Child Development Task 1

Human Nature: Back to Basics

When speaking about human nature, the subject is too broad and general to be
discussed as they are many aspects of it. Discussions of this subject can be about
personality; attitude, feelings and ones mentality which are just some of the few other
aspects that is under the very general subject. But, speaking about it of through a
natural point of view is a whole different thing. It takes us to the very basic of our
existence and it is up to us to believe which way, what phenomenon and where did
we really came from. Only by going back to basic and opening our mind to the
universe can we understand our true nature and who we really are in this dream of
ours.

A dream or reality, we are already created here on Earth in this universe for a reason
but the problem now in this elaborate and modern world, not everybody agrees to a
reason. Every person has their own ideas about how the clock works. However, there is
no denial that the very basic of humanity lies in religion. Religion teaches us that there
is God, who created this whole universe and only He is the master of all that he
designed. Everything in creation depends upon God, the Sustainer, for its existence
especially humans. Plants, animals, stars and planets all naturally fulfill the purpose for
which they were designed. So, humans also have been created for a purpose, a
purpose to serve God and a purpose in which we have to find for ourselves.

Through a Muslims Heart

According to the Qur'an, Allah "created man from a clot of blood" at the same time He
created the Iblis from fire as said by the verse,

When your Lord said to the angels: Verily I am creating a human being from clay. After I
have created him and breathed into him of My spirit, fall you down, prostrating
yourselves to him.

(Surah Shaad, 38, 71-72)

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Human in Islamic perspectives is considered as the greatest beings He has ever
created and for that Allah declared all other being including angels must respect, love
and care for them. But, among these angels, Iblis disobeyed the order given by Allah as
he thought he is far more divine than Adam, the first human to be created. So, he tried
the best he can to make Adam and to do wrong so that they will be cast from heaven to
Earth by Allah. Ibliss plan succeeded which led us to where we are now.

A Biblical View

With reference to the Holy Bible, the New Testament, God created human nature as a
holistic organism, consisting of the body, the breath of life, and soul, all of which are
equal characteristic of an individual.

"Then God said, 'Let us make man in our image, in our likeness and let them rule over the fish of the sea
and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the
ground. So God created man in his own image, in the image of God he created him; male and female he
created them.'

Genesis 1:26-27

The essential of Christianity view of human nature is the believe that the first humans,
Adam and Eve were created in the image of God. The nature of human was created as
good but people were given free will either to follow God or to go against Him. In the
Garden of Eden, Adam and Eve were deceived by Satan to rebell and as a result sin
entered this world which resulted in the entrance of physical death into the world.

A Monks Perspective

A monks, or rather Buddhists view human quite differently from Christians and Muslims
who believes that human will pass on the other world to Hell or to Paradise according to
their deeds. To Buddhists, life is an artificial part of our existence and they believe that
we are impermanent in this part of life. That also includes what they believe to actually
form our being which is the five aggregates (khandas) which are the physical body
(rupa), feelings or sensations (vedana), ideations (sanna), mental formations or
dispositions (sankhara) and consciousness (vinnana). Every part of the five aggregates
is temporary and will pass on to another body or being such as animals until they reach

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Nirvana, the most complete and real part of life as they believe human souls does not
consists of a soul. This is because to Buddhists our life is just temporary until we reach
our true being (Nirvana).

An Atheists Universal View

Atheists view the world we are living in from a very different point of view in which
religion had taught us. Atheists here does not imply in their belief or movement but it
implies on the concept of their stand on humans natural existence. The concept of their
belief is that the world and human existence can be answered and explained
scientifically through the study of biology. Speaking such, our existence is believed to
have been caused by what Charles Darwin explained as The Theory of Evolution. We
were originally apes as Darwin explained who evolved into what we are now to cope
with our environment and our modernizing development. Evolution or not, everyone
knows we came into this world by biological cause which started from the stage of
fertilization moving to our 9 months state of perfecting our natural state in our mother
belly as explained by Janet Williams and Chris Workman (2002):

6 weeks: embryo 1 cm in length, umbilical cord forming

7 weeks: embryo 2.5 cm in length, limbs forming

3 months: foetus 7 cm in length, with an almost completely formed body

6 months: 28 cm in length, able to move and kick around

9 months: 50 cm in length, fully developed and ready for delivery

This approach of viewing human nature is certainly different from how religions view
human nature. Although Islam in its Holy Book of al-Quran had already explained clearly
about how a sperm evolves into a human state. Biological views of how the world works
is a world apart from religious views such as Darwins theory of evolution which many
religious movements strongly refuse to agree.

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Humans Natural Growth and Development

Growth and development is a general part of humans life. Each of us goes through the
process of growth in many aspects long before we were even born into this world. But
not every person goes through the same type of growth what more to say about ones
development which is far more complex. Lets immerse our minds deeper into this
matter, much deeper than just seeing growth and development only from the view of our
naked eyes and narrow minds.

Growth to the most basic and general understanding of it consists of how human
develop their natural beings on the aspects of physical. Many knew or learnt growth as
being the height or weight of a person or the development of a baby in the womb. Thats
the general view of it but the main purpose was to see beyond that small understanding
about growth. We have already known that every person will go through physical
development in their live stages. What many of us failed to know is not every one will
have the same physical development as the others. Some will have difficulties such as
down-syndrome and other growth related problems. Such problems might not seem to
have much effect on us but if we ever think about it, how do they develop in live and
what particular type of development do they undergo?

Cook & Cook (2005) said that cognitive development involves a series of common and
age-related changes that varies across individual children. In saying this, it is
unmistakably proven that humans natural growth is related to their development but
there is a thin line of difference between them which made many confused on the two
subjects. Development of a child focuses more on his or her progress in life and how
much he or she changes throughout his or her life span. Many scholars focus more on
childrens cognitive development as it covers most of their life progress. This includes
childrens psychological development, study of their surroundings and teaching
methods. Jean Piaget developed a theory that believes cognitive development among
children is dependent on the children themselves where he stated that children are
lone scientists doing experiments related to their surroundings. Cook and Cook
(2005) said that studying child development in a wide field full of different talents and
skills coming from different background where there are researchers from psychology,

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sociology, anthropology, social work, biology, medicine, economics and other related
field working together. Thus, every person has their own views on how a child develops.
In accordance to that, Lev Vygotsky disagreed with Piaget by saying that cognitive
development is also affected by social factors. He believed that a socializing is a must
for learning. Both Piaget and Vygotsky certainly have different stand on how they view a
childs development. Both theories are undebatable on their own rights. But if taken a
thought beyond it, it is related to childs social development and also their emotional
development. Some may learn without the need of socializing and some may not learn
anything without it as some have different abilities in coping with feelings and skills in
socializing. So, when talking or studying about child development it all comes to the
question, what develops? Each stages and each type of development a child undergoes
is all related. It resembles a package whereby each stage comes with the other and non
are left behind. One development causes another to happen or leads others to follow.
Thus is childrens natural growth and development.

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Child Development Task 2
Questions: Child A Child B
Original
1. Childs source :
Background Hafie Hafifie Bin Mohd Hamka Bin Ismail
Name Mastapha
Date of birth 12th December 2005 6th April 2005
Siblings Four siblings Six siblings
Race
Malay Melanau
Religion
Islam Islam
Place Comes
From
Bintangor Bruit
(neighbourhood)
Transportation to
school
Language used Parents deliver and School Bus
- At home pick him up
- In school
Hobbies Malay Language Melanau Language
Favourite sports Malay Language
Favourite teacher Help his mom to cook Drawing
Position in class
Favourite food
Mdm Kamsiah Mr Sia
Favourite colour
3 10
Favourite
Breakfast Cereal Fish
subject(s)
Ambition Red Yellow
Social circle Sciences Arts
Relationship with
family members Firemen Soldier
- With parents
- With siblings

Fonder with mother Fonder with his father

Fonder with brother Has no preferences

2. Family
Background
Parents District Officer and General worker and
occupation Dentist housewife

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1.0. Introduction

On the 4th to the 8th of August 2014, I had undergone my first School Based
Experience (SBE) programme. The school that I had choose to undergo my SBE was
Sk Bandar Bintangor. The school is about two kilometres away from the nearest town
that is the town of Bintangor. The school was built in the year. The school has 25
teachers in total and the number of students admitted to the school is 231 students. It is
a semi daily and hostel school. School sessions was done in the morning and in the
evening the school runs its cocurricular activities as well as extra classes for the exam
classes. Ive chooses this school for my one week SBE programme because I feel that
this school is suitable for my first hands on experience at school since it is not a premier
school but sufficient enough to run my researches and observation. The focus of the
SBE programme was to develop the professionalism of a teacher in myself. As for the
task, I was required to select two children of the same age and of the same class to
investigate about the factor affecting childs development. Based on the above table, it
is the demographic table of the data that I have managed to retrieved from two students
of the school of the same age and are from the same class. The table consist of
questions based on the factors that influence child developments.

2.0. What are two dominant factors influencing child development?

What are the factors that influences the development of a child? In the matter of
child development, anything that causes a result is considered as a factor and in the
case of child development, the factors varies from one another. However, these factors
can be divided mainly into two factors that are nature and nurture factors. First and
foremost, nature factors are actually factors that are carried by the child ever since birth.
They are born within the child and at some point at some time the child will develop
according to that factor. On the other hand, nurture factors are the factors related to the
way the child is brought up that is mainly the environment of the child. These two factors
actually correlates with one another and both factors play crucial rows in the
development of a child. They determined whether the development of a child whether
into a highly sophisticated individual or into an individual who is quite incapable of
handling things.

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 2.1. Nature Factor of Child Development

Nature factors are factors that a child has within them. Nature factors are actually
heavily determined by the parents of the child. Some examples of nature factors of child
development are mainly the genetic factor, maternal nutrition, teratogens and emotional
stress. All of these factors are actually dependent on the parents of the child in which
how the parents handle some of these factors determine how their child will develop.
Firstly, a childs development relies heavily on the genetic factor of a child. Genetic
factors are related to the characteristics that a child inherit from their parents. The
medium that determines the characteristics of a childs parent is the gene of the
parents. A child would inherit half of the gene from their father and the other half from
their mother. This factor is what determines the hair and skin colour and blood group of
a child. Besides those physical aspects, genes also determine the personality and
cognitive domain of an individual. However, these aspects can be affected if the parents
of the child have some disorder or mutation that occurs during mitosis and meiosis
process. As a result, the development of the child might be limited in terms of their
cognitive, emotional and behavioural as they grow up.

2.2. Nurture Factor of Child Developmet

Nurture factors are factors that a child experiences. They are the surroundings of
the child. Some examples of nurture factors are childs nutrition and fitness, family,
peers, school and society. These factors are the everyday experience of a child. Firstly,
a childs nutrition and fitness regime influences their development. At an early infant
age, the best source of nutrition for a child is the mothers milk. Mothers milk is made
up of all of the essential nutrients for the development of an infant and in addition it
provides essential antibody for the child so that a child is not infected easily by diseases
that inhibits development. As the child grows up, the child needs a balanced diet to
ensure that the child develops with the correct rate and proportion. Secondly, the family
of a child also influences their development. The way that parents of a child raise them
influences heavily on the development of the personality the child. Parents can either
choose to be autocratic, democratic or authoritative but the results would be different.
The child would develop differently depending on the way they are brought up. Besides

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parents, peers are also another group of individual who accompany the child. Peers are
the first exposure of a child towards society that is the child will learn and gain social
skills to mingle with the society by willingly accepting rules and regulations to be
accepted in a peer group. This interaction benefits a child because as a child socializes,
the child will learn to respect others believes and ideas. The best platform where peers
interact with each other are at schools so school is a major factor as well. Besides
exposure to peers, school acts as a second educator for a child after their parents. The
school rules and regulations will ultimately educate a child that there are boundaries for
their actions and words in socializing. In addition to that, schools will always try to
cultivate good moral ethics in a child to be practise as they mingle with the society. A
society also influences child development. Haliza Hamzah and Joy N. Samuel (2009)
said that in an urban society, a child tends to be more individualistic meanwhile a child
in the rural area is more sociable and cooperative.

3.0. Research and Observation during SBE on the two dominant factors

On the 4th of July 2014, I had selected two nine year old students from Year 3 of
the same class to carry out my research. These two students were for the purpose of
investigating the factors that influences child development. The students were
interviewed with questions that focus on the two dominant factors that develop them.
The children are Hafie Hafifie Bin Mastapha and Mohd Hamka Bin Ismail. Both children
were asked with the same sets of questions and they gave different answers which
could be the results of different factors of development.

Every individuals are genetically and biologically different

Dobzhansky

The first factor that will be discussed is the factor of nature of child development. First
and foremost, the favourite subject of Hafie Hafifie is World of Sciences but as for Mohd
Hamka, his favourite subject is Arts. Besides that, it is also observed that these two
children has the tendency to read different kind of books from each other. These books
are closely related to the favourite subject of these two children. Hafifie tends to read
books about science and nature but Hamka on the other hand tends to read books

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about arts and fairytales. This difference might be influence by the cognitive
development of the child. The cognitive development of Hafifie and Hamka might be
influenced by the background of their parents. Hafifie comes from the background of
parents with good professions meanwhile while Hamka come from a middle age
parents. It might be in the genetic traits of Hafifie parents characteristic that drives
Hafifie to read more factual books. Hamkas parents characteristics of an average
person might influence Hamkas interest to read art and story books instead. Apart from
cognitive and characterics domain of the children, the physical aspect of the children is
also observed. In an observation made on the 5 th of August during a physical education
class by the Year 3 class, there are differences observed through Hafifie and Hamka.
Hafifie tends to run faster than Hamka earlier in the physical education class. However,
Hamka is more energetic than Hafifie during push-ups and sports. Hamka still has the
stamina to endure longer duration of physical activities rather than Hafifie who is unable
to do so. This might be influence by the genetic traits from the parents of the children. It
might be that Hamkas parents are better in physical aspect in comparison to Hafifies
parents and as a result Hamka develops into an individual with good physical ability in
comparison with Hafifie. In addition to that, the build of Hamkas body is better than
Hafifie probably because Hamka is better developed during the early maternal stage. In
Arnold Gessel theory of child development, he believed that child development is mostly
influence by biological factor rather that environmental factor. Gessel claims that
environment is only to allows the child to develop according to what has been encrypted
in their genes. Gessel strongly propose that our bodies had all necessary gen to
develop thanks to generations of evolution. In association to Gessels theory of
development, it is believed that the differences between Hamka and Hafifie are
influenced by the factor of genetics and biology since the cognitive and physical
domains are inherited from their parents.

However, it is not only the nature factor that influences the development of a
child. In the matter of child development, another factor that gives a big impact on the
development of a child is the nurture factor. Based on the two children that I have
selected, Hafie Hafifie Bin Mastapha and Mohd Hamka Bin Ismail, I have investigated
and observed this factor inside both children. To begin with, I have investigated the

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nutrition and fitness regime of both the children. Based on the research, both Hafifie and
Hamka has 3 meals daily. However, the favourite food of both the children are different
that is Hafifie prefers to eat fried chicken while Hamka loves to eat fish instead. although
both children has intakes of foods high in protein, the development of the body of the
child depends on the physical regime of the child. Hamka involves himself more in
sports rather than Hafifie. He plays soccer instead of Hafifie who is not involve in sports.
As a result, Hamka has develop better psychomotor skills than Hafifie that is his
reflexes, anticipation and fitness levels are way better than that of Hafifie. Besides that,
we switch our attention now to the family influence on the development of the children.
Based on the data given, it is noted that Hafifies parents are of a professional
background. His fathers occupation is as a district officer while his mother is a dentist.
As for Hamka, his fathers occupation is an office worker and his mother is a housewife
which proves that Hamka family background is an average background. These
socioeconomic differences influences the way that the two children are brought up.
Hafifies parents are more authoritative in their approach to raise their child. As
evidence, Hafifie stated that he has a few gadjets and he spends his leisure time
playing with his gadgets but Hafifies parents also enrol him for tuition classes so that he
could study. In the contrary, Hamkas parents are more towards democratic approach of
raising their child. Hamka has no gadgets at all but his 1 Malaysia laptop given by the
government so he spends the most out of the gadget because Hamka is a better
independent person who knows that his parents want him to learn at a specific time that
is at night. Jean Piaget is a Swiss psychologist who introduces his theory of child
development base on an individuals cognitive aspect. Piaget as cited in Haliza Hamzah
and Joy. N Samuel, the thinking process changes holistically since birth until all the
stages of maturity. An individual is constantly trying to comprehend and adapt changes
in their surroundings. As in the case of Hafifie and Hamka, Hafifies surrounding gives
him the advantage in developing cognitive aspects as he has all the gadgets and tuition
classes that his parents provided for him. Hamka on the other hand has to adapt to the
disadvantage that he experience with independent self-learning and this is what Piaget
underlined as process of Equilibrium.

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 Another sub factor under nurture factor are peers. Peers are the second group of
individual who influences the development of a child. For example, from the research,
Hafifie and Hamka are two chidren who are of the same age. They learn much from
each other and they underline certain rules and regulations as guideline for each other
when they socialise. School is the second educator for students besides being the
platform for peers to interact with each other. Hafifie and Hamka are both from Sk
Bandar Bintangor. Based on my five days observation during my SBE, I noticed that
both Hafifie and Hamka are socialising well with their peers. This might be influenced by
the ethics that both children have. Their school has taught them moral and good ethics
well not only through moral education classes but also by putting them through practise.
The school teaches their students to always greet their teachers and also to mind their
manner when interacting with one another. This kind of culture is beneficial for the
development of a child in terms of their social interaction and language skills. Leo
Semenovich Vygotsky, a Russian psychologist believes that sociocultural environment
influences behaviour and thinking of an individual. For Vygotsky, he believes that
children cannot build knowledge of their surroundings on their own. It must be built
through social interaction with individuals around them.

That is when the society that a child lives within plays an important role in the
development of a child. Hafifie comes from Bintangor while Hamka comes from Bruit.
Bintangor is a more developed place than Bruit. During my interview sessions with
Hafifie and Hamka, it was proven that society factor does affect how the two children
develop their behaviour. Hafifie who comes from a more urban surroundings tends to be
more individualistic and less cooperative in comparison to Hamka who comes from Bruit
responds better when asked and even facilitated Hafifie to gain answers for my
questions.

EDU CHILD DEVELOPMENT TASK 3

In a typical classroom in Malaysia, students are of diverse background. This is true

because Malaysians have different races, beliefs and culture. As a result, the type of
approach for each students are different according to their needs. Different approaches
have different effectiveness on students. During the last few decades, teachers have

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been using one common methodology for teaching that is through chalk and talk.
However in todays context, that approach is no longer effective. Nowadays, students no
longer enjoy the traditional approach of chalk and talk. When reviewed, since the last
few decades, the performance of students who studies under this approach are
declining because students are of multiple differences. Multiple differences determines
the ability of a student to learn. Therefore, teachers nowadays have to be proactive and
dynamic in developing new and innovative approach that suits to the students needs.
Only then student can learn better and gain much knowledge at school. Now, the
question is what are the approaches suitable for students with multiple differences to
learn better in a classroom?

Firstly, one of the strategies and steps that teacher can implement to overcome
multiple differences in a classroom is by practising more student centred teaching
instead of teacher giving all of the information for the students. Student centred teaching
is an approach of education that focuses on the interest, abilities and learning of a
student instead of the educators has much involvement in the learning of the students.
The position of teachers using this strategy of teaching is only as a facilitator. If it is true
that student centred teaching is a new and innovative strategy of teaching for students,
what are the characteristics of learner centred learning? The key characteristics of
student centred teaching is that students are more engaged in learning. It also includes
explicit skill instructions are essential learning skills which students do not pick up on
their own but will develop faster if it is taught clearer with the content. Besides that,
student centred learning will reflect on their learning experience that is students will
review, analyse and critique on it which will raise awareness among students to
prioritise learning. As an effect, students will decide on their own how they would want
to learn rather than their teacher deciding it for them. The benefit is students know
better in which area of learning that they want to develop. Based on Jean Piaget theory
of Cognitive development, he claims that to the learning process of a child, a child must
be given chances to explore alternatives of problem solving and create hypothesis
based on their alternatives. In the context of multiple differences, a child might prefer
collaboration with their peers because they will want to come up with one common
understanding that satisfies each other. Question is how can we practise student

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centred learning? Some of the ways that can be considered are by creating on-going
projects which would stimulate a practical environment for the students to learn. In
addition, those on-going learning projects should be done as group works among
students. Hurlock (1978, as cited in Haliza Hamzah and Joy N. Samuel 2009) stated
that a child will develop all their potential through learning.

Furthermore, in a typical classroom, students have different learning

performances. Some students are fast learners while some students are slow learners.
The approaches used to teach fast learners might not be compatible with slow learners.
Teachers must consider using different teaching approaches to bring out the best out of
every student. This is because despite having different learning performance, every
students are equally capable of acquiring the knowledge that they learn. On one hand, if
teachers want to bring out the best out of slow learners, teachers might want to consider
applying remedial teaching for their slow learners. Remedial teaching is a form of
focused methodology that is the use of activities, techniques and practices that aim to
eliminate the weaknesses that slow learners have. For an example, if a student cannot
comprehend a basic math skill, the teacher can consider re-teaching the content that
was not learned by the student earlier. Some common examples of remedial teaching
are conventional teaching techniques such as drills and intensive practise. These
techniques are effective to teach slow learners because before they can learn
something new, the learners must first enhance their basic understanding about a
certain subject. As for fast learners, teachers might want to consider using the approach
of giving their students enrichment exercises. This is because fast learners already
have the basic knowledge of the content that they are learning. Teachers need to give
enrichment to these students because it would strengthen their basic and the students
might even be able to apply new ideas out of the enrichment exercise rather than just
having the basic knowledge of a content.

Teaching profession nowadays has evolved very much from the older chalk and
talk days. It has become sort of an art for some as it needs skills to master it especially
when today we had knew much about how children think and how they are very
different from one another. For example in a classroom, each has their own marks of

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intelligent and it is proven on the leader board or examination. Do you ever see pupils
sitting on the same number in class? If so, it is quite absurd as such has never
happened before as will ever. Why? Its because every children have their own spot of
intelligence. Moreover, each has different background which leads to them having
different skill points. One may be good in Mathematics but not is Science and vice versa
for the others. This also goes on with their degree of boredom or fun in class as not
everyone will have fun in Mathematics class and understands it. So, teaching aids are
created to cope with this situation. The possibilities for teaching aids are unlimited as
the definition of the word defines it as anything that can be used to enhance students
learning experience and to reinforce information and skills they have just received.
Things such as maps, pictures, model toys and flowers are the simplest type of teaching
aids there is. But, choosing or even better, creating teaching aids is not as easy as it
looks. A teacher must consider the types of children he or she will be handling in terms
of age, attitude and more importantly how will the aid cope with multiple intelligence
children. If the teaching aid chosen is correct it will be a success where the process of
teaching and learning will be fun for the both teacher and children. Why? It is because
teaching aids can attract multiple intelligence children because at their age, they have
the same common interest. For example, teaching basic mathematics skills with what
they are familiar with such as marbles, candy and coins. They will find it more
interesting as they are involved in the learning process and it will be more memorable to
them as they are learning through experience. Unlike the old school chalk and talk
way where children are not involved in most of the learning process making them full of
boredom and confusions. Although it is old school, it can still be very practical, fun and
memorable if it is added the most important teaching aid of all which is the teacher. Yes,
teachers are the most powerful teaching aid but not just any teachers; these are teacher
with skills of attracting and creating a learning environment for the children.

Howard Gardner's theory of multiple intelligences works on the basis that we all
have various levels of intelligence across a range of areas. So, class arrangement must
also include that. Not only on where and how will the children sit but also their
environment and its effect to them. According to Gardner, all of us have our own sets of
skills and standing to that theory the class must be filled with various sets of visuals and

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interactive toys which they can explore during learning according to their differences.
The class can have a human body interactive models for children with the tendency to
science or models of money for math and paintings for art. By doing so, the class would
not be a simple class of decorated walls and furniture but it is the childrens learning
environment which they can choose to explore by themselves or the teacher facilitates
them to do it together. Next is the sits arrangement and how to divide them according to
their differences. If the classroom is small, the tables and chairs can be arranged
following the shape of a horseshoe. This type of arrangement allows children to see one
another and interact where the teacher can become the center of it. They can also voice
out different opinions of their own as they are not grouped according to their intelligence
but they are one big group containing the whole class. The part where it becomes
interesting is when it is time for group activities. How will the multiple intelligence
children be arranged? One way of it is dividing them according to the same sets of skills
they have. For example, fast learners sits with fast learners and slow learners will sit
with slow learners. Using this arrangement the teacher can focus more on the slow
learners but attention would be taken away from the fast learners making them bored
and after, will not pay attention to class. The second arrangement is grouping them with
children of different sets of skills inside a group where they can all learn from each
other. Then again, it still comes to the teacher. They play a huge role in the classroom
where with or without a proper class arrangement the children can still learn in a
positive manner and have great experience during learning.

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References

Bandura, A. (1989), Vasta, R (Ed.). Social cognitive theory. Six Theories of Child
Development, 6, 1-60. Retrieved from
http://www.uky.edu/~eushe2/Bandura/Bandura1989ACD.pdf
Haliza Hamzah & Joy N. Samuel . (2009). Perkembangan Kanak-Kanak. Kuala Lumpur:
Kumpulan Budiman SDN BHD.

Joan Littlefield Cook & Greg Cook. (2005). Child Development Principles and
Perspectives . Boston: Pearson Education Inc. .

Kamarulzaman Kamaruddin. (2009). Psikologi Perkembangan. Perak: Universiti

Pendidikan Sultan Idris.

Keenan, T. (2002). An Introduction to Child Development. London: Sage Publications

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