Name : Ghina Nur Faridah

Nim : 208203660

Class : PBI A, 5th Semester

Material : English for Young Learners

DEVELOPING TECHNIQUES FOR CHILDREN ACTIVITIES

Activities designed to promote social development will benefit students in

the classroom. In particular, students suffering from a mental health disorder or an
autism spectrum disorder may have difficulty forming friendships. Children in
school will have varying degrees of social skills.

1. Social Development

This is some techniques and ideas for designing and using your own role
playing games, exercises and activities, and for using the free role playing games,
exercises and activities. Role playing games, exercises and activities help build
teams, develop employee motivation, improve communications and are fun - for
corporate organizations, groups of all sorts, and even children's development. Role
plays have purpose such as:

 Be very clear about what you want people to get out of the role playing
experience. Clear thinking and role play preparation result in clear outcomes.

 People also need to trust that the role play will have the same level of
challenge for them and their peers. So, don't put people through an assessment
role play until you know they have reached a certain standard (through
development activities and role plays).

 The former is more recommended for assessment, the latter for

development.
2. Emotional Development

Some methods and techniques to emotional develop children. Such as:

 Ideas to Foster Kindness, Empathy in Children

Modeling kindness in the classroom will be one way to show children how it
feels to be on the receiving end of praise and empathy. Try assigning a writing
exercise or journal entry with the prompt, “When a friend calls me a bad name,
I feel…” or “What would I do if my best friend fell down and got hurt?”
Writing prompts about feelings and kindness will encourage students to learn
about appropriate behavior. As with developing conversation skills, watching a
children's TV show or reading a story that presents a situation requiring
kindness and empathy would also be an effective way to promote these social
skills.

 Teaching Anger Management to Kids

Helping children to control their angry emotions can be a challenge for

teachers. Children on the autism spectrum are particularly prone to meltdowns.
Calming techniques such as counting to ten will eventually work, but young
kids need to be reminded many times. Developing a written plan to follow
when kids feel frustrated or angry may be very helpful for the regular
classroom teacher. A teacher should also try to provide a sympathetic ear
whenever a student opens up about something that is upsetting to him.
Encourage students to express feelings and practice counting to ten, deep
breathing, and thinking about something that makes them happy during times
when they are already calm. Modeling good self-control will also be important.
When angry, a teacher should demonstrate counting to ten, breathing
techniques, etc. in the classroom.

3. Physical Development
 The term motor development refer to physical growth, or growth in the
ability of children to use their bodies and physical skills motor development often
has been defined as the process by which a child acquires movement pattern and
skills. The concept of development includes two major categories:

 Normative Development

Concern the typical (normal) capabilities, as well as limitations, of most

children of a given age within a given cultural group. It indicates a typical
range of what children can and cannot be expected to do and learn at a given
time.

 Dynamic Development

Concern the sequence and physical changes that occur in all aspects of child’s
functioning with the passage of time and increasing experience, and how these
changes interact.

4. Intellectual Development

Children do a great deal of learning between the ages of three and twelve
taking them, from rather simplistic preschooler to independent thinker, capable of
understanding complex issues. Learning and intellectual development is gradual
and continuing process, one that hopefully lasts throughout all of life, rather than
merely in childhood.

 Early Concept (Ages Three To Seven Years)

a. Time

Three years olds often have a beginning but limited concept of time,
describing all of the past as ‘yesterday’ and all of the future as ‘tomorrow’.
A year later, though, they can grasp more detailed notions, such as
distinguish morning, , afternoon and night and even realizing that time
involves seasonal changes, too.

b. Speech
 Vocabulary growth and the abilities communicate their needs and wants may
be one of the most noticeable advisement that children undergo, from an
intellectual standpoint, between the age three to seven.

c. Reading

Kid may have the basic grasps of phonics and recognize a number of simple
words in print, helping prepare them to read independently. Depending on a
number of factors, many kids begin to read by the time that they are six or
seven.

d. Reasoning

The ability to utilize existing knowledge to form educated opinions about

possible outcomes really increases the years from three to seven, with seven
year old children capable of drawing accurate conclusion on a regular basis.

 Later Concepts (Ages Eight to Twelve)

a. Socialization

Social concept, such as ethics, fairness, and justice become important to

kids at this age, who are developing and increased sense of self, deciding
what kind of people that they would hope to become.

b. Verbal and Writing Communication

Many kids are quite comfortable with their ability to produce intelligent,
well-thought out written work and since many kids are beginning to grapple
with issues of adolescence, writing poetry or journaling helps some kids to
make sense of their sometimes confusing place in the world.

c. Strength of Character

Drawing for a solid base of sound ethics and confidence in their reasoning
ability can help kids to make good choice that will help them to maneuver
well into adolescence and adulthood.