Ci gaban yara
 Ci gaban yara | |
|---|---|
academic discipline (en)  | |
 | |
| Bayanai | |
| Ƙaramin ɓangare na | development of the human body (en) |
| Bangare na | Ilimin halin dan Adam |
| Karatun ta | child psychology (en) |
| Has characteristic (en) | child development stages (en) |
| Gudanarwan | child development specialist (en) |
| Ci gaban yara | |
|---|---|
| academic discipline (en) | |
| |
| Bayanai | |
| Ƙaramin ɓangare na | development of the human body (en) |
| Bangare na | Ilimin halin dan Adam |
| Karatun ta | child psychology (en) |
| Has characteristic (en) | child development stages (en) |
| Gudanarwan | child development specialist (en) |
Ci gaban yara ya haɗa da canje-canje na halitta, tunani da motsin rai waɗanda ke faruwa a jikin mutum tsakanin haihuwa da ƙarshen ƙuruciya. Yana da - musamman daga haihuwa zuwa shekaru biyar - tushe ga al'umma mai wadata da ɗorewa.
Yaronta yaro ya kasu kashi uku na rayuwa wanda ya hada da ƙuruciya, ƙuruciya ta tsakiya, da ƙuruciyar ƙuruciya (ƙuruciya). Yaron yara yawanci yana daga jariri zuwa shekaru 5. A wannan lokacin, ci gaba yana da mahimmanci, kamar yadda yawancin abubuwan da suka faru a rayuwa ke faruwa a wannan lokacin kamar kalmomi na farko, koyon yawo, da koyon tafiya. Tsakiyar yara / ƙuruciya ko shekaru 5-10 a duniya suna nuna lokaci na musamman tsakanin manyan abubuwan canji na ci gaba.[1] Matasa sau da yawa yakan fara ne a farkon balaga, wanda aka yi alama a matsayin menarche ko spermarche, wanda ke faruwa tsakanin shekaru 10 zuwa 12, kuma ya ƙare bayan ya sami shekarun balaga.[2] Matasa tana da halayyar balaga na jiki, ƙaruwa a cikin ikon ilmantarwa, da fitowar ainihi.[3] Canjin ci gaba na iya faruwa ne sakamakon matakai masu sarrafa kwayar halitta, wanda aka sani da balaga, ko abubuwan muhalli da ilmantarwa, amma galibi ya haɗa da hulɗa tsakanin su biyu.[4] Ci gaba na iya faruwa ne sakamakon yanayin ɗan adam da kuma ikon ɗan adam na koyo daga mahalli.
Akwai ma'anoni daban-daban na lokutan a cikin ci gaban yaro, tunda kowane lokaci yana ci gaba tare da bambance-bambance na mutum game da farawa da ƙare. Wasu lokutan ci gaba da suka shafi shekaru tare da ƙayyadaddun lokutan sun haɗa da: jariri (shekaru 0-2 watanni); jariri (ishekaru 3-11 watanni); jariri makaranta (shekara 1-2); jariri na farko (shekarar 5-8 shekaru); matasa (shekari 9-12 shekaru); da matasa (shekarun 13-19 shekaru).
Iyaye suna taka muhimmiyar rawa a cikin ayyukan yaro, zamantakewa, da ci gaba; samun iyaye da yawa na iya ƙara kwanciyar hankali ga rayuwar yaro sabili da haka ƙarfafa ci gaba mai kyau.[3] Dangantakar iyaye da yaro tare da tushe mai ɗorewa tana haifar da ɗaki ga yaro ya ji da goyon baya da aminci. Wannan yanayin da aka kafa don bayyana motsin rai shine ginin gini wanda ke haifar da yara yadda ya kamata don daidaita motsin rai da haɓaka ci gaban su.[5] Wani abu mai tasiri a ci gaban yara shine ingancin kulawar su. Shirye-shiryen Kula da yara na iya zama masu fa'ida ga ci gaban yara kamar iyawar ilmantarwa da ƙwarewar zamantakewa.[6]
Kyakkyawan ci gaban yara ana ɗaukarsa da mahimmanci ga al'umma kuma yana da mahimmanci a fahimci ci gaban zamantakewa, fahimta, motsin rai, da ilimi na yara. Ƙarin bincike da sha'awa a wannan fagen ya haifar da sababbin ra'ayoyi da dabarun, musamman game da ayyukan da ke inganta ci gaba a cikin tsarin makaranta. Wasu ra'ayoyi suna neman bayyana jerin jihohin da suka hada ci gaban yara.
Ka'idoji
[gyara sashe | gyara masomin]Tsarin muhalli
[gyara sashe | gyara masomin]Har ila yau ana kiranta "ci gaba a cikin mahallin" ko ka'idar "halayyar muhalli ta mutum", ka'idar tsarin muhalli an tsara ta ne ta hanyar Urie Bronfenbrenner. Ya ƙayyade nau'ikan tsarin muhalli guda huɗu, tare da tasirin bi-directional a ciki da tsakanin tsarin; su ne microsystem, mesosystem, exosystem, da macrosystem. Kowane tsarin yana ƙunshe da matsayi, ka'idoji, da dokoki waɗanda zasu iya tsara ci gaba da ƙarfi. Tun lokacin da aka buga shi a 1979, babban sanarwa na Bronfenbrenner game da wannan ka'idar, The Ecology of Human Development, ya sami tasiri sosai a kan hanyar da masu ilimin halayyar dan adam da sauransu ke kusantar nazarin mutane da mahallinsu. A sakamakon wannan ra'ayi mai tasiri game da ci gaba, waɗannan mahalli - daga iyali zuwa tsarin tattalin arziki da siyasa - an kalli su a matsayin wani ɓangare na rayuwar rayuwa daga ƙuruciya har zuwa balaga.
Rashin jin daɗi
[gyara sashe | gyara masomin]Jean Piaget masanin Switzerland ne wanda ya fara karatunsa a ci gaban ilimi a cikin shekarun 1920. Yana sha'awar hanyoyin da dabbobi ke daidaitawa da mahallinsu, an buga labarinsa na farko na kimiyya lokacin da yake dan shekara 10, kuma ya bi Ph.D. a cikin ilimin dabbobi, inda ya zama mai sha'awar ilimin kimiyya. Epistemology ya rabu da falsafar kuma yana hulɗa da asalin ilimi, wanda Piaget ya yi imanin ya fito ne daga Psychology. Bayan tafiya zuwa Paris, ya fara aiki a kan "bincike na farko na hankali" a dakunan gwaje-gwaje na Alfred Binet, wanda ya rinjayi aikinsa sosai. A lokacin wannan gwajin hankali ya fara bunkasa sha'awa mai zurfi game da yadda ilimin yara ke aiki. A sakamakon haka, ya kirkiro nasa dakin gwaje-gwaje, inda ya shafe shekaru yana yin rikodin ci gaban ilimi na yara da ƙoƙarin gano yadda yara ke bunkasa ta hanyar matakai daban-daban na tunani. Wannan ya jagoranci Piaget don bunkasa muhimman matakai huɗu na ci gaban fahimta: matakin sensorimotor (haihuwar zuwa shekaru 2), matakin kafin aiki (shekaru 2 zuwa 7), matakin aiki na kankare (shekara 7 zuwa 12), da kuma matakin aiki na yau da kullun (shekarar 11 zuwa 12, da kuma bayan haka). [7] Piaget ya kammala cewa ana gudanar da daidaitawa ga mahalli (halayyar) ta hanyar tsare-tsare kuma daidaitawa yana faruwa ta hanyar daidaitawa da masauki.[8]
Matakai
[gyara sashe | gyara masomin]A mataki na farko a cikin ka'idar Piaget, jarirai suna da mahimman abubuwan da ke biyowa: hangen nesa, ji, da ƙwarewar motsi. A wannan matakin, ilimin duniya yana da iyaka amma yana ci gaba da bunkasa saboda abubuwan da yaron ya samu da kuma hulɗar da shi. A cewar Piaget, lokacin da jariri ya kai kimanin watanni 7-9 sai ya fara bunkasa abin da ya kira abu na dindindin, ma'ana yaron yanzu yana da ikon fahimtar cewa abubuwa suna ci gaba da wanzuwa ko da ba za a iya ganinsu ba. Misali na wannan zai zama ɓoye kayan wasa da yaron ya fi so a ƙarƙashin bargo, kuma kodayake yaron ba zai iya ganin shi ba har yanzu sun san kallon ƙarƙashin bargo.
A wannan matakin, yara ƙanana suna fara nazarin mahallinsu ta amfani da alamomin tunani, gami da kalmomi da hotuna; yaron zai fara amfani da waɗannan a rayuwarsu ta yau da kullun yayin da suka haɗu da abubuwa daban-daban, abubuwan da suka faru, da yanayi. Koyaya, babban abin da Piaget ya mai da hankali kan wannan mataki, da kuma dalilin da ya sa ya kira shi "preoperational", shi ne cewa yara a wannan lokacin ba sa iya amfani da takamaiman ayyukan fahimta, kamar lissafin tunani. Baya ga alama, yara suna fara shiga cikin wasan kwaikwayo, suna nuna cewa su mutane ne da ba su ba, misali malamai ko manyan jarumawa; wani lokacin suna amfani da kayan ado daban-daban don yin wannan wasan kwaikwayo ya zama gaskiya.[7] Wasu raunana a wannan matakin sune cewa yara da ke kimanin shekaru 3-4 galibi suna nuna abin da ake kira son kai, ma'ana yaron ba zai iya ganin ra'ayin wani ba, kuma suna jin kamar kowane mutum yana fuskantar abubuwan da suka faru da kuma jin daɗinsu. Koyaya, a game da 7, hanyoyin tunani na yara ba su da son kai kuma sun fi fahimta, ma'ana yanzu suna tunani game da yadda wani abu yake, kodayake ba su riga sun yi amfani da tunani mai ma'ana ba.[7]
A wannan matakin, yara tsakanin shekaru 7 zuwa 11 suna amfani da ma'anar da ta dace don haɓaka ayyukan fahimta kuma fara amfani da wannan sabuwar hanyar tunani ga abubuwan da suka faru daban-daban da suka haɗu. Yara a wannan matakin sun haɗa da tunani mai ma'ana, wanda ya haɗa da yanke shawara daga wasu abubuwan lura don yin gaba ɗaya.[9] Ba kamar a matakin kafin aiki ba, yara yanzu zasu iya canzawa da sake tsara hotuna da alamomi na tunani don samar da tunani mai ma'ana, misali na wannan shine "reversibility", inda yaro yanzu ya san juyawa wani aiki ta hanyar yin akasin haka.[7]
Ayyuka na yau da kullun: (a kusa da farkon balaga zuwa tsakiyar / ƙarshen balaga)
Mataki na ƙarshe na Ci gaban fahimta na Piaget ya bayyana yaro kamar yadda yanzu yake da ikon "tunani da hankali da tsari game da ra'ayoyi masu ban mamaki da abubuwan da suka faru". Wasu ƙarfin a wannan lokacin shine cewa yaro ko matashi ya fara samar da asalin su kuma ya fara fahimtar dalilin da ya sa mutane ke nuna halin da suke ciki. Duk da yake wasu raunin sun haɗa da yaro ko matashi da ke bunkasa wasu tunani na son kai, gami da masu sauraro da tatsuniyoyin mutum.[7] Masu sauraro masu tunani shine lokacin da matashi ke jin cewa duniya tana da damuwa da hukunci game da duk abin da matashi yake yi kamar yadda suke; matashi na iya jin kamar suna "a kan mataki" kuma kowa mai sukar ne kuma su ne waɗanda ake sukar su.[7] Labari na mutum shine lokacin da matashi ya ji cewa shi mutum ne na musamman kuma duk abin da suke yi na musamman ne. Suna jin kamar su ne kawai waɗanda suka taɓa fuskantar abin da suke fuskanta kuma ba za a iya cin nasara ba kuma babu wani mummunan abu da zai faru da su, munanan abubuwa ne kawai suka faru da wasu mutane.[7]
Vygotsky, masanin ilimin Rasha, ya gabatar da ka'idar zamantakewa da al'adu game da ci gaban yara. A cikin shekarun 1920s-1930, yayin da Piaget ke haɓaka ka'idarsa, Vygotsky masanin aiki ne kuma a wannan lokacin an ce ka'idonsa "sabon" ne saboda an fassara shi daga Rasha kuma ya fara rinjayar tunanin Yamma. Ya nuna cewa yara suna koyo ta hanyar kwarewa, kamar yadda Piaget ya ba da shawarar. Koyaya, ba kamar Piaget ba, ya yi iƙirarin cewa shiga tsakani da sauri ta hanyar manya lokacin da yaro ke kan iyakar koyon sabon aiki (wanda ake kira Yankin ci gaba mai zurfi) na iya taimaka wa yara su koyi sababbin ayyuka. Wannan dabarar, da ake kira "scaffolding", tana gina sabon ilmi a kan ilimin da yara suka riga sun taimaka wa yaro ya koyi. Misali na wannan na iya zama lokacin da iyaye "ya taimaka" jariri ya buga ko kuma ya mirgine hannayensu zuwa ga rhyme na Pat-a-cake, har sai sun iya buga waƙoƙi kuma sun mirgine hannayen kansu.
Vygotsky ya mai da hankali sosai kan rawar da al'ada ke takawa wajen tantance tsarin ci gaban yaro. Ya jaddada cewa "Kowane aiki a cikin ci gaban al'adun yaro ya bayyana sau biyu: na farko, a matakin zamantakewa, kuma daga baya, a matakin mutum; na farko, tsakanin mutane (interpsychological) sannan a cikin yaro (intrapsychological). Wannan ya shafi daidai ga kulawa ta son rai, ga ƙwaƙwalwar ajiya, da kuma samar da ra'ayoyi. Duk ayyukan da suka fi girma sun samo asali ne a matsayin ainihin dangantaka tsakanin mutane. "[10]
Vygotsky ya ji cewa ci gaba tsari ne, kuma ya ga cewa a lokacin rikici akwai canji mai inganci a cikin aikin tunanin yaro.
Abokan hulɗa
[gyara sashe | gyara masomin]Ka'idar haɗi, wanda ya samo asali ne daga aikin John Bowlby kuma Mary Ainsworth ta haɓaka, ka'idar ilimin halayyar mutum ce, juyin halitta da ka'idar ka'idoji wacce ke ba da bayanin bayani da bayani don fahimtar dangantakar mutum. Abubuwan da Bowlby ya lura sun kai shi ga gaskata cewa kusanci na motsin rai ko "abokan hulɗa" tsakanin jariri da mai kula da su na farko sune muhimmiyar buƙata don samar da "ci gaban zamantakewa da motsin rai na al'ada".
- Amincewa da rashin amincewa (jarya)
- Samun kai da kunya (toddlerhood)
- Ƙaddamarwa vs. laifi (mutumin makaranta)
- Masana'antu vs. ƙasƙanci (matashi)
- Bayyanawa da rikice-rikice na rawar (matasa)
- Tsakanin da keɓewa (matasa)
- Generativity vs. stagnation (tsakanin tsufa)
- Aminci na kai vs. fidda rai (tsufa)
Manazarta
[gyara sashe | gyara masomin]- ↑ Cite error: Invalid
<ref>tag; no text was provided for refs named "Collins_1984". - ↑ "Child Development: Young Teens (12-14 years old)". U.S. Centers for Disease Control and Prevention (CDC). 23 September 2021.
- 1 2 "Parents Can Play Vital Role in Encouraging Children's Active, Healthy Lifestyles" (PDF). U.S. Centers for Disease Control and Prevention. Archived from the original (PDF) on 20 June 2017. Cite error: Invalid
<ref>tag; name ":1" defined multiple times with different content. - ↑ Toga AW, Thompson PM, Sowell ER (March 2006). "Mapping brain maturation". Trends in Neurosciences. 29 (3): 148–159. doi:10.1016/j.tins.2006.01.007. PMC 3113697. PMID 16472876.
- ↑ Morris, Amanda S.; Criss, Michael M.; Silk, Jennifer S.; Houltberg, Benjamin J. (2017). "The Impact of Parenting on Emotion Regulation During Childhood and Adolescence". Child Development Perspectives (in Turanci). 11 (4): 233–238. doi:10.1111/cdep.12238. ISSN 1750-8606.
- ↑ Brundavani V, Murthy SR, Kurpad AV (May 2006). "Estimation of deep-abdominal-adipose-tissue (DAAT) accumulation from simple anthropometric measurements in Indian men and women". European Journal of Clinical Nutrition. 60 (5): 658–666. doi:10.2307/1602366. JSTOR 1602366. PMID 16391572.
- 1 2 3 4 5 6 7 Cite error: Invalid
<ref>tag; no text was provided for refs named "SHAFFER". - ↑ Huitt W, Hummel J (July 2003). "Piaget's theory of cognitive development" (PDF). Educational Psychology Interactive. 3 (2): 1–5.
- ↑ "Deduction & Induction". www.socialresearchmethods.net. Retrieved 2017-01-24.
- ↑ Cite error: Invalid
<ref>tag; no text was provided for refs named "Vygotsky, 1930; Cole, 1978".