 4th ed. Boston: Mc Graw Hill.
Hurlock, Elizabeth B. 1996. Perkembangan Anak Jilid 1 (terjemahan), Jakarta: Erlangga.
Jefree, Drotthy M Roy McConkey dan Simon Hewson. 1994. Let Me Play, London: Sovenir Press, 1994.
Magil Richard A, 1998. Motor Learning Concepts and Applications, Singapore, A Division of The McGrawhill Companies T.
Malla, M. Akil. 2002. Gizi Untuk Perkembangan Kecerdasan Anak Dini Usia, Buletin PADU, Jurnal Ilmiah Anak Usia Dini, Edisi 02, Oktober.
Papalia. 2004. Human Development. New York: By McGrow-Hill, 2004.
Peter J L, Tomson. 2009. Introduction to coaching Theory. Knightsbridge, London; International Amateur Athletic Federation.
Singer. N. Robert. 1980. Motor Learning & Performance, Los Anggeles: Human Kineticts Books.
