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CHAPTER I

INTRODUCTION

A. Background of the Study

Is the language acquisition process the same for all children? Yes, all children

acquire language in the same way. For example how to articulate words and how to put

them together in ways that is acceptable to the people around them. They do not use

language like adults, because children are not adults. Acquiring language is a gradual,

lengthy process, and one that involves a lot of apparent 'errors'. They will learn to speak

that are used around them. Children usually begin by speaking like their parents or

people around them, but once they start to mix with other children (especially from the

age of about 3 years) they start to speak like friends their own age, especially on their

golden age.

Based on UU No. 20 Tahun 2003 Bab I Pasal 1 Ayat 14 about the National

Education System, the early childhood education is one of effort of constructing that is

tended to the new born children to six years old which is done through giving

stimulation of education to help the growing and developing of children physical and

emotional in preparing children readiness to enter the next level of education. The early

childhood is a new born to six years old children. This age is a critical to success in thedeveloping character and children personality. The early childhood is where the children

have the fastest development and growth. The early childhood is the early important

period in human live.

Golden age development is an early time (from born to six years old) as a crisis

time in stretches of development time has been understood by many parents and society.

It is impact on the fast growing number of Early Childhood Education (ECE) nowadays.

It is characterized with the increasing number of the early childhood education

institution in formal and non formal. In the formal institution there are kindergarten and

Raudatul Atfal (RA). In the non formal there are play group, day care, and early

childhood educational with the different variation of name. The institution on formal

and non formal grow fast now in Indonesia.

Many parents and teachers have understood the importance of golden age

development in the early childhood. As an important time, the sensitive time of all

potency that is belong to develop. Because of it, it needs support from the environment

which is conduciveness for the children potency development. But, this understanding

has not been had comprehensively. Consequently, it sets up new cause of early

childhood education at the formal and non formal institutions.

The perception of the importance of golden age is 80% of capacity of

development which is achieved in early childhood, and the rest of 20% is achieved after

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the age of eight years old. As a consequence, many parents and teachers compete with

time to give learning experiences through activities and academic learning. It is almost

all children learning time doing by academic activities. The teachers teach by explaining

children learning by listening and doing some tasks that is dominated by piece or book

of task. The children write letter or word and number without built the context of

learning first. In this situation, the cognitive aspect or intelligence aspect gets the

biggest stimulant, whereas the other aspects, such as emotional, social, and art are

almost forgotten.

The wrong perception about golden age development in the early childhood

causes the aspect that almost every children do, in this case is playing avoided. Beneath

it all, playing is one of children basic development needs. If playing as the children

needs are not carry out, the children will get difficulty on reaching optimal

development. Therefore, learning activity needs to be packed in the playing activity and

through playing activity.

The learning process on Early Childhood Education (ECE) nowadays just

focuses on the academic activity and ignores the playing activity as a wrong practice of

Early Childhood Education. Playing is not only as a vehicle of children learning, but

also as basic needs of developing children. The children get knowledge from many

ways. It is one of the characteristic of early childhood which is the children as activeindividual so the knowledge will be more getting from the experience doing some

activities. Just listening teacher explanation is very small to develop knowledge of

children who cannot concentrate in long time.

From the explanation above, the purpose of writing this paper are to give new

perspective about language on children early development as an important issue of early

childhood education and also reveal the importance of early childhood education. By

giving some term of language on early childhood education that is stated by some expert

and also some examples.

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CHAPTER II

LITERATURE REVIEV

A. Language

The word language has two concepts based on Chomsky on Muhammad

(2011), it make reference to competence and performance. Whereas, Saussure on

Muhammad (2011) defined three terms related to the word language such as parole,

langue, and language. Language is the sign of sound system which are arbitrary. It

means that language is sound that is produced by human. The sound become sign

outside the language, the example is sound of [flower] that shows a thing flower. This

sound represents a thing that is called flower. So, flower as a language is complex

sound to mark outside of sound. Therefore, language can be explained as blend of form,

meaning, and even the situation, or we could say that language is a sequence of sound.

We have known that every human used language as a tool to send a message in

order to communicate with other people. They produced sound that other people agree

and understand what the meaning of. But sometimes, language that is used by some

people is different. The language variety is caused by the varieties of the member of

language speaker in the community and for multiple purposes. It means that the

language has many differences based on the speaker of language itself. It could bedialect and accent. And the differences based on the purposes are the journalistic

language, literature, academic, etc.

Chomsky stated that children are born with an innate knowledge of language

when they are born and learning of their native language is at high speed when hearing

it from others. This links to children over regularizing and putting grammar into

utterances when they are not needed.

Chomsky created the LAD- language acquisition device

1. Baby already knows about linguistic rules, as they are born with an innate

knowledge of language.

2. The baby hears examples of his/ her native language

3. The linguistic rules help the baby make estimations and presumptions about the

language it is hearing.

4. From these estimations and presumption the baby works out grammatical sets of

rules. As more language is heard the grammar becomes more and more like

adults.

B. Golden Age

Wiyani and Barnawi (2102) stated that golden age is the time where all the

children potency growing very fast. It means that the children learn everything fast.

In this period, the children enter the time of exploring, time of identification or

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imitating, sensitive period, and playing period. Exploring time means that children

always want to know something by giving some questions to get new knowledge.

Identification or imitating means that children find the new knowledge through their

five sense and imitate it. Sensitive period is a period that demands the development

of children developed optimally. Playing period means that they have a basic need as

a children, it is playing.

Yus (2011:63) explained the golden age as a development period that become

foundation and give big influence to the quality of children development on the next

period of development. This period according to Yus is started from the children

born to eight years old. The golden age period and the environment manipulation are

factors that determine the development of the children.

C. Children Early Development

Many experts gave an explanation about child early development. The first

expert is Jean Piaget (1896), he is an expert in the field of psychology, his theory of

cognitive development is divided into four stages of development, and he did not

stated the early childhood as a golden age. Jean Piaget has a major contribution to

early childhood education, because these four stages became one of the guidelines in

understanding and apply the learning in early childhood. In Piaget's theory

illustrated that the children's self-knowledge in building faced with two processes,namely assimilation and accommodation. That children not be separated from the

process of adjusting the new acquisition with knowledge of the old, or establish new

knowledge, from the previously unknown child, into the schemata or cognitive

structures.

The fourth stage of development was described in Piaget's theory as follows:

1. Sensorimotor stage: from birth to 2 years (children experience their world

through movement and senses or more dominated developments in the motor

domain)

2. Pre-operational stage: from 2 to 7 years (during this age, children have learned to

think but rather on efforts symbolization)

3. Concrete operational stage: from 7 to 11 years (children begin to think logically

about concrete events)

4. Formal operational stage: after age 11 years (the development of abstract

reasoning).

Erik Erikson on Wiyani and Barnawi (2012) gives theory about child

development has similarities to several famous others but with distinct differences.

Like Freud, he believed that development came in specific stages, but rather than

being sexually driven, he focused on the social aspects of evolvement. In a manner

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reminiscent of Piaget, Erikson saw advancements coming in a predetermined order,

but the socialization aspect was stressed, rather than cognitive development.

1st stage: Trust vs. Mistrust (Birth to 1 year)

During the first year of life, a baby forms their first feelings about the world

and whether or not it is a safe place based on the level of consistent care provided by

the primary caregivers. When trust develops successfully, the child gains a sense of

security but if this sense is not developed, a fear and inner mistrust of the world is

formed. Anxiety and insecurity are indicative of an unsuccessful beginning.

2nd stage: Autonomy vs. Shame and Doubt (1 to 3 Years)

As children become increasingly independent, they tend to try to assert their

opinions and do things in their own ways. These first attempts at decision making

are actually important milestones, developmentally, according to Erikson. If a child's

efforts at independent thinking are supported and encouraged, their self-confidence

increases, helping to prepare them to survive in the real world. Parents who criticise

or do not permit toddlers to make simple decisions are setting them up to feel

inadequate and doubtful about their abilities. Low self-esteem and a tendency to be

overly dependent on others can have their roots in an unsuccessful transition at this

age.

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stage: Initiative vs. Guilt (3 to 6 Years)During the years between three and six, kids tend to enjoy expressing their

assertiveness by choosing activities, inventing their own solutions to problems and

approaching others to socialise. When their efforts are recognised and rewarded,

children flourish, but if they are made to feel foolish or not allowed to even try, they

may go through their lives preferring to follow, rather than lead.

4th stage Industry vs. Inferiority (6 Years to Puberty)

The school years provide children with opportunities to take the initiative in

planning and following through on a variety of projects. Parents and teachers who

provide positive feedback can help children to feel confident and capable, vital

characteristics for happiness and future success. If, however, important adults in a

child's life decline to encourage the youngster's efforts, he may doubt his capabilities

and fail to reach his full potential.

5th stage: Identity vs. Role Confusion (Adolescence)

As all parents know, the teen years can be turbulent. No longer children but not

yet independent adults, adolescents are making strides to cross the bridge into

adulthood. This most important transition requires that teens begin to look at their

futures and explore their possibilities. Career choices, romantic relationships, family

plans -- their choices are plentiful and they are in a position of needing to figure just

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who it is they are and who they want to be. An inability to figure that out may render

them confused and directionless.

6th stage: Intimacy vs. Isolation (Young Adulthood)

Typically, young adulthood is when people make their first real commitment to

someone other than a family member. Success in this area can provide great

satisfaction, while those who avoid intimacy may set themselves up to feel lonely,

isolated, and even depressed.

7th stage: Generativity vs. Stagnation (Middle Adulthood)

Ideally, middle adulthood sees us getting settled. These are the years when

careers flourish, families are raised, and people find their comfort zones, being

productive and responsible members of society. Those who fail to meet their

objectives may stagnate and feel a sense of disappointment about their lack of

productivity.

8th stage: Ego Integrity vs. Despair (The old period)

Often, seniors, with their working years behind them, are able to slow down

and reflect on their lives. Those who feel good about the lives they've led up to that

point can take well deserved pride in their accomplishments, but for those who feel

that they've been less productive than they had hoped, feelings of dissatisfaction and

despair can lead to depression.Jean Jacques Rousseau on Wiyani and Barnawi (2012: 58) divided the child

development to four stages of development such as (1) infancy (0-2 years old) as a

physical development, (2) childhood (2-12 years old) as a primitive development, (3)

pubescence (13-15 years old) as an adventure period which is shown by fast

cognitive development, (4) adolescence (15-25 years old) as a period of live in

civilization.

Stanly Hall also on Wiyani and Barnawi (2012: 59) is an expert on psychology

of development follower of evolution theory. Hall applies the recapitulation theory

on the child development. Based on the theory of recapitulation, the individual

development is the ontogeny recapitulation phylogeny. Hall divided all of the

development period on the four stages. They are Infancy (0-4 years old) as a reptile

and walking, (2) childhood (4-8 years old) as a hunter, (3) pubescence (8-12 years

old) as a human who is not civilize, (4) adolescence (12 years old up) as a period of

live in civilization.

Another child development theory was stated by Robert J. Havighurst. He

arranged the phases of child development based on problems that should be solved

in every phase. He divided all of the child development period to be five phases.

They are infancy (0-1/2 years old), early childhood (2/3-5/7 years old), late

childhood (5/7 to pubescence), early adolescence (from pubescence to puberty), and

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late adolescence (puberty to adult). For every phase of development, Havighurst

collects number of development tasks that children should be covered.

D. Early Childhood Education

The future developing of national education is based on the paradigm of whole

human developing which is function as a subject that have capacity to self

actualization and the human dimension optimally, directed to increase the quality

and competitiveness of Indonesian Human resources on the knowledge based on

economy and the creative economic development. Education development will

optimal if all of stakeholders understood about the term of education.

Based on UU No. 20 Tahun 2003 Bab I Pasal 1 Ayat 14 about the National

Education System, the early childhood education is one of effort of constructing that

is tended to the new born children to six years old which is done through giving

stimulation of education to help the growing and developing of children physical and

emotional in preparing children readiness to enter the next level of education. The

early childhood is a new born to six years old children. This age is a critical to

success in the developing character and children personality. The early childhood is

where the children have the fastest development and growth. The early childhood is

the early important period in human live.

The early childhood is children who have not entered the formal educationsuch as elementary school and actually they still stay at home or follow activity in

term of the preschool education, such as play group, kindergarten, or day care.

Hence, the early childhood education is education that could help children growing-

developing and education could help the children developing fairly. So, early

childhood education is an effort to stimulating, guiding, taking care, and provides

learning activities that will produce the ability and skill for children in the early

childhood.

E. Language on Early Childhood

Carol Bainbridge stated that language learning is natural. Babies are born with the

ability to learn it and that learning begins at birth. All children, no matter what language

their parents speak, learn language much the same way. This learning takes place in

three basic stages.

Stage One Learning Sounds

When babies are born, they can make and hear all the sounds in all the languages

in the world. Thats about 150 sounds in about 6500 languages! However, no language

uses all 150 sounds. The sounds a language uses are called phonemes and English has

about 44. Some languages use more and some use fewer.

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In this stage, babies learn which phonemes belong to the language they are

learning and which dont. The ability to recognize and produce those sounds is called

phonemic awareness, which is important for children learning to read.

Stage Two Learning Words

At this stage children essentially learn how the sounds in a language go together

to make meaning. For example, they learn that the sounds m, ah, m, and ee refer to that

being that cuddles and feeds them mommy. Thats a significant step because

everything we say is really just a stream of sounds. To make sense of those sounds, a

child must be able to recognize where one word ends and another one begins. These are

called word boundaries.

Its not exactly words, though, that children are learning. What children are

actually learning are morphemes, which may or may not be words. Thats really not as

confusing as it sounds. A morpheme is just a sound or sounds that have a meaning, like

the word mommy. The word mommies, however, has two morphemes: mommy and s.

Children at this stage can recognize that the s means "more than one" and will know

that when that sound is added to other words, it means the same thing "more than

one."

Stage Three Learning Sentences

During this stage, children learn how to create sentences. That means they can putwords in the correct order. For example, they learn that in English we say "I want a

cookie" and "I want a chocolate cookie," not "Want I a cookie" or "I want cookie

chocolate."

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CHAPTER III

DISCUSSION

The phase of child development now has been understood by many parents and

society. They becoming more care of the importance of early childhood education

which is shown by increasing numbers of institution of early childhood education,

whether formal and non formal. Yet the implementation of early childhood education

raises some problems and gets many academic critics and the content of the curriculum

still about the academic that dominate the learning activity. Almost all time of children

learning are done by academic activity, not done through playing. Consequently, the

children basic need that is related to emotional development, social, language, and art

have not gotten maximal portion. It makes children face difficulties to reach their

development.

The research that was conducted in 1986 Ganzu province in Northwest China

found that the enrolment rate in primary school was 10 per cent below that of the

national average. The 1984 statistics showed that only four in ten children finished

primary school. Faced with the Governments plan for education, Ganzu Province

turned to the Joint Innovative Project (JIP).

Developed by UNESCOs Principal Regional Office for Asia and the Pacific(PROAP) and the University of Western Australia, the JIP aims at increasing the

achievement level of children in primary schools in Asia. Ganzu province was accepted

in the programme in April 1986 after a visit by Chinese provincial officials to Thailand

and Pakistan to observe the JIP in action.

JIP was founded on the assumption that there are four leading factors in the under

achievement of children in Asia - the lack of preparation for schooling, irrelevant

teaching materials, the poor quality of teachers and low community involvement. To

combat these problems the JIP developed four approaches: the provision of increased

access to pre-school education, improved teaching materials and methods of teaching,

improved training for teachers and increased community involvement. It shows that

there are still problem on implementing early childhood education there, but by joining

the JIP program they could help to solve these problems.

Another problem also related to the quality of early childhood education teacher.

Moreover, if the teachers have not ability and skill on doing learning at early childhood

education, it would be dangerous. In our country, woman who has certified of

elementary school, junior high school, senior high school, and even post and master

graduate could enter this field along they have a spirit in the early childhood education.

Yet, just the spirit is not enough, because there are a lot of knowledge and skills that is

needed as a teacher. The mistaken on giving stimulation to the children could be

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eliminate by giving teacher early knowledge and skill before they enter the early

childhood education.

Based on Muhammad Hamid on Wiyani and Barnawi (2011:21) Dirjen

Pendidikan Anak Usia Dini, Pendidikan Formal dan Non Formal (PAUDNI) until

2015 our country still need 727 thousands the early childhood education teachers. It

means that there is still open chance for someone who is interested to teach in the level

of early childhood education. Also, it shows that less attention from our society to

become teacher of early childhood education. This happen because Indonesian peoples

less knows about early childhood education so what reflect from morality of our people

now is commonly less of responsible, tolerance, discipline, honestly, and sensitivity to

others.

The quality of early childhood education in our country reflects the curriculum

that our country uses. It aims to develop the whole child potency which goals to develop

human as a high individual with culture and national philosophy especially language.

Actually, the curriculum of early childhood education in our country has followed the

best one with some fun activities, approaches, and evaluations. Yet, the implementation

is usually different on the practice. A national curriculum guide may be formulated

based on the learning and developmental needs of children. The guide should be flexible

in use and content so that it mat be adapted to the local setting/resources/culture,individual/age group needs and interests, available local materials, use of parents and

community members etc. It should facilate the use and integration of topics/materials

initiated or introduced or provided by the children.

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CHAPTER IV

CONCLUSION

Education is a life-long process. It is not provided in a vacuum. Education is

furnished by a variety of people and influences. These include parents, the community,

teachers, the media among others. Social, economic and cultural considerations also

have a bearing on education as does the physical and emotional well-being of the

learner, All these factors play a part in the development and education of the individual.

Hence the links between them are of major importance in the promotion of achievement

in learning, as well as in childrens development.

It is well known that the earliest years of a childs life are decisive for his/her

subsequent learning and development. Early Childhood Development and Education is

the first and most important phase of the life long learning process. The effective

linkages between the home and the school, between the community and the school,

between the various forms of early childhood development and education and the

primary school are, therefore, essential if access to learning is to be ensured, if it is to be

of the requisite standard, and if it is to be meaningful.

Related to language, children do not use language like adults, because children are

not adults. Acquiring language is a gradual, lengthy process, and one that involves a lotof apparent 'errors'. They will learn to speak language that is used around them. They

usually begin by speaking like their parents or caregivers, but once they start to mix

with other children (especially from the age of about 3 years) they start to speak like

friends their own age.

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REFERENCES

----------Action Research in Family and Early Childhood: Links between Early Childhood

Development and Education and Primary Education. Workshop UNESCO

November 1996.

---------- Early Childhood Education and Development in Indonesia: an Investment for a

Better Life. Report of Early Childhood Education and Development. Government

of Indonesia.

---------- http://go-learning.org/go-article/85-theories-of-child-development.html accessed on

June 16, 2012

---------- http://www.earlychildhoodeducation.co.uk/playing-with-children-important.html

accessed on June 16, 2012

---------- http://belajarpsikologi.com/pentingnya-pendidikan-anak-usia-dini/ accessed onJune 16, 2012

---------- http://www.ehow.com/about_5557351_middle-cognitive-language-development-

theory.html accessed on June 16, 2012

---------- http://www.paudni.kemdikbud.go.id/ accessed on June 16, 2012

---------- http://pgtk--darunnajah.blogspot.com/2012/04/pentingnya-pendidikan-anak-usia-

dini.html accessed on June 16, 2012

---------- http://learningdisabilities.about.com/od/infancyandearlychildhood/p/5to6yeardevelo

p.htm accessed on August 26, 2012

---------- http://giftedkids.about.com/od/gifted101/a/language_learning.htm accessed on

August 26, 2012

French, Geraldine. (2007) Childrens Early Learning and Development: A Research

Paper. Aistear: the Early Childhood CurriculumFramework: the National Council

for Curriculum and Assessment (NCCA).

Muhammad, (2011) Metode Penelitian BAHASA. Jogjakarta:Ar-Ruzz Media.

Wiyani, Novan Ardy and Barnawi, (2012). Format PAUD: Konsep, Karakteristik, &

Implementasi Pendidikan Anak Usia Dini. Jogjakarta: Ar-Ruzz Media.

Yus, Anita, (2011). Model Pendidikan Anak Usia Dini. Jakarta. Kencana.

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