LEARNING MANNERS FOR YOUNG CHILDREN (EARLY CHILDHOOD)

LEARNING MANNERS FOR YOUNG CHILDREN (EARLY CHILDHOOD)

A. BACKGROUND

The world community is currently busy with a variety of issues sosialmultisektoral. Cases of corruption, criminality, drug use, drugs, casual sex, its intensity increased in various circles, including among students and children. These cases appear one rapuhnyakecerdasan dapatdisebabkan by the emotions of the individualAs
expressed by Achenbach together Hoell (Sumarta, 2000:181) the which have been doing research for 15 years (1970 to 1980's) on children, found: the results showed the Decreasing levels of intelligence are still feeling around the world amid Increasing the intelligence of thought (IQ) and academic achievement. Signs of decline, among others, increasingly high rates of abuse of narcotics and illicit drugs, the increasing cases of crime and violence, to depression, easy to despair, isolation, unwanted pregnancy, and dropouts. Further Sumarta (2000) explains that: a series of cases starting point of the universe began with a failed education in shaping human character and independent adults who are independent. National education tends to accentuate the formation of thought and pulled over intelligence forging a sense of intelligence, the intelligence of mind, even the inner intelligence. From here was born smart-brained humans, human quantitative academic achievers, but there is no sense of intelligence, intelligence no reason at once highly dependent compounds, no independent self. Basically the purpose of education is to foster a genuine human being human noble character, balanced spiritual body, thought and feeling or in other words the humanizing of man. Ledesma, a humanist of Rome, in the mid-16th century, as quoted by a Sardi (1985) formulate educational objectives, as follows, Helping a person capable of independent wise men for her own life, so her mind develops, in order to engage in civic governance and thus can more easily achieve the goal of life is united with God '. This goal is the same as the concept of Ki Hajar Dewantara (Sardi, 1985) that, aim of education is in order to advance the perfection of life of learners that is in harmony with nature, harmony with the customs, dynamic, attention to the history of nations and opening up to other cultural association 'Law System National Education, No. 20 of 2003 on National Education System, set a goal of developing the potential of learners in order to become a man of faith and piety to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsibly. This means that educational goals are often in charge of characters, because it is a combination of physical and mental appearance that will be owned by the output pendidikan.Upaya actual achievement of national education objectives include a thorough implications in fostering the humanitarian aspect. Insan education is not only a duty and prosecuted for an expert in developing cognitive and physical aspects but also experts in carrying out the mandate and hone taste aspects. Thus the people of Indonesia are expected to live their lives properly and in accordance with the ordinances of the Lord. Both individually and in community and state. Early childhood education to meet international commitments regarding pendidikanuntuk all, klosul first says that, expanding and Improving comprehensivee arlychildhood care and education, ESPECIALLY for the most vulnerable and disad vantaged children; further on to the six declared klosul overall educational program must meet the aspect quality as stated, Improving all aspects of thequality of education and ensuring excellence of all so thatrecognized and measurable learning outcomes are achieved by all, ESPECIALLY inliteracy, Numeracy and essential lifeskills (thequality improve all aspects of education and ensuring excellence of all so that recognized and the results measurablelearning achieved by all, especially in literacy, numeracy and lifeskills important). At first klosul education for all especially for early childhood education has been implicated both developed and developing countries, but the fulfillment aspects of quality, and fulfillment keterukuran essential lifeskills still not meet the standards set. This can be seen from the number of qualified teachers is only about 20%, so a lot of implications for the learning process, ways of handling the class, the assessment process and furthermore it is difficult to measure in almost all stages of education and also hard to measure the essential life skills mastered by the participants students in early childhood education. Meanwhile, imports of products spread paint organizing early childhood learning, among others, use the Beyond Centers and Circle Time or use of the Sentra and Circle approach with emphasis on the theory put forward Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences. This theory emphasizes that every child has potential and talent that can be developed in abilities. As for this ability is

1. Linguistic intelligence ("word smart") - (Linguistic Intelligence ("word smart")

2. Logical-mathematical intelligence ("number / reasoning smart") - (logical-mathematical intelligence)

3. Spatial intelligence ("picture smart") - (Spatial intelligence ("picture smart")

4. Bodily-Kinesthetic intelligence ("body smart") - (Body-Kinesthetic intelligence ("bodysmart")

5. Musical intelligence ("music smart") - (Musical intelligence ("music smart")

6. Interpersonal intelligence ("people smart") - (interpersonal intelligence ("people smart")

7. Intrapersonal intelligence ("self smart") - (Intrapersonal intelligence ("self smart")

8. Naturalist intelligence ("nature smart") According to Dr. Gardner, our schools and culture focus most of Their attention-mathematicalintelligence onlinguistic and logical. We esteem the highly articulate or logical people of our culture.However, Dr. Gardner Says That We Should also place equal attention onindividualswho show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others WHO Enrich the worldinwhich We Live. Unfortunately, many children have these gifts do not WHO receivemuchreinforcement for Them in school. Many of these kids, in fact, end up beinglabeled "learningdisabled," "ADD (attention deficit disorder," or simplyunderachievers, Pls Their uniqueways of thinking and learning aheavily Are not addressed by linguistic or logical-mathematicalclassroom. The theory of multipleintelligences proposes a major transformation in the wayour schools are run. Itsuggests That teachers be Trained to Present Their lessons in a widevariety of waysusing music, cooperative learning, art activities, role play, multimedia, fieldtrips, inner reflection, and much more (According to Dr. Gardner, Our schools and culture focus most of their intelligence and logical-mathematical onlinguistic. Kamimenghargai highly articulate or logical people of our culture. However, Dr. Gardner says that we must also put on perhatianyang same individuals who showed a gift in the other intelligences: the artists , architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world inwhich we live. Unfortunately, many children who have these gifts do not receive muchreinforcement to them at school. Many of the children, in fact , finally stamped "learningdisabled," "ADD (attention deficitdisorder low achievers," or simply, when uniqueways they think and learn that are not handled by the weight of linguistic or logical mathematicalclassroom-. Theory  multiple intelligences proposes a major transformation in wayour school is run. This shows that teachers will be trained to present their lessons in widevariety how to use music, cooperative learning, art activities, role play, multimedia, fieldtrips, inner reflection, and many more). In the implementation of several problems in early childhood education is partially done and the results who can not be measured with a model and learning method uses a completely alien, more use of assumptions that have not been measured compared to that sourced from the surrounding environment. By structuring a more imitation and learning methods EXS import, the expected income in early childhood education have created residents learned of character somewhat skeptical of this result can diwujudkan.Keberatan teacher will only teach based on the readiness and perceptions held by considerations of simplicity or more aspects of the approach undersimplificated. Teachers will only do one of the eight most mastered the ability of intelligence and ignoring other skills on self-learners who are not his main kuasai.Tujuan for early childhood education to cultivate the potential of students, because a number of demands instant as expected by the parents and classroom setting factors are more concerned with the assessment group, lack of competence of educators and education, potential as Gardner theorized jauhdari reached. Terdapatsejumlah character should be developed in early childhood as presented Leah Davies. Most educators agree assisting students in buildingmoral That character is a worthwhile goal. Some of the virtues stressed in schools today include: compassion, courtesy , cooperation, responsibility, fairness, tolerance, self-control, courage, knowledge, citizenship, Perseverance, helpfulness, honesty, and respectfulness (toward self, others, authority, property and the environment) / Most educators agree that helping students in character tujuanyang buildingmoral is valuable. Some emphasize the virtues in schools today include: compassion, civility, cooperation, responsibility, fairness, tolerance, self-control, courage, knowledge, citizenship, perseverance, help, honesty, and respect (of self , others, belong to the authority, and the environment). Some of the rules in developing character education, as stated Dawid Rae (2002) as follows:

1. Many adults agree That a lack of manners in children is a growing problem inour society. Parents are partly to Blame if They ignore children's rude behaviors.Some Their parents demonstrate poor sportsmanship, display inconsiderateattitudes educators and the Blame for Their Child `s problems. Disrespectful conduct portrayed in themedia is also at fault. (Many adults agree that the lack of manners in children is a growing problem in our society. Parents are to blame if they neglect their children behaviors.Some abusive parents show poor sportsmanship, displaying an attitude of understanding and not blame the educators for their children's problems . Not respecting conduct portrayed in the media are also guilty.)

2. Educators can play an Important role in children's development by demonstrating basic civility. Modeling a respectful attitude and requiring students to be considerateof the rights and feelings of others help create a cooperative learningenvironment. When people treat others with respect, They feel better about themselvesand developself-confidence. When educators model of courtesy, children can learn to beconsiderateof others (Educators can play an important role in the development of children by showing basic decency. Modeling respect and require students to be considerateof rights and feelings of others helped create the environment. When cooperative learning to treat people other with respect, they feel better about themselves and developself confident. When educators politeness model, children can learn to be someone else considerateof). In contrast to the demands of the ideal character, in everyday early childhood faced with:

1. Impose  educators who had no concept of social psychological attention to aspects  children, especially educators who difficulties  behind the concept of socio-economic and background.

2. Education is not sustainable, where the results obtained at the level of education early childhood education is more oriented toward learning a fun erased by the burden the child more practice with a number of concepts. This is contrary to the principles developed by Montessori which brings together: Child Growth and Development; TheoreticalPerspective of EarlyChildhood Education; Program Development; Curriculum Development; Interpersonal Skills / Community Relations; Communication and Guidance of YoungChildren; and, Health / Safety and Nutrition.

3. A number of media spectacle through TV and VCD that does not educate a greater emphasis on the Entertainment and violence under the pretext of attracting children and ignoring the children's readiness to accept the view that display wisely.

4. The ratio of teachers and students of higher education the less the outpouring of attention can be given to students and more students to consider a teacher, so that teachers no longer possible to consider carefully the character of a person's

1. Concept Character Education

 Megawangi (2004) says that the character comes from the Greek word meaning Charassein carved out to form a pattern. Meanwhile Meanwhile, Wynne said there are two notions of the character.  First is to show how a person behaves. For example, if someone behaves dishonest, ruthless or greedy, then the person is manifested bad character. Conversely, if someone behaves honestly, like helping the person manifests the noble character. Second, the term is closely related to the characters 'personality'. A person can be regarded as people who have good character or bad according to the personality of the display of character education is a long-term process that must begin early and be done gradually and continuously. Character education is not a straightforward instances of education, but requires a stimulation stages that need to be traversed and prosesinternalisasi that will encourage the formation of certain behaviors.

2. Three Perfection of Human Life

Philosophers argue there are three of perfection in this world, that truth, goodness and beauty. Truth is a perfection that can be captured through the ratio. Goodness is the perfection we can catch through with moral considerations-bad either And the Beauty That Is perfection We can catch through the senses (Mahmud, 1995). The third aspect of this perfection is always linked to each other hierarchically. Humans learn to appreciate and understand the beauty of the advance to be able to understand goodness. In view of Plato and Plotinus, as described in the Dictionary of Philosophy (1995) explained that the human soul is always working hard to have and understand the beauty, like the soul that yearns for truth, love, kindness, justice and so on. Understanding in advance the good of the Basic ability to understand truth. The lack appreciate one of the underlying Will only make it Difficult to Understand the stages above it. The beauty is the most basic things for humans, so that, at later stages did not get into trouble.

Figure 2.1. Hierarchy of Human Perfection Three-beauty-goodness truth

3. The importance of smoothness cultivation in Character Education. Experts reveal the noble character will not grow in the soul of the rough. Noble character will only grow in the soul of a soft and smooth. The soul that can grow loud and rude behavior of aggressive, destructive, and self-destructive. Research carried out with respect to the correlation between the level of violence and the proper sense, have been conducted by Achenbach together Hoell in 1989 (Sumarta, 2000). The study was conducted for 15 years (1970 to 1980's) of children aged 7-16 years in the United States and several other countries. The results showed the decreasing levels of intelligence are still feeling around the world amid the increasing intelligence of thinking (IQ) and academic achievement.

Signs of decline, among others, increasingly high rates of abuse of narcotics and illicit drugs, the increasing cases of crime and violence, to depression, easy to despair, isolation, unwanted pregnancy, and dropouts. Further Sumarta (2000) in the book Opening the Future Kids we explained that: The occurrence of a series of cases starting point of the universe began with a failed education in shaping human character and independent adults who are independent. National education tends to accentuate the formation of thought and pulled over intelligence forging a sense of intelligence, the intelligence of mind, even the inner intelligence. From here was born smart-brained humans, human quantitative academic achievers, but there is no sense of intelligence, intelligence no reason at once highly dependent compounds, not independent independent '. Rachmawati (2004) in his research revealed that the process of refining the mind of which can be done through music. With music that both children will be trained to be sensitive to harmony, proportion and aesthetic, this also will help children to be sensitive to good and bad behavior.

4. Character Education Model

 In carrying out the process of character education, Rachmawati (2004) presents a model of character formation stages as follows:

a. Preparing the foundation of noble character

b. Learning by example / modeling

c. Learning through habituation

Fostering knowledge d.Pembinaan knowledge learning through habituation Preparing the foundation mentality aesthetic touch of noble character through music 'Learning by example formation manners / characters

Figure 2 .2 Development Stages manners

In the early stages of the life of a child, educators need to prepare the foundation for the growth of noble mentality. This foundation is required as initial capital so that children can easily recognize the good-bad behavior. Before children can assess the functioning of the logic for good-bad boy will use his Sense and feeling. To train the child's feelings so they are socialized from an early age the child to recognize and be sensitive to things that are harmony and proportion. Sensitivity to the size and proportion that will equip children in assessing good and bad. Berdasrkan results of research done by Rachmawati (2004) music is one of the most appropriate way to help train the child's size and sensitivity of feelings proporsi.Selain easy to do, every child is very fond of music. Through music children will know the harmony, proportion, and symmetry. Children can also recognize different emotions that can evoke feelings of love, courage, passion and devotion. All this is a wealth of music that is indispensable to develop the basic mentality of a child character. With a delicate soul, then an individual has an opportunity to build relationships with God (religion) with better, have a great love, can develop a consistent attitude in their dealings on the basis of social sensitivity to the beauty as well as having mental health. Music has a charge that is quite thick in building the foundations of morality. This basic capability is needed to character Basic manners establishment luhur.Pada second stage, children need role models of their environment. A good foundation and a high sensitivity to the basic values ​​of goodness is not enough. Early stages of preparing ³ container only 'or child's mental nature of potential still. Children need the figures and concrete examples of good encouragement that he already has. Learning by example is very effective in teaching children to express membantuk behavior. Without role models and examples directly from the environment, it is difficult for children to train and familiarize virtuous character virtuous behaviors. Image 2 .2 Development Stages manners to  early stages of the life of a child, educators need to prepare the foundation for the growth of noble mentality. This foundation required as initial capital so that children can easily recognize the good-bad behavior. Before a child can enable logic to assess the good-bad boy will use his Sense and feeling. To train the child's feelings so they are socialized from an early age the child to recognize and be sensitive to things that are harmony and proportion. Sensitivity to the size and proportion that will equip children in assessing good and bad. Berdasrkan results of research done by Rachmawati (2004) music is one of the most appropriate way to help children practice the sensitivity of feelings will measure and proportion. In addition to easy to do, every child is very fond of music. Through music children will know the harmony, proportion, and symmetry. Children can also recognize different emotions that can evoke feelings of love, courage, passion and devotion. All this is a wealth of music that is very necessary to foster children basic manners mentality. With a smooth soul, then an individual has an opportunity to build relationships with God (religion) with better, have a great love, can develop an attitude that is consistent in his social contact based on its sensitivity to beauty as well as having mental health. Music has a charge that is quite thick in building the foundations of morality. This basic capability is needed to character Basic manners establishment luhur.Pada second stage, children need role models of their environment. A good foundation and a high sensitivity to the basic values ​​of goodness is not enough. The initial phase of the container or even just mentally preparing for the child that are still potential. Children need the figures and concrete examples of good encouragement that he already has. Learning by example is teaching very effective in helping children to express their behavior. Without role models and examples directly from the environment, it is difficult for children to train and familiarize behaviors noble character. Later stage when the child enters adolescence is to learn through knowledge. At this stage, adolescents are able to use logic in understanding the good-bad. Teenagers will understand the law of cause and effect of a value system behavior, or even understand the law of kindness higher; danTuhan religion. At this stage a new academic approach will be useful. Subjects of religion and morality can only be digested an individual. At this stage carried out simultaneously and integrated, then the behavior of noble character will be manifest in an individual's personality. Virtuous behavior is not simply 'outer skin' but it is expected rooted to the soul and the mental attitude of an individual. In line with the above opinion Lickona (Suparno, 2002) emphasized the importance of consider three elements in order to inculcate moral values ​​really takes place, namely the element of understanding, feeling and moral action, as for an explanation of each section are as follows;

Moral sense

is a moral awareness, understanding of values, awareness of dirisendiri or moral rationality (or reason why it should do something). In terms of this understanding can be developed in class or through any input from others. This is called the cognitive aspect of moral values. Moral feelings, including conscience (awareness of good and bad), self esteem, empathy toward others, feelings of loving kindness, self control and humility. This greatly affects the moral feelings of a person to easy or hard to act good or evil. Moral action, is the competence (ability to apply the decisions and moral feelings into concrete action), will and habit. Without a strong will, although he had known his kindness, Will he not do it.

5. Noble Character Values ​​Indonesia Heritage Foundation (Megawangi, 2004) has compiled nine pillars of character that should be taught to children, namely:

a. Love of God and all creation.

b. Independence and responsibility.

c. Honesty, trustworthy, wise.

d. Respectful and courteous.

e. Generous, benevolent and mutual aid.

f. Confident creative and hardworking.

g. Leadership and fairness.

h. Good and humble

i. Tolerance, peace and unity

While Sedyawati et al (1997) suggested five lofty range of human behavior as follows:

a. Attitudes and behavior in relation to God.

b. Attitudes and behavior in relation to oneself.

c. Attitudes and behavior in relation to the family.

d. Attitudes and behavior in relation to society and nation.

e. Attitudes and behavior in relation to the environment.

B. Past studies

Formation of character should be started early, Megawangi (2004) suggests the results of research conducted by the university of Otago, Dunedin New Zealand, on the 1000 children studied for 23 years from 1972. When their 3-year-old children sampled and observed personaliy. Then the process of research done back in the same samples when they were aged 18 years, then in 21 years and 26 years. The results showed that children who at age 3 was diagnosed as Uncontrollable Toddlers in other words the child unruly, angry and dissident, was at the age of 18 years as a teenager with problems, aggressive and have problems in relationships. At the age of 21, they are difficult to establish social relationships with others and are involved in criminal acts. Vice versa, children age 3 sane (welladjusted Toddlers) after mature into people who are successful and healthy soul.

REFERENCES

Mahmud, AT. (1995). Music in Kindergarten. New York: Dikti.Megawangi, Ratna. (2004). Character education. New York: IndonesiaHeritage Foundation.Rachmawati, Yeni (2004). The former music Budi Pekerti.Yogyakarta: JalasutraSedyawati, Edi et al. (1997). Planting Guidelines noble character. New York: BalaiPustaka.Sindhunata. (2000). Opens the Future of Our Children, Finding Curriculum PendidikanAbad XXI.Yogyakarta: Kanisius.Tim Writer Rosda. (1995). Dictionary of Philosophy. Bandung: PT Young Rosda Karya20

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