IJAZAH PENDIDIKAN AWAL KANAK-KANAK DENGAN KEPUJIAN

SEPTEMBER 2020

HBEC3203
CHILD PSYCHOLOGY

NO. MATRIKULASI : 911220125743001

NO. KAD PENGENALAN : 911220-12-5743
NO. TELEFON : 01151198338
E-MEL : [email protected]

PUSAT PEMBELAJARAN : TAWAU, SABAH

TABLE OF CONTENTS PAGES

1.0 Introduction 1
2.0 Review Of The Article 1-2
3.0 Elaborations On The Theory 3-5
4.0 Relationship Between The Theory And The Findings 5-6
5.0 Conclusion 7
References 8

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1.0 INTRODUCTION
In general, early childhood development is an important basis for later development,
cognitive performance, social interaction and pathways. This important claim has been
supported by Ramey and Ramey (2004) who stated that there is considerable evidence of
children’s development at certain years especially from birth to the age of 5. Hence, these
important years are viewed as a critical period for developing foundations of cognitive,
social, emotional, and physical skills that predict their later functioning in many domains of
life. Children’s development also occurs when they are given the opportunities to think
critically. This can be achieved by the types of activities and tasks that the children are
involved in. Developing critical thinking during the early years of child development is
important to enable them to absorb new information and respond to complex problems.
However, teaching critical thinking might be a dauting task for especially for preschool
teachers. They have to be liable in incorporating strategies and develop appropriates practices
of critical thinking into the classroom. Hence, this essay will be addressed on the review of
article entitled “Effect of Play on Critical Thinking: What are the Perceptions of Preservice
Teachers”, elaboration of cognitive theory of child development and the relationship between
the chosen theory and the findings gained in the research paper.

2.0 REVIEW OF THE ARTICLE

Based on the article entitled “Effect of Play on Critical Thinking: What are the Perceptions of
Preservice Teachers written by Wirawani Binti Kamarulzaman, this research paper aimed to
explore the perceptions of selected preservice trained early childhood teachers on the effects
of play on children’s’ critical thinking and how they thought of the current curriculum in
producing learners who are critical thinkers. The participants became the informants for the
researcher to gain necessary data to answer the research questions set and they were chosen
purposively. Next, the underlying theoretical framework of this particular study was
Vygotsky Theory of Cognitive Development. In Vygotsky Theory, he believed that socio-
cultural context of children’s cognitive development is an important aspect in building
knowledge and mind capacity (Berk, 2013).
Next, the research method employed in this research paper was qualitative method. To
be specific, the researcher used an interview approach to collect qualitative data to answer the
research questions set earlier. Semi-structured interview for in depth information was
conducted to the selected research participants and a set of standardised questions were asked
during the interview session. To analyse the data gained through the interview sessions with
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the selected participants, the recorded interview was transcribed by the researcher and she
grouped the data into several themes and subthemes. To ensure the inter-rater reliability and
trustworthiness measures of this particular study, a few randomly selected themes were given
to two raters to check their consistency. Selected pools of themes with the interview
questions and discourse units were sent for inter-rater reliability check. Hence, it was found
that the score for inter-rater check in the study is 73.7% indicates that the themes from the
interview data are fairly credible and trustworthy.
Besides, there were five important findings that have been addressed in this research
study. The first theme was Free Play. In this particular study, the participants suggested that
teachers have to give the opportunities to the children to free play in developing their critical
thinking. When the children accept a kind of playing activities that they don’t like, their
critical thinking will slow down. Another important finding of this is study is the fact that
children learn through playing. The researcher mentioned that by playing, the children
become more satisfied and they have the tendency to seek out eagerly and finally absorb
endlessly. This finding is supported by Jones and Reynolds (2011) who asserted that
“children have the capabilities to construct knowledge by interacting with other individuals
and this process is also known as exploration”.
Another important theme discussed in this study was interaction. The researcher
found out that playing activities managed to promote active interaction between children and
adults. Not only that, playing activities also encouraged children to interact with their peers
and friends as well as the good and bad things in friendship. This particular finding is
supported by certain studies (Gordon, 2003; Hewes, 2007) who asserted that “intimacy and
joy of friendship are built up as the children exploring through play and this leads to certain
positive emotional development traits such as self-confidence and self-directedness”. Next,
another important finding of this study was children’s interest. Based on the interview
session, the researcher found out that children’s interests spark when they initiate critical
thinking while playing. In other words, being able to think critically is shown by the children
when they pay attention in their playing activities. Since they are giving so much interest in
their play, it is directly link with thinking ability hence critical thinking can be better.
Finally, the last important finding of this particular study is teaching methods. In this
particular theme, the researcher discussed the issue of many teachers did not follow the
standard guidelines provided in the Kurikulum Standard Prasekolah Kebangsaan (KSPK).
She mentioned many interesting activities are suggested in the document and these activities
are play-based. However, some teachers are reluctant to use the guidelines in the teaching and
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learning of preschool children. To add, the research also stated that the curriculum in KSPK
is only helping teachers to plan interactive and engaging teaching and learning activities, but
the contents are suitable for critical thinking development.

3.0 ELABORATIONS ON THE THEORY

There are many learning theories that can be used to develop children’s learning experience.
Learning experiences include course content as well as learning activities This section will
discuss two learning theories relevant to children’s cognitive development.
The first theory used to describe child development is Vygotsky’s sociocultural
theory. In this cognitive “development theory, it is asserted that children’s thinking is
affected by social and cultural contexts” (Harwood & Vasta, 2008). Hence, this particular
theory stresses the fundamental role of social interaction in the development of cognition and
it is also believed that community plays a central role in the process of "making meaning”.
There are many principles of Vygotsky theory that transform children’s thinking skills into
complex cognitive processes. First and foremost, Vygotsky believes that learning process
takes place within the zone of proximal development (ZPD). ZPD can be defined as the
distance between the actual development level as determined by independent thinking under
adult or peer guidance (Harwood & Vasta, 2008). Hence, by understanding the need of ZPD,
there are five fundamentals that teachers have to consider in using this theory to develop
learners’ cognitive skills including intersubjectivity, scaffolding, guided teaching, reciprocal
teaching and cooperative learning. These fundamentals are based on the idea that children’s
thinking is highly affected by social and cultural contexts. Intersubjectivity means the process
which two children exchange ideas or knowledge in doing any tasks given by the teacher.
Next, in completing the task given, a teacher has to scaffold the learners. Scaffolding means
giving support to the children current zone of proximal development. After that, a teacher
must also give guide the learners by grouping them in a mixed-abilities group. This can be
done by conducting reciprocal teaching. Reciprocal teaching is a collaborative way to group
children and their teacher with the aim to give a democratic environment where everyone will
take turns to speak. Within the turn-taking, “group members use four cognitive strategies,
namely inquiring, reviewing, explaining and forecasting” (Berk, 2013). Next, under
Vygotsky’s sociocultural theory, a teacher has the responsibilities to clarify, exemplify and
encourage children think critically. This is also known as cooperative learning. By doing
cooperative learning, children can expect what to achieve across varied school subjects. More
skilled children can also accelerate their peers’ progress as long as they fine-tune their
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assistance to suit the peers’ less advanced zone of proximal development. In short,
Vygotsky’s cognitive development theory means that children’s thinking is affected by social
and cultural contexts.
Next, another theory to describe children’s cognitive development is Piaget’s theory.
Kurt (2020) explains Piaget’s theory cognitive development as the process which children
continuously construct knowledge based on the newly presented ideas in four stages, which
finally lead to long-term changes. In simple words, Piaget believes that children create their
own understanding of the world. In Piaget’s cognitive development theory, there are two
important processes which are assimilation and accommodation. Assimilation means using
existing schemas to understand new situations or objects and accommodation means forming
new schemas to fit it new objects of situations. Next, there are four stages according to
Piaget’s cognitive theory. The first stage is known as The Sensorimotor Stages which starts
from birth to 2 years old. In particular stage, new-borns are said to achieve their first schema
through circular reaction. This means that babies discover their surrounding and once they
have discovered, they will establish a schema to mimic behaviours. The second stage is The
Preoperational Stage which starts from 2 years old until 7 years old. At this stage, children
portray specific abilities to communicate their mental processes in symbolic actions. For
example, children are able to group items according to similar criteria such as shapes or
colours. Next, in this particular stage, children start their imaginary plays. For instance, in
socio-dramatic play, children begin to merge their invented schemas with that of their
playmates. This form of socio-dramatic play begins in the third year and becomes more
advanced during preschool. Besides, at this particular stage, children start to draw. For
example, they scribble anything they know to represent an object of shapes. As the children
develop, they draw more accurate drawings as they mental and perceptual development
progress. Next, at this particular stage, children can easily make sense of hidden features of
objects within the same category. As pre-schoolers understand their environment better, they
create principles about basic features that are shared by objects from the same group, thus
enabling them to recognise new cases. The next stage is The Concrete Operational Stage
which starts from 7 years old until 11 years old. At this point of time, individuals develop far
more rational, flexible and systematic way of thinking. For example, children at this stage are
able to conserve tasks and they also have high tendency to make connection between
previous knowledge and the problems they face in daily life. They also have the ability to
categorise objects within the same classes and subclasses based on resemblances and
disparities. The next stage in Piaget’s cognitive development theory is The Formal
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Operational Stage which starts 11 years old. At this particular stage, individuals acquire the
competence to think in abstract, orderly and logical ways. For example, individuals can make
decision making to reflect on their problems and attainments. To conclude, Piaget’s cognitive
development theory implies the process which children continuously construct knowledge
based on the newly presented ideas in four stages to form mental awareness.

4.0 RELATIONSHIP BETWEEN THE THEORY AND THE FINDINGS

One of the relationships of Lev Vygotsky’s theory and the findings of the research the
belief that play is an essential part of language development with language being the main
tool for communication. Through the cognitive process where transition from other-regulated
to self-regulated realizing language, play is an essential part of the transition (Hickman,
2007). In referring to this, in planning a lesson, it is important for teachers to implement any
teaching and learning activity whereas learning occurs through social interaction. In simple
words, children learn the best when they interact with their teachers and friends. The teacher
may model behaviours or provide verbal instructions for his or her pupils. Vygotsky also
defines this as collaborative and cooperative communication. The child seeks to understand
the actions or instructions provided by the teacher or friends then internalizes the information
given, using it to guide or regulate their own performance in the learning process. For
instance, in preschool setting, when we want to achieve the goal of developing children’s
potential by making them skilful and knowledgeable, we should teach our pupils on the polite
ways to converse with other people. The fundamental of Vygotsky’s cognitive development
theory is in accordance with the findings in the article. For example, one of the themes
explained by the researcher is plays promotes interaction among children. Wirawati (2015)
asserted that play is an important way of teaching to encourage children to deal with friends
and they will be able to learn about negativity and positivity in friendship. found that the
intimacy and joy of friendship as children explore their own emerging identity that creates
self-directedness, and thus play leads to feelings of competence and self-confidence. This can
be done to achieve the aim under the communication strand in KSPK. Indeed, in some
instances, observation and practice may be more effective ways of learning certain skills
rather than communication. However, children can observe the action as well as socialising
with their friends through effective communication. To conclude, one of the relationships
between the theory and the research is the belief that play is an essential part of children’s
language development with language being the main tool for communication and hence they
can understand their external world.
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 Next, another relationship between Piaget’ theory of cognitive development and the
research findings is the principle in which a child constructs a mental model of his or her own
world. Piaget disagreed “with the idea that intelligence was a fixed trait, and regarded
cognitive development as a process which occurs due to biological maturation and
interaction” (Harwood et al., 2008). In Piaget’s theory of cognitive development, there are
four main stages of cognitive development, but focusing on the context of the research article,
the focus group is children from four years old to six years old children who are studying in
preschool. To be specific, based on Piaget’s theory, the focus is at the preoperational stage. In
this particular stage, children begin to think symbolically and learn to use words and pictures
to represent objects. Next, children at this stage tend to be egocentric and struggle to see
things from the perspective of other people in their surroundings. While they are getting
better their thinking skills, they still tend to think objects in more concrete ways. These
fundamentals are correlated with the research findings particularly discussed in theme two
which is play is a meaningful experience. This study found out that play is a satisfying
activity for children in which they will seek out eagerly and absorb endlessly. The study
found out that children develop critical thinking ability through playing activities. Play,
according to the selected teachers has the advantages to help children to construct knowledge
although they are not able to express their knowledge. Based on these characteristics, the
point is for the teachers to use more concrete items in explaining certain concepts of contents.
For example, under the science and technology strand, teacher brings concrete items to teach
the subject of shapes. When the children are able to see the shapes of the objects, they would
be able to memorise the shapes when they can apply the knowledge they attain in daily lives.
To conclude, one of the relationships between Piaget’ theory of cognitive development and
the research findings is the principle that a child constructs a mental model of the world.

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5.0 CONCLUSION
As a conclusion, this essay has addressed on the review of article entitled “Effect of
Play on Critical Thinking: What are the Perceptions of Preservice Teachers”, elaboration of
cognitive theory of child development and the relationship between the chosen theory and the
findings gained in the research paper. There are six important findings of the research article
which are free play, learn through play, interaction, play is children’s work, interests and
teaching methods. These findings are highly in line with cognitive development theory as
proposed by Vygotsky (1934) and Piaget (1936). The relationships are fundamentals such as
play is an essential part of language development with language being the main tool for
communication and a child constructs a mental model of his or her own world.

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Berk, L. E. (2013). Child development (9th ed.). Boston, MA: Pearson.

Gordon, B. G. (2003). What is play? In search of a universal definition. Retrieved

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Harwood, R., Miller, S. A., & Vasta, R. (2008). Child psychology: Development in
a changing society. New Jersey, NJ: Wiley & Sons, Inc.

Hewes, B. J. (2007). Let the children play: Nature’s answer to early learning.
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Hickman, J. (2007). Everything considered: Response to literature in an elementary

school setting. Journal of Research and Development in Education, 16(3), 8-13.

Huffman, J. M., & Fortenberry, C. (2011). Helping preschoolers prepare for writing:
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Jones, E., & Reynolds, G. (2011). The Play’s the Thing: Teachers’ Roles in
Children’s Learning. New York: Teachers College Press.

Kurt, S. (2020). Jean Piaget and His Theory & Stages of Cognitive Development.
Retrieved from https://educationaltechnology.net/jean-piaget-and-his-theory-
stages-of-cognitive-development.

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