Task 4 : Essay

INSTITUTE OF TEACHER EDUCATION BAHASA MELAYU CAMPUS

59990 LEMBAH PANTAI, KUALA LUMPUR

PROGRAM IJAZAH SARJANA MUDA PERGURUAN

( JUN 2019 INTAKE YEAR 1 SEMESTER 1 )
_________________________________________________________________________

NAME NUR AMELIA FARISHA BINTI AHMAD BUSHRA
INDEX NUMBER 2019192340083
981230086534
NRIC E5
GROUP MPU3022
COURSE CODE
COURSE NAME ENGLISH LANGUAGE PROFICIENCY
TITTLE OF COURSEWORK TASK 4 : ESSAY

LECTURER MADAM NURULHANA BINTI HUSSAIN
9 AUGUST 2019
START DATE
23 SEPTEMBER 2019
DATE OF SUBMISSION
DATE OF RECEIVING FEEDBACK

FROM LECTURER

Appreciation

First of all, thankful to God for His abundant gift and grace I was able to accomplish
this task on a set date and time. First of all, I would like to thank Madam Nurulhana binti
Hussain, my lecturer on her behalf, took the time with me to provide guidance and guidance
in completing this course work. His admonition and guidance are greatly appreciated.

I would also like to thank the lecturers at the IPGKBM, especially the lecturers for the
English Language Proficiency who were willing to assist me without any difficulty in completing
this course work. In addition, thank you to the IPGKBM senior students who have been able
to teach me the right ways and formats to complete this course work.

This award also goes to my colleagues in the IPGKBM for helping me to complete this
course work. I appreciate all of your services.

Thank you.

Essay

Every human being will undergo a process of growth and development from physical, social,
cognitive and emotional aspects from birth to childhood, adolescence, adulthood and old age.
According to Vygotsky's theory, children's cognitive development depends on their interaction
with stakeholders in their cultural environment. This means that children's cognitive
development is shaped by social interactions with family members, communities and the
surrounding community. On top of that, children's cognitive development can be seen when
they are capable of producing mental activities such as thinking, reasoning, analyzing,
conceptualising and problem solving. Therefore, education is essential for every child to be
able to improve their cognitive level while also developing their potential in school. In this
regard, the role of the teacher is crucial in ensuring that each student receives the proper
education. This is in line with the goal of the National Education Philosophy to produce people
who are physically, emotionally, spiritually, intellectually and socially (JERIS) balanced. At the
same time, children's development of the JERIS aspects will stimulate creativity in teaching
and learning at the primary level.

First and foremost, children’s development starts with the physical aspect. Physical
development includes aspects of growth in size, body structure and brain and psychomotor
skills. This means that the physical development of the children begins with mastering
movement, balance and fine and gross motor skills. Gross motor development can be seen
through the ability of children to run fast, bike, jump or roller skates. Besides, children also
develops the skill to throw and catch a ball, walk up and down stairs without assistance and
do somersaults. All of this activities encourage good body control and balance. The child's
ability to control and balance the body shows that there is a coordination between the feet,
hands and eyes. For examples, they can walk on a line or small balance beam and balance
on one foot. At the same time, the development of fine motor, which involves the control of
small muscles such as the use of the fingers. At this age your child begins mastering motor
skills that allow him to build block towers, draw circles and crosses and use safety scissors.
Therefore, teachers need to create an atmosphere of creativity in the classroom which is
embrace creativity as part of learning. This means that, teachers can use the entertainment
learning approach of playing and learning. For examples, the teacher uses the practice of
singing while exercising which emphasizes aspects of body movement. In this case, creativity
is seen as students begin to imagine that their movements are different from what the teacher
teaches but that the behaviour is still consistent with the rhythm of the song being played. On
top of that, Imaginative play especially role play and free choice of activities would seem to be
key components of the early childhood setting in relation to creativity.

The social development experienced by children occurs in conjunction with their
physical growth and development. Social development refers to your child's ability to make
and maintain relationships. Social development in the world of children is more focused on
friendships and getting friends to play in and out of school. At this age children really enjoyed
group games and begins to understand the concept of playing fairly. They can tell the
difference between fantasy and reality, but enjoys imaginative play with friends. However,
teachers can encourage creative environment by participate in or create a program to
develop creative skills. Engaging in external programs can build relationships with the
people around you. For examples, programs like Odyssey of the Mind and Thinkquest bring
together students from around the world to promote creativity, design creative solutions, and
bring them to competition. Both program show off skills and overcome new challenges.
Besides, make life-long friends and meet classmates you never thought you would. Next, learn
about different cultures from around the world and also take advantage of an opportunity to
explore your imagination and hone your creative thinking abilities. Therefore, it can enhance
students' creativity as well as the social development of students when they are able to adapt
to interact with others.

In addition, cognitive development refers to mental development that involves maturity
of mental activities such as intellectual ability and information processing as well as
development of speech and language acquisition. The resulting development of the brain's
nervous system enables children to develop mental activities such as thinking, reasoning,
analysing, conceptualizing and solving problems. Besides, cognitive development includes
skills pertaining to learning and thinking. For examples, during early childhood, children
develops the ability to sort objects and can organize materials by size or colour. Their attention
span increases and he seeks information through questions, such as "how?" and "when?".
Generally, creative students are students who think and ask questions. In this case, the
teacher can make each student think of creativity as a skill. Psychologists tend to think of
creativity as Big-C and Little C. For examples, Big C drives big societal ideas and little C is
more of a working model of creativity that solves everyday problems. Both concepts can be
included in our classrooms to promote creativity in general. As a result, students can think
creatively and affordably to knows the difference between fact and fiction, making him capable
of understanding the difference between the truth and a lie.

Next, children's development is also influenced by language. According to Chomsky’s
theory, the ability of children to speak is natural, as soon as the articulation muscles such as
the trachea, throat and so on are involved in the mature speech process, so the children
themselves can talk. Communicative development includes your child's skills to understand
the spoken word and express herself verbally. During early childhood, children goes from
speaking in short sentences to speaking in sentences of more than five words but once
understand able only to those closest to her, now speaks clearly enough that even strangers
understand her words. They start to talk about experiences, shares personal information and
understands positional concepts such as up and down. Therefore, teachers can create
creativity environment by encourage curiosity among the students. Consider what is important
to students. Student interest is a great place to start on what drives their own thinking tank.
Creativity is intrinsic in nature. Try to promote creativity by stepping into their viewpoint to find
what motivates them. It allows students to communicate directly and think creatively to get
answers from curiosity about a topic.

Finally, emotional development refers to the child's ability to respond to a particular
stimulus. Children begin to understand and express a wide range of emotions such as shame,
pride, guilt and so on. On the other hand, the ability to handle emotions well will help to improve
the basic cognitive function of individuals. In the context of teaching and learning, teachers
can express words of affection to students, praise their efforts even when the results are small
and allow them to make their own decisions. So that students will feel appreciated by their
teachers in everything they do. As a result, their emotions are stabilized when exposed to a
positive environment. Meanwhile, teachers can create creativity environment by using
emotional connections. Research suggests that the best creativity instruction ties in the
emotions of the learner. For examples, in the “Odyssey angels” program students can devise
a solution to help their local community, such as helping homeless youth. As a result, it not
only tests students' emotions of sympathy for the fate of the surroundings but students can
creatively think of solutions to help those in need to survive.

In a nutshell, In ensuring that Malaysia is capable of producing excellent human capital
from the JERIS aspects, the emphasis must also be on developing a creative society. This is
because creativity is an important human characteristic. It is perhaps best thought of as a
process, requiring a mixture of ingredients, including personality traits, abilities and skills. Early
years staff can help young children to develop their creativity by providing a creative
environment, helping children to build up their skills through play, behaving creatively
themselves and praising children’s creative efforts. Remember that people are creative
because they choose to be, so finding out about and encouraging a child’s own interests is an
important starting point.

References

Alexis Aiger. (2017, June 14). Livestrong.com. Retrieved from Five domains for early chilhood

development: https://www.livestrong.com/article/156820-five-domains-for-early-

childhood-development/

Carol K. Sigelman, & Elizabeth A. Rider. (2015). Life-Span Human Development. United
States: Michele Sordi.

Lauren Cassani Davis. (2018, December 17). American Psychological Associations.
Retrieved from Creative Teaching and Teaching Creativity: How to Foster Creativity in
the Classroom: http://psychlearningcurve.org/creative-teaching-and-teaching-
creativity-how-to-foster-creativity-in-the-classroom/

Mirriam Clifford. (2012, November 26). informED. Retrieved from 30 things you can do to
promote creativity: https://www.opencolleges.edu.au/informed/features/30-things-you-
can-do-to-promote-creativity-in-your-classroom/

Wong Kiet Wah, Mohamad Isa Azis, & Rafidah Ruhani. (2016). Perkembangan Kanak-kanak.
Shah Alam: Oxford Fajar Sdn Bhd.