Metode Glenn Doman

Metode Glenn Doman
Subject: [sehat] REPOST: Metode Glenn Doman

dear sps,..kebetulan pertengahan tahun lalu,. pernah dibahas dimilis seperti ini juga tentang metode glen doman ini,, disseperti itu juga sudah dijelaskan panjang lebar oleh ibu julia & ada beberapa sharing dari sps,..

mudah2an bisa memberikan informasi seimbang buat kita dalam mengasuh & mendidik anak..

buat sps lama,.. sori yaa...

oh iya satu lagi.. kalo sps tertarik dgn metode flash card,...kalo ga salah di web sehat ada lho flashcard,.. jadi sps tinggal print aja (lebih bagus kalo printer-nya berwarna).. trus bisa ditempel di karton or dilaminating..jadi bisa lumayan irit biaya.. (thanks banget niih samabundanya simamat.. hehehe...(


rgds,
-yuli-
mamabumi
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PERTANYAAN:

Dear Dr. Wati & SPs?

Mau numpang tanya mengenai metode membaca sambil bermain 'Metode Glenn Doman'?apakah para SPs ada punya pengalaman mengenai metode seperti ini ?

Saya ditawari seminar 'Bagaimana Mengajar Balita Membaca Sambil Bermain' pembicaranya : Irene F. Mongkar , Penyelenggaranya : PT Tigaraksa Satria (maaf nyebut nama).

Sebelum daftar mau konsultasi dulu ke milis? siapa tau ada bisa kasih masukan mengenai penting hal ini, karena pada dasarnya saya tertarik? tapi takut salah?

Mohon sharingnya ya Dok? & SP juga tentunya?

Terima Kasih.
Bunda Kayla.
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TANGGAPAN:

aku inget dari metoda seperti ini adalah, jangan mengajari anak membaca dgn memperkenalkan huruf. Jadi kita memperkenalkan tulisan AYAH seperti itu bacanya 'ayah' kemudian tulisan BUNDA seperti itu bacanya bunda & bukan dieja AYAH seperti itu terdiri dari huruf A, Y, A, & H. Caranya dgn membuat tulisan di karton besar (ukuran 20 x 60 cm, kira-kira) kemudian setiap hari sambil bermain anak-anak diperkenalkan dgn huruf-huruf seperti itu sambil bicara. Misalnya saat flashcard-nya bertulisakan AYAH maka yg ngajarin bilang ayah, trus 5 detik ekmudian ganti dgn flashcard yg lainm begseperti itu seterusnya. Beberapa waktu yg lalu saya sempat meihat di NGC beberapa waktu yg lalu (yg membahas ttg metoda ini) diperlihatkan
seorang ibu yg giat 'mengajari' anaknya dgn memperlihatkan gambar-gambar pesawat tempur & jenis batu-batu. Selang beberapa tahun kemudian sang anak dites dgn menggunakan flashcard yg dulu digunakan ibunya ternyata sang anak tidak kenal sama sekali gambar-gambar yg ditunjukkan.

Rina rinso

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Mbak Yulia bundanya Kayla,
Kalau boleh aku berbagi cerita niii...
terus terang aja, aku tuh gak percaya dah sama metode2 kayak ginian...,buatku hanyalah suatu taktik marketing (apalagi kalo gak salah PT Tigaraksa seperti ini jualan buku yg muahal2 banget kan yah??), and kenapa yah 'jualan' kayak ginian selalu marak di Indo, tapi disseperti ini gak ngeblooming tuh.. Buatku metode paling tokcer mau ngajarin balita/anak membaca yah baca buku sama2. Tanamkan cinta membaca sejak dini, kalau gak ditanamkan cinta membaca lah percuma aja toh, banyak anak sudah bisa membaca tapi males baca, malah lebih milih main playstation or game boy..;o).

Mau sharing aja.. Mamatku (3tahun 7 bulan) sudah bisa membaca simple words (3-4 huruf misalnya cat, dog, dad, shut, door etc)& tau phonics dari tiap alphabet (a = ah, b= buh, c=keh..etc)& konsonan sh, ch.
Terus terang aja aku gak pernah ngajarin secara special set time. Aku sama bapaknya membacakan dia buku dari masih newborn banget... apa aja deh gak cuma buku bacaan bayi... kadang catalog belanjaan/supermarket jadi sasaran juga hehehe..(kalo bapae si mamat emang doyan baca buku banget, kalo emake si mamat demennya catalog toko..heheh) sambil mangku si Mamat masih bayi banget saat itu, sambil ngeliat catalog supermarket trus aku bilang'
wah Mat, jeruknya lebih murah nih disseperti ini (sambil tunjuk gambar jeruk)' sampe suka diledek emaknya mau menularkan hobi belanja ke anaknya hehehe.. Dari dia lahir hingga saat seperti ini tiap malam aku/bapaknya sebelum dia tidur selalu baca buku, sambil baca kita point satu persatu kata2nya, trus sebelum balik ke halaman selanjutnya, kita tanya tuh seputar cerita kita baca, & juga suruh dia tunjuk gambarnya.. misalnya kalo lagi baca buku si Spot the dog, kita tanya 'Spot mana?' atau 'Spot tuh binatang apa?' , or 'Spot lagi ngapain?' Kami ngelakuin seperti ini bukan hanya buat menanamkan dia jadi cinta membaca tapi juga melatih dia buat konsentrasi & menyimak/mengerti apa dibacakan. Ke library pun adalah acara ritual tiap minggu.. Mamat sekarang hobi banget ke library, dia udah bisa pilih buku mana dia mau pinjam & tentunya dia tahu banget harus look after seperti itu buku properly karena minjam.

Karena tiap hari kita selalu membacakan buku, akhirnya mendorong dirinya dia buat bisa membaca sendiri. Buku favorite pertamanya ; buku picture dictionary. Pengenalan dia pertama dgn huruf, aku belikan dia poster A-Z ada gambarnya misalnya A for Apple, B for Ball.. etc. Trus dia sendiri tanya seperti ini huruf apa? baru deh sambil nyanyi lagu abc aku tunjuk hurufnya satu persatu.Selain pengenalan huruf aku merasa pengenalan akan bunyi huruf tersebut sangatlah penting (apalagi dalam bahasa inggris nama huruf dgn bunyinya beda).Karena dia sudah tahu semua bunyi huruf, akhirnya mendorong dia buat mengeja & merangkai bunyi satu persatu hingga pada akhirnya dia bisa membaca simple word. Inget banget, pertama kali kata dia baca ; CAR. Saat seperti itu kita lewat car park ada sign gede 'CAR PARK' (tanpa gambar mobil tentunya) trus dia sambil tunjuk dia bilan 'mummy, C-A-R spell car!' kaget campur seneng tentunya aku, trus aku tanya lagi, and dia bilang 'keh (C)-ah (A) -er (R).. car!!' wah langsung deh ta cium and tentunya kasih pujian. Sejak saat seperti itu dia semangat banget buat belajar baca.

Soal buku... gak perlu beli buku muahal2 koq... or mbak bisa bikin sendiri juga bukunya (jadi deh special book apalagi bikinnya sama2 dgn Kayla).. misalnya ditempelin fotonya mbak trus ditulis 'seperti ini bunda' lalu fotonya Kayla 'seperti ini Kayla', etc.. trus bikin cerita sendiri dehh ;o)

Ok deh.. sorry banget kalau kepanjangan and gak berkenan..

regards,
Shereen

================
Waaahh...Shereen...bagus juga tuh metode pembelajaran ala 'Shereen' simple, murah & mudah dimengerti..& idenya buat membuat buku belajar membacanya sangat bagus sekali... Saya justru lebih setuju bila para orang tua menerapkan pola pembelajaran dgn metode Shereen terapkan...

PAPARAFI

===============
halo, sy Martha, mama Kezia (2th). Wah yg beginian rupanya lagi booming dimana-mana. Sy pikir cm di Sby aja. Sampe2 pesat4jatim jd kalah pamor (hiks..sedih).Sekarang ortu berlomba2 membuat anaknya genius (weleh...weleh).

Metode mengajar anak membaca ala Glenn Doman sudah pernah sy ikuti. Bukan latah. Bener. Tapi kok ya penasaran aja. Kayak apa sih? Pembicaranya ; beliaunya sendiri pengikut Glen Doman di Indo yg notabene pernah mengikuti beberapa pelatihan di sekolah Glenn Doman sono di Philadelphia. Malah sy mengikuti workshopnya seharga 300rb (plus buku) yg dimulai dr jam 9 pagi sampai 7 malam. Metodenya mmg seperti yg dijelaskan oleh mbak Rina. Plus diajarkan jg cara membuat flashcard tsb. Dari jam ke jam sy ikuti, aduh...(maaf) tidak ada sesuatu yg baru yg sy dapat. Apalagi tidak mengacu pada satu teori baku yg reliabilitas&validitas nya sdh teruji (maksud saya mis. berdasar pd teori psikologi y.i tahap perkembangan bahasa).

Ketika ada peserta yg bertanya:'Loh, bu. Kita hanya memberikan/mengajarkan flashcard seperti ini tanpa boleh menguji anak (ga boleh ngulang yg kita ajarin dgn mis:hayo seperti ini apa ya?) darimana kita tau bahwa metode seperti ini berhasil?'
Sang narasumber menjawab (dgn setgh tertawa):'Ya darimana-mana (waduh).Ya pokoknya kita ajarin aja. Kan nggak susah kita cuma butuh beberapa menit aja.Lebih baik diberikan daripada tidak samasekali...bla...bla(membeberkan pengalamannya).'

Disela-sela memberikan presentasinya beliau membawa buku2 yg muahal2 seperti itu & mempromosikannya. 'Kalo yg seperti ini segini, isinya bagus bgt...bla...bla...Coba kalau anak kita sejak dseperti ini uda kita ajarkan dgn....bla...bla...'

Oiya, beliau juga membawa paket flshcard utk dijual seharga ratusan ribu /paketnya. Pdhl hanya cetakan tulisan berwarna merah tanpa gbr. Sy tertegun. Sementara dosen sy pernah berbagi cerita kl beliau ditegur oleh guru anaknya yg baru msk SD karena anaknya belum bisa membaca. Krn dosen sy seperti ini psikolog ya pasti dia punya alasan kuat utk itu. Masa TK kan masa bermain & bermain & bermain. Jd tidak perlulah ngotot hrs bisa baca (tp kurikulum ya yg mengharuskan begitu. Kali perlu direvisi ya?he). Toh pd akhirnya beberapa saat stlh diajarkan anak dosen sy seperti ini bisa lancar membaca. Kembali ke workshop yg sy ikuti. Ketika beranjak sore, sy msh mencoba bertahan&berharap mungkin nanti ada materi yg lebih penting yg akan diberikan.Tp toh sama sj cm penawaran2 buku. Dann...ketika waktu sdh menunjukkan pukul 5.30 pm sy sudah nggak tahan.Sy bergegas pulaaaaang.Kepalasudah mau EXPLODE.Setengah kesal sy injak pedal gas kenceng2 berharap bisa sgr nemui Kezia yg agak demam wkt itu.
Yaa bukannya percaya tidak percaya atau berusaha memberi judgement pd pihak tertentu, tp mungkin bapak/ibu bisa mengambil hikmah dr pengalaman sy. Biarkan anak-anak menikmati masa bermainnya, jingkrak-jingkrak, nyanyi,...dsb..tidak usahlah dipaksakan harus bisa seperti ini & itu. Semua kan ada masanya. Jgn dijejali melulu.Beri mrk fun jgn kejenuhan. Jgn menciptakan2 robot2.Belajar sambil bermain sgt tdk maslah tp tidak usah memaksa. Apalagi menuntut tinggi2 outcome dr yg kita ajarin. Ajarkan sesuai tahap perkembangannya&jgn paksakan, shg anak2 kita nantinya bisa tumbuh matang, ceria, & kreatif.

Maaf kepanjangan.

Salam,
martha sitompul

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Dear Bapak Ibu,

Mengajarkan membaca anak terlebih anak batita, maksudnya bukan mengajarkan membaca seperti kalau kita mengajarkan anak sekolah. Mengajarkan membaca batita bisa dicari bacaannya di Webnya Zero to Three org, maksudnya kita memperkenalkan pada anak bahwa di dunia seperti ini ada kegiatan membaca dgn cara melatih perilakunya agar ia siap menghadapi kegiatan membaca kelak. Misalnya saja beri ia buku penuh gambar (bukan tulisan), lalu ajak ia bagaimana caranya memperlakukan buku, yaseperti itu buku di taruh dimukanya, lalu lembar demi lembar dibuka. Bukan diuwel uwel apalagi dikunyah kunyah, atau dijejer jadi mobil-mobilan. Dari mana lembaran bisa dibuka, & bagaimana kita mengajaknya menunjuk gambarnya. Lalu bercerita tentang gambar itu. Hal seperti seperti ini juga akan memperkaya wawasannya. Misalnya ada gambar buah-buahan setiap harinya dimakan. Mainan & alat-alat setiap hari digunakan.

Bila ia sudah bisa berkonsentrasi mengikuti cerita (sekitar 2,5 tahun) barulah kita mulai mengajaknya membaca, tetapi bukan ia disuruh membaca, tapi mendengarkan cerita pendek sambil melihat gambarnya.

Buat bisa belajar, learning process (proses belajar) seorang anak perlu menunggu berbagai hal tumbuh kembangnya sampai mencukupi buat mendukung belajar membaca, menulis & berhitung. Mengajar matematika pada bayi kan nonsen?

Bila sejak bayi kita ketahui anak kita ternyata mengalami gangguan perkembangan, nah seperti itu harus kita perhatikan lebih ekstra & lebih hati-hati, karena ia mempunyai resiko mengalami gangguan belajar. Berbagai tumbuh kembang tertinggal atau melenceng perlu kita stimulasi perkembangannya, agar disaatnya seorang anak belajar betulan, ia sudah siap. Contoh, kalau ia mengalami gangguan perkembangan motorik halus, nah anak seperti ini kita latih-latih agar
motorik halusnya berkembang baik, agar saat sekolah tangannya siap buat menulis.

Salam,
JM
================

Sharing aja nih..

Setuju banget nihma Mbak Shereen n papa Rafi..
Aku terrapin ke Kavin 16,5 bln sama aja kok.. minimal sehari sekali ada acara baca buku bareng? so, anak2 suka n ngerasa diperhatiin.. Pake kartu2 semacam flashcard pernah juga but kurang efektif buat Kavinku yg sukanya ke mana2.. but kalo sama buku2 cerita , VCD, or liat langsung di sekelilingnya suka tuh.. bahkan skarang kalo ada buku pasti Kavin ambil n bilang.. 'cita..cita' maksudnya crita..crita.. minta dicritain getu.. Now, Kavin juga udah ngerti macem2 binatang, alat transportasi, macem org, kosakatanya juga banyak dsb.. n yg aku bias dikit bang atuh kemajuan bicara Kavin lebih dr anak2 sebayanya di komples aku..

Btw, setelah aku banyak belajar dr berbagai seminar n berbagai milis or web2 metode pembelajaran anak yg tepat ; metode dr otunya sendiri? karna dr metode2 yg diungkapan para ahli tuh gak smuanya bias ditrima oleh masing2 anak.. Ingat anak ; pribadi yg unik? so, sebagai ortu kita sih seharusnya ngerti metode yg cocok buat anak masing2..

Bukan aku tidak setuju dg metode yg diterpkan para ahli or pakar..but, alangkah baik kita juga tau metode2 tsb tetapi buat penerapannya perlu disesuaikan dg kemauan n kemampuan anak.. Yg penting dlm mengajari anak harus fun n tanpa paksaan.. kalo udah capek ya udah brenti.. yg perlu lagi juga konsisten dlm mempelajari sesuatu n perlu juga kompak dgn org2 di sekitar anak? biar anaknya gak bingung.. Kalo perlu punya buku khusu buat nyatet perkembangan anak.. so, kita nantinya bias gampang mereview apa yg udah kita jarkan?

Ok deh happy parenting yah..

Uci mamaKavin

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Dear semuanya,

Metoda seperti ini sudah seliweran bertahunan di milis-milis, tanpa ada protes. kalau ada protes, jualan marah & ngajak 'berkelahi'.

Buat bisa tahu apakah metoda seperti ini bermanfaat atau tidak, seharusnya kita mempelajari saja pola tumbuh kembang & prinsip prinsip perkembangan otak dari sumber baik. Saya anjurkan sumber baik adalah: dari Zero To Three org.. Selain ia juga membahasa berbagai ilmu di luaran (masayarakat membingungkan saat ini) betul atau tidak, mereka juga mengeluarkan majalah, buku-buku, & ada radio web bisa kita dengarkan.

Sp's,
Sebetulnya gak susah kok dimana kita bisa berdiri kokoh mengasuh anak kita, tidak dibingungkan dgn berbagai publikasi menyesatkan. Kalau saja kita selalu berpatokan bahwa tumbuh kembang anak-anak selalu dipengaruhi oleh masalah nature biologis (genetik) & nurture pengasuhan. Nature biologis akan senantiasa menjadi blue print anak seperti itu tumbuh, & nurture (pengasuhan) baik akan memaksimalkan potensinya. Sehingga ia akan menjadi anak sebagaimana dirinya. Bukan seperti dicita-citakan oleh kita justru cita-cita seperti itu seringkali menyimpang dari karakteristik & pola tumbuh kembangnya, seperti itu kalau kita tidak memperhatikan nature biologisnya.

Ambil contoh, seperti halnya ingin membuat anak menjadi jenius dgn musik mozart dipublish bisa meningkatkan sel sel otak tanpa batas. Seperti itu kan engga mungkin karena faktor genetik akan mengendalikan besar, pola & kecepatan tumbuh kembang.

Glenn Doman dari Human Potensial Institute ; seorang pencipta ide dari kelompok justru tidak melihat faktor nature biologis. Sehingga sajian materinya selalu menggiurkan. Mereka, dgn caranya mencoba seorang anak mempunyai memori hebat,memori tahan lama (long term tanpa bisa hilang lagi), detil & tepat, memori fotografis namanya. Seperti itu tah engga normal. Seseorang mempunyai memori demikian, sebetulnya akan menjadi anak sangat sulit dalam hidupnya. Saya sudah banyak mendongeng tentang memori fotografis di blog ini.


Sekalipun anak seperti itu jenius, memori fotografisnya akan hilang juga, karena ia mampu berfikir kreatif & analisis. Bila seorang anak mempunyai memori fotografis tapi tidak diikuti dgn kemampuan kreativitas & analisis, ia akan menjadi anak tidak normal.

Jadi kita musti hati hati ya Bapak Ibu...Kita curahkan waktu & perhatian kita dalam pola tumbuh kembang baik, dalam jalur normal.

Salam,
Julia Maria van Tiel

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Nah..Si Ibu pakar udah muncul nih?

Thx Mbak Jul? masukkan Mbak Jul sangat berarti buat aku.. terutama setelah seminar online bebrapa wkt lalu di milis WRM (ingat gak yg sampe benjol2.. n jd rame diskusinya gara2 per?an aku ttg metode pembelajaran yg tepat bai baby..)

Pokoke intinya yg fun2 aja dlm mendidik n mengembangkan potensi anak? serius tapi santai gseperti itu lah.. jangan terlalu ngoyo dg ambisi/ego ortu secara pribadi? Sekali lagi ingat setiap anak tu diciptakan secara unik.. gak bisa disamakan satu sama lain dlm hal pngasuhan or pembelajaran..

n ternyata ok menerapkan teori NATURE + NURTURE.. Kavin aku 16,5 bln jd lebih happy n lebih bisa bekembang sesuai minat n kesukaannya.... suka baca2 gambar n suka nyanyi (walo masih dikit kurang jelas..)

Salam,
Uci mamaKavin

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--- In sehat@yahoogroups.com, "ade" wrote:
> Ya, saya sependapat dgn mbak Intan & mbak Heni.
> Memang pola pembelajaran baik menurut saya ; pola pembelajaran diberikan oleh orang tuanya sendiri. Karena orang tuanyalah tahu mengenai luar dalamnya si anak.

Setuju pendapat Ibu Ade,
Banyak saran dalam pendidikan anak bahwa pendidikan/pengasuhan seperti itu perlu sesuai dengan:
- pola tumbuh kembangnya
- kulturnya
- logis & realis

Jangan lupa (Mamakavin gak pernah lupa... he he) bahwa setiap anak akan selalu membawa pengaruh dari nature-nya (genetik sebagai blue printnya) & nurture-nya (pola pengasuhan).

Bila mau mendongengkan siapa Glenn Doman, panjang & menarik juga. Di Amerika ia dikelompokkan sebagai orang melakukan quackery & health fraudulent (penipuan dalam bidang kesehatan), karena memperdagangkan programnya buat menyembuhkan (katanya) anak-anak cacat mental, mental retarded, & brain damage ( sebetulnya long live disabilities yah!). Menurutnya bisa disembuhkan. Sehingga banyak orang tua mengambil anaknya dari pendidikan sekolah khusus mengajarkan kemandirian & sosialisasi (menyiasati kemampuan si anak agar ia mampu menyandang gangguan tsb & mampu hidup di tengah-tengah masyarakat). Anaknya dibawa ke Glenn Doman, tidak boleh sekolah karena harus ditreat 40 jam seminggu (menyita waktu ya?). Hasilnya? Abusing terhadap mental anak menjadi stress, waktu anak tersia-sia buat mempelajari kemandirian, & menyikat habis duit orang tuanya, orang tuanya berkelahi kiri kanan dgn saudara, dlst.

Glenn Doman sekarang sudah tua, usahanya diteruskan oleh putrinya Jannet Doman tetapi tetap membawa nama bapaknya. Usahanya engga lagi ke arah anak-anak cacat, tapi mengikuti trend terakhir menjadi The Prodigy Makers (pembuat super baby jenius) dgn dasar teorinya justru bertentangan dgn berbagai temuan ilmiah. Para The Prodigy Makers seperti ini juga selalu dicaci maki oleh berbagai fihak termasuk Zero to three org, karena membuat bingung para orang tua dgn berbagai teorinya kelihatan ilmiah tetapi ngawur. Lebih seru lagi kalau bisa membaca bukunya Edward F Zigler dgn judul The First Three Years & Beyonds. Disana banyak deh ditampilkan berbagai masalah & dilema pengasuhan anak batita. Rusuhnya banyak.

Munculnya The Prodigy Makers seperti ini karena adanya program pemerintah US Early Head Start yaseperti itu penyantunan anak-anak berkebutuhan khusus (special needs) dari keluarga miskin. Oleh pemerintah anak-anak seperti ini diberi full screening & berbagai intervensi dini, maksudnya agar nanti saat usia 5 tahun ia sudah siap secara fisik & psikis (mental, emosional, percaya diri dlsb)
masuk sekolah (school readiness). Tapi ide pemerintah seperti ini kemudian diplesetkan oleh kelompok The Prodigy Makers umumnya pedagang program & buku itu, buat mengeruk duit para orang tua terkesima oleh ide early intervention ( bukan cuma mulai bayi saja sasarannya, ibu-ibu hamil juga jadi sasaran, disuruh pakai musik di perut, dibacakan buku cerita dlsb) lalu dibohongin saja sekalian oleh mereka. Akhirnya ngetrend deh di dunia. Lagian masak kita mau sih dibohongin orang Amerika itu? Datangnya dari Amerika, dari negara maju, bukan berarti terus bener lho. Kalau sudah banyak warning gitu, ya kita seperti ini ngeh lah ya.... masak mau sih ikutan ditipu. Lagipula negara kita sedang krismon gini... ee kok ya tega...

Di bawah seperti ini ada worning dari Zero to Three:

Salam,
Julia Maria van Tiel

ZERO TO THREE Response to The Myth of the First Three Years

A book entitled The Myth of the First Three Years has been reported on by the news media and has created confusion about the significance of the early years. ZERO TO THREE has developed the following response to help put the book into perspective for parents, policymakers, professionals and others who care about babies and toddlers. As you will see, there is no myth about the importance of the first three years.

The Myth of the First Three Years, by John Bruer, is an attempt to redresssome popular misconceptions about the importance to brain development of achild's earliest experiences. The book is an extension of 'Education and the Brain: A Bridge Too Far,' a scholarly article by Bruer that appeared in the November 1997 issue of Educational Researcher. Bruer, who is president of the James S. McDonnell Foundation, which awards $18 million annually for biomedical, educational, and international projects, has no formal training in either neuroscience or child development. But his 'Bridge Too Far' article provided an astute examination of the ways in which recent findings in neuroscience have been blown out of proportion and used to imply that we know how to increase the neural connections in a child's brain and ultimately, the child's intelligence. Take the so-called 'Mozart effect,' for example, the notion that playing classical music, especially Mozart, will boost a child's IQ. This idea was popularized in the press and capitalized on by entrepreneurs selling Mozart CDs for babies and parents, but it has no clear
foundation in science.

However, in The Myth of the First Three Years, a book written for a popular, mass audience, Bruer crosses his own bridge and then burns it,taking his correct observation that the neuroscience of early childhood is,in a sense, in its own infancy, and leaping to the extreme conclusion thatwhat happens to a child in the early years is of little consequence tosubsequent intellectual development. He also suggests that intervening inthe lives of very young children at risk for poor outcomes in school andadulthood will have little or no effect. Nothing could be further from thetruth. We are particularly concerned that readers will come away from this bookconfused about what babies need and what parents can do to encouragedevelopment, and
that policymakers will see Bruer's argument as an excuseto ignore the growing interest and demand for policies and services that support babies, toddlers, and their families.

The Myth of Boosting Baby's Brain

ZERO TO THREE agrees with some of Bruer's assertions. He is right thatscience has just begun to sort out how the trillions of nerve cells in achild's brain are organized during the first three years of life to allow achild to learn to talk, read, and reason. The application of these new andexciting findings has sometimes been exaggerated, particularly by themedia, or used inappropriately to make claims about what parents,educators, and policymakers should or should not be doing.Much of the confusion centers on the notion that the first three years area 'critical period,' defined as a window of opportunity for laying downcircuits in a child's brain or learning a particular set of skills thatcloses irrevocably after a set amount of time. What we know from earlyresearch is that critical periods exist in children only for some verybasic capacities, such as vision, and to a lesser extent for learninglanguage. For example, it has been well-documented that young children canlearn a second language much more easily -- and often with better pronunciation and grammar -- than can adolescents or adults. We agree with Bruer that a child's brain is not even close to being completely wired when the third candle on the birthday cake has been blownout. In fact, brain research suggests the opposite conclusion:

Importantparts of the brain are not fully developed until well past puberty, and thebrain, unlike any other organ, changes throughout life. The human brain is capable of learning and laying down new circuitry until old age. But thisdoes not mean that the first three years are unimportant.

Why the Early Years Are So Important.
While scientists have so far only confirmed a few 'critical periods' in the development of the human brain, there is no doubt that the first three years of life are critical to the growth of intelligence and to latersuccess in adulthood. We know from rigorous psychological and sociological research, and from compelling clinical experience, that early childhood isa time when infants and toddlers acquire many of the motivations and skills needed to become productive, happy adults. Curiously, Bruer turns a blind eye to the immense and crucial social and emotional development that begins during a child's first three years, which provides a foundation for continued later intellectual development.

The importance of the first three years is no myth, and parents and policymakers must not be misled by Bruer's book. Following are a few examples that underscore why and how a child's intellectual development rests on social and emotional skills learned in the early years:

1. Development of Trust
Every person needs to learn to trust other human beings in order to function successfully in society. It is crucial that this sense of trustbegins to grow during the earliest years. While it is certainly possible tolearn this later, it becomes much more difficult the older a child gets.Years of living in an interpersonal environment that is unresponsive,untrustworthy, or unreliable is difficult to undo in later relationships.

Trust grows in infancy in the everyday, ordinary interactions between the child and the significant caregivers. A baby learns to trust through the routine experiences of being fed when she is hungry, and held when she is upset or frightened. The child learns that her needs will be met, that she matters, that someone will comfort her, feed her, and keep her warm and safe. She feels good about herself and about others. Children whose basic needs are not met in infancy and early childhood often lack that sense of trust, and have difficulty learning to believe in themselves or in others. We know this from a multitude of scientific studies, including the research of Alan Sroufe and Byron Egeland, at the University of Minnesota. In a long- term study that followed infants through toddlerhood and into adulthood, Sroufe and his colleagues found that when children were reared within relationships they could count on, they had fewer behavior problems in school, had more confidence, and were emotionally more capable of positive social relationships.

2. Development of Self-Control
From the time a child begins to walk, we can see the progress she is making in mastering an important skill: self-control. Babies do not comeinto the world knowing that nobody likes it when they bite and hit, or grabtoys and food from them; they need help from adults to understand thatthese impulses are not socially acceptable. John Gottman, of the Universityof Washington,
among others, has demonstrated that children who get no help monitoring or regulating
their behavior during the early years, especiallybefore the age of three, have a greater chance of being anxious,frightened, impulsive, and behaviorally disorganized when they reach school. Further, these children are more likely to rely on more violent or other intimidating means to resolve conflicts than their peers who have successfully begun the long process of learning self-control.

3. The Source of Motivation
Another pillar of intellectual development and success in school is motivation. Infants and toddlers develop this through day-to-day interactions with responsive caregivers. Responding to the needs of the child is a powerful process that builds confidence and an inner sense of curiosity. This motivates the child to learn and has direct effects onsuccess in school. The more confident a child is, the more likely she is totake on new challenges with enthusiasm.

The Emotional Foundations of Learning
Trust, self-control, and motivation form the bedrock of a child's intellectual development. Intelligence and achievement in school do notdepend solely on a young child's fund of factual knowledge, ability to read or recite the alphabet, or familiarity with numbers or colors. Rather,
in addition to such knowledge and skills, success rests on children, of whatever background, coming to school curious, confident, and aware of what behavior is expected. Successful children are comfortable seekingassistance, able to get along with others, and interested in using their knowledge and experience to master new challenges.

Bruer is right that there is no magic bullet for making kids smart. But by erroneously focusing exclusively on intellectual achievement, he fails torecognize that all aspects of development affect one another, and that children cannot learn or display their intelligence as well if they
have not developed emotionally and socially. The task for parents and other caregivers who want their children to succeed in school is not to force development. Rather, it is to try to ensure
that the moment-to-momentevents of daily life give babies and toddlers the sense of security,encouragement, and confidence that are the foundation of emotional health. It is this that will ultimately allow them to learn at home, in school andthroughout life.

Dangers of the Book
We are concerned that readers will draw the wrong conclusions. Many parents are likely to be confused by Bruer's message, which contradicts what they may know instinctively about the importance of the first three years. The book may let other parents off the hook -- particularly those parents who aren't willing or able to devote the time and attention that is needed to provide a nurturing environment for babies and toddlers.

Moreover, some parents will be offended by Bruer's assertion that 'mothers who behave in acceptable American middle-class fashion tend to have securely attached children. The challenge is to get more non-complying, mostly minority and disadvantaged, mothers to act in this way.' We know that there are plenty of poor, minority parents doing a marvelous job of raising their children in securely attached relationships. Whether by design or accident, Bruer stigmatizes minority racial and ethnic groups by defining them as the exception to the rule. And just what is 'acceptable American middle-class' parenting? We know of no such thing as a homogeneous approach to parenting and attachment.

Policymakers may come away from Bruer's book with the misconception that efforts to help young children are a waste of money and time. Indeed, it appears that this may be Bruer's intent. For example, he attacks the very modest funding provided for such programs as Early Head Start, a desperately needed initiative that is a drop in the bucket relative to other government programs. Early Head Start was conceived on the basis of ample evidence for
the value of early intervention -- evidence that was gathered long before the hoopla began over neuroscience, but that Bruer conveniently omits from his book.

Pioneering work done in the 1970s by Sally Provence, at the Child Study Center at Yale University provides just one example. Over a period of several years, Provence studied two groups of families with young children who were at risk for poor outcomes in school and adulthood. One group was offered free medical care and high quality day care, which included help in learning to be more responsive parents. The other group received no assistance. Provence found that when the children of both groups reached school age, those who received help missed far less school than the others, were able to learn and retain information more easily, and were more motivated. Their families had fewer children and the births were spaced
farther apart.

Efforts to help all children achieve the basic skills of trust, motivation,and self-control needed for later intellectual and emotional development should not be aimed at creating super-babies, or giving anxious parents one more thing to worry about, or over ambitious parents one more reason to push their children. Our aim should be to ensure that all children reach school age with a solid foundation for learning and relating to others, and that all parents know what they can do to help their children develop. In the last decade, the United States has made important progress in recognizing the needs of young children. Businesses have made efforts to create
family-friendly policies. Government has made efforts to provide services to families. Parents are increasingly interested in how best to encourage and prepare their children. Taking to heart many of the negative messages of The Myth of the First Three Years can only set back those efforts. Our nation's youngest citizens deserve better.
----------------------------------------------------------
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Readiness and Relationships ? Issues in Assessing Young Children, Families, and Caregivers
By Samuel J. Meisels

School readiness has become a near obsession in this country. Although no agreed-upon definition of readiness exists, children are now being asked to take standardized 'readiness' tests as early as the beginning of first grade. This obsession with readiness has even gone below preschool and kindergarten. Recent years have witnessed an explosion of interest in infants' developing brains. Books and magazines are filled with information on how to 'grow the best brains possible.' Though some of this information is quite good, these publications fuel the view that infants' brains are essentially moldable as long as you intervene early enough, and that if you don't intervene early enough, you've missed the boat.

The critics of this interpretation of brain research complain that brain development is not over at age three, and they are correct. However, that does not free us from an obligation to nurture, support, and seek to advance the development of children during those years. What we do during the first three years is extremely important, even though much more growth and development is still to come.

An essential element of good practice in the first three years is assessment. Assessment should give a picture of the whole child, not just splinter skills and milestones, and it should help to differentiate and expand parents' and providers' perception of their babies. In early childhood, assessment is not the same thing as testing. Assessment should engage us in a process of ongoing discovery. It should be viewed as a collaborative process of observation and analysis that involves formulating questions, gathering information, sharing observations, and making interpretations to form new questions.

Functional Assessment
What does an assessment like this look like at a practical level? My colleagues and I make two assumptions in our work on new assessment tools. The first is that skills and behaviors that have functional applications should be the centerpiece of early intervention. A second is that positive relationships between infants and their primary care providers, both within and outside the family, advance development most effectively. In short, our overall purpose is to enhance relationships by strengthening infant/toddler competence and increasing parental and caregiver knowledge, information, and skills. We can do this through functional assessments.

Functional assessments focus on everyday, naturally occurring behaviors that are easily recognizable. In a functional approach, children do not have to score at a certain level or exhibit a certain type of behavior to achieve a certain acceptable score. Instead, we're trying to help parents and caregivers appreciate children's abilities in the first three years of life and think about how that relates to a whole range of other developmental indicators.

Functional assessments help families and service providers set goals. They also enable families and providers to work together to document accomplishments and identify areas in need of further development. This type of assessment provides a vehicle for families and service providers to learn to observe the child and contribute to the evaluation of his or her growth.
It links intervention with assessment, programs with families, and families with young children's developing competence.

Returning to school readiness, we must begin to think of readiness as much more than a few skills seen in the first few weeks of kindergarten. Consistent with ZERO TO THREE's 'Heart Start Indicators' described in the 1992 Head Start Report, The Emotional Foundations of School Readiness, the characteristics that equip children to come to school with knowledge of how to learn include confidence, curiosity, intentionality, self-control, and the ability to relate, communicate, and cooperate. To attain these readiness skills, children need a sense of self that can only be developed over time and through interactions with trustworthy and caring adults. We believe that functional assessments can contribute to these kinds of relationships.

We have reached a critical moment in the life of Head Start. Besieged by those who advocate a downward extension of K?12 testing practices, Early Head Start must remain strong in its commitment to children, families, and communities. It must remain committed to maximizing meaning in all aspects of its activities, and particularly in assessment. If we can use assessment data to enhance the child' s primary context? the family? then we will have engaged in something meaningful?something that will open the doors to lifelong learning for untold numbers of children.

Sam Meisels is Professor of Education at the University of Michigan-
Ann Arbor. T: 734-763-7306, E: smeisels@....

==============
Selamat sore sp's

sekedar share aja....
karena saya penasaran dgn kecerdasan beliau (Prof. Ken Soetanto) menyabet gelar profesor & empat doktor


pikiran saya tergelitik ingin tanya ke beliau ...
berikut jawaban dari Ken Soetanto yg di wakili oleh sekertarisnya.

Dear Handadi,

Persilahkan saya Kenny Chen seketaris membalas surat anda. Terima kasih atas perhatiannya pada articlenya Prof. Soetanto. Kami hanya orang biasa & bekerja keras demi memenui impian kami. & kami merasa lucky juga. Persilahkan kami menanyakkan melalui milis mana kita melihat article kami?

Prof. Soetanto selalu mengajarkan kita lumayan banyak juga, tetapi yg kami merasa beliau selalu bekerja keras sekali & boleh dapat dikatakan tidak pernah berputus asa. Beliau selalu berterima kasih atas segala-galanya, termasuk kegagalan atau kesuksesan.

Pertanyak kita ttg kunci rahasia sebenarnya ; biasa saja & susah menjawabnya. Tetapi persilahkan apa yg saya rasa selama bekerja dgn Prof. Soetanto.
1. Buat ilmu
Hanya mempunyai Goal & berusaha benar2 & tekun demi mencapaikan Goalsnya tsb.
2. Keluarga
Berterima kasih atas adanya keluarga. Pengertian & berani mengalah.
3. Mendidik anak
Menenukan bakatnya si anak serta memberi/membuat kesempatan demi grow. Self esteem ; sangat penting sekali. Penghormatan pada orang tua juga sangat penting juga. Teman & pergaulan sangat penting juga. Jadikan anak kita sebagai Lakonnya di study/career/hidupnya.

Semoga ada gunanya.

with all the best,

Kenny Chen

jadi pendapat PapaRafi, Ibu Julia , Ibu Intan, Ibu Heni ; benar....

saya copy paste lg dari Ibu Dr.drg. Julia Maria van Tiel.

Banyak saran dalam pendidikan anak bahwa pendidikan/pengasuhan seperti itu perlu sesuai dengan:
- pola tumbuh kembangnya
- kulturnya
- logis & realis

Jangan lupa (Mamakavin gak pernah lupa... he he) bahwa setiap anak akan selalu membawa pengaruh dari nature-nya (genetik sebagai blue printnya) & nurture-nya (pola pengasuhan).

kebetulan saya pernah baca buku lumayan bagus menurut saya Judulnya Dunia Anak/ Memahami Perasaan Anak karangan Hisbullah (kl tidak salah agak lupa maaf...kl perlu besok saya confirm lagi. Insya Allah besok, beliau pemikir dari lebanon)

beliau menyebutkan bahwa...faktor genetik masih bisa di kalahkan oleh faktor lingkungan/kultur yg disebutkan Ibu doktor Julia. kecuali kl kemudain dia tumbuh & berkembang dgn apa adanya...tentu faktor genetik akan lebih dominan.

kemudian dalam buku tersebut juga betapa beliu sangat tidak setuju dgn pola asuh di berikan ke pengasuh (red-babysister)...kecuali..amat..sangat...diperlukan...& tentu dipilih
pengasuh baik....karena akan sangat berdampak pula dalam proses tumbuh kembang anak.

kemudian di buku: (pernah saya posting ke milis seperti ini silakan kalo berminat di buka-buka lagi arsip milis tercinta ini)

Einstein Never Used Flash Cards : How Our Children Really Learn- And Why They Need to Play More and Memorize Less by Roberta Michnick Golinkoff (Author), Kathy Hirsh-Pasek (Author), Diane Eyer (Author)
Hardcover: 272 pages ; Dimensions (in inches): 1.15 x 9.39 x 6.38
Publisher: Rodale Press; (October 3, 2003)
ISBN: 1579546951

Seperti itu pesan disampaikan dalam buku seperti ini ditulis oleh tiga peneliti di bidang psikologi perkembangan. Pesan tersebut didukung oleh berbagai penelitian dalam bidang psikologi perkembangan anak selama 40 tahun belakangan. Tetapi meskipun bukti-bukti penelitian menyatakan demikian, pesan tersebut tampaknya tidak sampai kepada kita, orang tua & pengasuh anak. Buku seperti ini mengingatkan kita bahwa kita terjebak dalam asumsi salah sehingga kita membuat anak-anak kita belajar (dalam konteks akademis) lebih awal & mengurangi waktu bermain mereka, sementara dalam bermainlah anak-anak belajar banyak.

Sebagai orang tua, kita tentu selalu mengkhawatirkan kesejahteraan anak-anak kita. Salah satu kita khawatirkan ; apakah anak kita akan memiliki keunggulan buat bersaing di dunia semakin kompetitif. Akibatnya kita sangat mengedepankan perkembangan otak anak: susu formula kita pilih ; susu mengandung semua zat membantu
pertumbuhan otak bayi; kita membelikan mainan merangsang intelejensia anak; musik Mozart & Bach menjadi menu bagi telinga mereka. Begseperti itu anak-anak kita mulai bicara, sebagian dari kita berlomba-lomba memasukkan anak-anak kita ke kelompok bermain & taman kanak-kanak menawarkan pelajaran musik, program dwi-bahasa, mental aritmatika & berbagai aktivitas lain. Kita merasa bahwa belajar secara mandiri sebagaimana telah dilakukan selama ribuan tahun tidak lagi cukup. Kekhawatiran kita menyebabkan anak-anak kita menjadi 'anak-anak dibuat tergesa-gesa,' & mereka pun kehilangan masa kecil ...dst....(selanjutnya => pernah saya posting ke milis seperti ini silakan kalo berminat di buka-buka lagi arsip milis tercinta ini).

mohon maaf bila ada yg tidak berkenan....
semata-mata sekedar share saja

semoga bisa menjadi inpirasi buat kita agar anak-anak kita kelak tumbuh & berkembang sesuai dgn keinginan orang tua masing2.

salam,
-ayahghozanwongcilikbiasayangselaluberusahamenjadiorangtuayangbijak-
'Kesempurnaan Manusia Sejati Bukan Dari Apa Dimilikinya, Tapi Bagaimana Dia.!!!'
=========

sumber: milis Sehat, digest #7542

"

we hope Metode Glenn Doman are solution for your problem.

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