UNIT 1
UNIT 2
UNIT 3
UNIT 4
UNIT 5
UNIT 6
UNIT 7
UNIT 8
Senin, 25 Oktober 2010
PHONETIC OF "PSYCHOLOGY AT A GLANCE"
sajkɑlədʒi æt ə glæns
sajkɑ́lədʒi stə́diz ðə æktɪ́vətiz ə́v ɪ̀ndəvɪ́dʒəwəl. ðə sájəns ə́v hjúmən bəhévjərz ɪ́z ǽktʃəwəli ə grúp ə́v sájənsəz. ɑ́n wə́n sájd wí fájnd sajkɑ́lədʒi ɪ̀nvɛ́stəgètɪŋ ðə ɔ́rgənz ǽnd sɛ́lz ðǽt dú ðə wə́rk ə́v ɔ́rgənɪ̀zəm, ǽnd grúps ə́v mǽnkájnd. ðɛ́r ɪ́z rúm fɔ́r mɪ́dəl sájəns ðǽt ʃǽl fókəs ɪ́ts ətɛ́nʃən ɑ́n ðə ɪ̀ndəvɪ́dʒəwəl. ðǽt mɪ́dəl sájəns ɪ́z sajkɑ́lədʒi. sajkɑ́lədʒi stə́diz ðə ɪ̀ndəvɪ́dʒəwəl æktɪvətiz θrú- áwt hɪ́z spǽn ə́v lájf, frə́m ðə bɪgɪ́nɪŋ bəfɔ́r bə́rθ, ə́p θrú ðə ɛ́nd ə́v lájf. dʊ́rɪŋ ðɪ́s lájf hɪ́stəri, ðə mǽn rəménz ðə sém ɪ̀ndəvɪ́dʒəwəl, ɒ̀lðó hɪ́z bəhévjər ʃóz kɑ̀ntənúəti əlɒ́ŋ wɪθ mɛ́ni tʃéndʒəz.
sajkɑ́lədʒi kəmpɛ́rz tʃɪ́ldrən ǽnd ədə́lts, ðə nɔ́rməl ǽnd ðə æbnɔ́rməl ǽnd ðə hjúmən ǽnd ðə ǽnəməl. ɪ́t ɪ́z ɪ́ntrəstəd ɪn ðə dɪ́fərənsəz bətwín wə́n ɪ̀ndəvɪ́dʒəwəl ǽnd ənə́ðər, ǽnd stɪ́l mɔ́r ɪ́ntrəstəd, ɪ́f pɑ́səbəl, ɪn ðə dʒɛ́nərəl lɒ́z ə́v æktɪ́vəti ɪ̀nklúdɪŋ ɪvɛ́nt ə́v vɛ́ri dɪ́fərənt ɪ̀ndəvɪ́dʒəwəl- lɒ́z, fɔ́r ɪgzǽmpəl, ə́v gróθ, lə́rnɪŋ, θɪ́ŋkəŋ ǽnd ɪ̀móʃən. sajkɑ́lədʒi kǽn bí dəfájnd ǽz ðə sájəns ə́v ðə ɪ̀ndəvɪ́dʒəwəl æktɪ́vətiz.
ðə wə́rd æktɪ́vəti ɪ́z júzd hɪ́r ɪn ə brɒ́d sɛ́ns. ɪ́t ɪ̀nklúdz nɑ́t ónli mótər æktɪ́vətiz lájk wɒ́kɪŋ ǽnd spíkɪŋ bə́t ɒ́lso kɑ́gnətɪv ( nɑ́lədʒ- gɛ́tɪŋ) æktɪ́vətiz lájk síɪŋ, hɪ́rɪŋ, rəmɛ́mbərɪŋ, θɪ́ŋkəŋ, ǽnd ə́ðər ɪ̀móʃənəl æktɪ́vətiz lájk lǽfɪŋ ǽnd krájɪŋ, ɔ́r fílɪŋ hǽpi ɔ́r sǽd. ðíz lǽst mé sím pǽsɪv, bɪkɒ́z ðé ɑ́r æktɪ́vətiz, fɔ́r ðé dəpɛ́nd ɑ́n ðə lájf ə́v ðə ɔ́rgənɪ̀zəm. ɛ́ni mæ̀nəfɛstéʃən ə́v lájf kǽn bí kɒ́ld ǽn æktɪ́vəti. nó mǽtər háw pǽsɪv ǽn ɪ̀ndəvɪ́dʒəwəl mé sím tú hɪ̀msɛ́lf ɪn wɑ́tʃɪŋ ə gém ɔ́r lɪ́sənɪŋ tú mjúzɪk, hí ɪ́z rɪ́li kǽriɪŋ ɑ́n ǽn æktɪ́vəti. ðə ónli wé tú bí kəmplítli ɪn ǽktɪv ɪ́z tú bí dɛ́d.
PSYCHOLOGY AT A GLANCE
Psychology studies the activities of individual. The science of human behaviors is actually a group of sciences. On one side we find psychology investigating the organs and cells that do the work of the organism, and the other side we see the social sciences studying nations and groups of mankind. There is room for a middle science that shall focus is attention on the individual. That middle science is psychology. Psychology studies the individual's activities through-out his span of life, from the beginning before birth, up through the end of life. During this life history, the Man remains the same individual, although his behavior shows continuity along whit many changes. Psychology compares children and adults, the normal and the abnormal and the human and the animal. It is interested in the differences between one individual and another , and still more interested, if possible, in the general laws of activity including event of very different individuals-laws, for example, of growth, learning, thinking and emotion. Psychology can be defined as the science of the individual's activities.
The word "activity" is used here in a broad sense.It includes not only motor activities like walking and speaking but also cognitive (knowledge-getting) activities like seeing , hearing, remembering, thinking, and other emotional activities like laughing and crying, or feeling happy or sad. These last may seem passive, because they are activities, for they depend on the life of the organism. Any manifestation of life can be called an activity. No matter how passive an individual may seem to himself in watching a game or listening to music, he is really carrying on an activity. The only way to be completely in active is to be dead.TRANSLATION :
Psikologi mempelajari kegiatan individu. Ilmu mengenai perilaku manusia sesungguhnya adalah sekelompok ilmu. Di satu sisi psikologi menyelidiki tentang organ dan sel-sel yang melakukan pekerjaan organisme, dan sisi lain kita melihat ilmu-ilmu sosial yang mempelajari bangsa dan kelompok umat manusia. Di tengah-tengah ilmu tersebut memfokuskan perhatiannya pada individu. Psikologi adalah kegiatan penelitian individu melalui rentang hidupnya, dari awal sebelum kelahiran, sampai sampai akhir kehidupan. Selama rentang hidupnya, Manusia tetap merupakan individu yang sama, meskipun perilakunya menunjukkan kontinuitas bersama dengan banyak perubahan. Psikologi membandingkan anak-anak dan orang dewasa, yang normal dan abnormal dan manusia dan hewan. Hal ini tertarik pada perbedaan antara satu individu dan lainnya, dan hal menarik lainnya, jika mungkin, dalam hukum umum kegiatan termasuk acara yang sangat berbeda dengan hukum individu, misalnya, pertumbuhan, belajar, berpikir dan emosi. Psikologi dapat didefinisikan sebagai ilmu dari kegiatan individu.
Kata "kegiatan" digunakan dalam arti yang luas meliputi tidak hanya kegiatan motorik seperti berjalan dan berbicara, tetapi juga kegiatan kognitif (pengetahuan) kegiatan seperti melihat, mendengar, mengingat, berpikir, dan kegiatan emosi lain seperti tertawa dan menangis, atau merasa senang atau sedih. Akhir-akhir ini mungkin tampak pasif, karena mereka adalah aktivitas, karena mereka bergantung pada kehidupan organisme. Setiap manifestasi kehidupan dapat disebut suatu kegiatan. Tidak peduli seberapa pasif seseorang mungkin tampak untuk dirinya sendiri dalam menonton permainan atau mendengarkan musik, ia benar-benar menjalankan suatu kegiatan. Satu-satunya cara untuk benar-benar tidak aktif adalah mati.
COMPLEX SENTENCES
1. The Students are studying because they have a test tomorrow
S V S V O
2. Juan and Maria went to the movies after they finished studying.
S V O S V
3. Although he eat a really big dinner, now he wants to eat cake for dessert
S V O
4. If the news arrive on time. It will be miraculous.
S V S V O
5. I was scared, but I didn't run away
S V S V O
SIMPLE SENTENCES
1. Eddy plays basketball every friday
S V O
2. Juan and Arturo play football
S V O
3. Cindy study English everyday
S V O
4. I go to school by bus
S V O
5. She wash the clothes
S V O
Kamis, 21 Oktober 2010
Reading Teaching Your Baby (Glenn Doman Method)
Reading is one of the highest functions of the human brain. Reading is the most important functions in life and can say that all learning is based on reading ability. Children can read a word when they were one year old, a sentence when it was two years old, and a book when it was three years old and they love it.
In 1961, a team composed of world experts, doctors, specialists, reading, brain surgeons and psychologists conduct research on "How to develop children's brains?".
The results also obtain, apparently brain-injured child can read well at three years of age or younger. It is clear that there is something wrong with what is happening, in healthy children, if at this age can not be read.
Research on the Brain Child
For the brain does not make any difference whether he 'sees' or 'hear' something. The brain can understand them better. What is needed is a voice that is strong enough and clear enough to hear the ear, and the word was large enough and clear enough to see the eye so the brain can interpret. If the ears receive sound stimuli, either a word or a verbal message, the message is described hearing a series of electrochemical impulses and transmitted to the brain that can be seen to have been prepared and translated into words that can be understood.
Similarly, if the eyes see a word or written messages. This visual message described a series of electrochemical impulses and transmitted to the brain that can not be seen, to be rearranged and understood. Both lines of sight and hearing alike point to the brain where the message is interpreted by the brain the same process.
Two factors are very important in teaching children:
1. Parents' attitudes and approaches
Terms importantly, that between parent and child should have a fun approach, because learning to read is a very good game.
Learning is:
- Gift, not sentence
- Play the most exciting, is not working
- Having fun, not bothered
- It's an honor, not opprobrium
2. Limiting the time to do this game so really short. Stop this game before the children themselves want to stop it.
Suitable material:
a. materials made of a rather stiff white paper (poster board)
b. used words that were written with a large marker
c. writings must be neat and clear, simple and consistent model of letter
Stages of teaching:
FIRST STAGE: (a difference of vision)
Teach your child to read begins using only fifteen words. If your child has to learn 15 words, he was ready to step into the vocabulary of other words.
1. Carton size: height 15 cm, length 60 cm
2. Font size, height 12.5 cm and width 10 cm, and each letter is approximately 1.25 cm
3. Red letters
4. Use small letters (no capital letters)
5. Make just 15 words, eg: MOM (UMMI / MAMA / LADY), father (ABI / PAPA / DAD)
6. The 15 first words must consist of words that best-known and closest to the environment are the names of family members, pets, favorite foods, or something considered important to be known by the child.
First Day
Use the side of a house where at least there are things that can distract both his hearing and eyesight. For example, do not have radio that sound.
1. Show card bearing MOM / DAD or the other
2. Not until he can reach
3. Say clearly 'this reading MOTHER / FATHER'
4. Do not explain anything
5. Let him see it no more than 1 second
6. Show four other cards in the same way
7. Do not ask children to repeat what you say
8. After the word to-five, hug, kiss with a warm and show your affection in a way that strikingly
9. Repeat three times with a distance of at least 1.5 hours
Second Day
1. Repeat the basic lessons the first day three times
2. Add five new words which must be shown three times during the second day. So there are six lessons
3. Do not forget to show your pride
4. Do not do a test, not time!
Third Day
1. Do it like a day-to-2
2. Add five new words like the second day so that the nine lessons
Fourth day, fifth, sixth repeat like a third day without adding new words.
Seventh Day
Give children the opportunity to show its progress:
1. Choose a favorite word
2. Show premises clear to him and say 'This what? "
3. Count silently to ten, If your kids say, make sure you are happy and show your fun If your child does not provide answers or wrong, tell with joy what the word sounds, and continue the lesson.
SECOND STAGE: (the words themselves)
We start teaching children to read by using the words 'self' because the child was initially studied his own body.
1. Carton size 12.5 high and 60 cm long
2. Font size 10 cm height and 7.5 cm wide with a distance of 1 cm
3. Font and color as the first stage
4. Create 20 words about himself, for example: hand foot eye teeth knee belly finger nails
tongue cheek chest chin ear elbow thigh neck hair nose lips thumbs
5. Of the three groups of five words each word in its early stages, each taking one long word and add it with a new word in the second stage
6. Of the 20 new words in the second stage, take 10 words and made two of each group said five words
7. So now you have:
- Three groups of words from the first stage which has added new words
- Two groups of new words from the second stage
- Total of five groups of words = 25 words
8. Do it like the first stage
9. After five days instead of one word from each group with a new word, so that children learn five new words.
10. After that every day instead of one long word from each group of data with a new word. Thus every day the children learn five new words each one in every
group of words, and five long words are taken each day.
TIPS:
1. Try not to have two words that begin with the same sequence, for example, 'tongue' with 'knee'
2. Children age 6 months can be taught. Do exactly the same way if you teach him to speak
3. Remember, reading is not talking
4. Efforts to teach babies to read can read can accelerate speech and expand vocabulary.
THIRD STAGE: (the words 'home')
Until this point, both parent and child must make the game read this with pleasure and great interest. Remember that you're instilling love of learning in your child, and this love will continue to grow throughout their lives. Make this game with joy and gusto.
1. Carton size 7.5 cm high and 30 cm long
2. Font size 5 cm in height and 3.5 cm wide with a distance closer
3. Font and color as the second stage stage
4. Consists of the names of things around the children and more than two
syllable, eg: chairs, tables, walls, lights, doors, staircases,
windows, etc.
5. Use the second phase with each day adding
Five new words from the stage into three
6. After a noun, enter the word belongs to, for example: the dishes, glasses,
hats, shirts, orange, pants, shoes, etc..
7. After that enter your deeds, for example: sitting,
standing, laughing, jumping, reading, etc.
8. On stage he said deeds, to make it more attractive, while
indicates the word is, you practice with a katakana 'Mother
jump ',' brother jump ', etc.
STAGE FOUR:
1. Card size 4 cm high and 20 cm long
2. Font size 5 cm
3. Lowercase letters, black color
4. Show me word for word like the previous stage and then combine such
'This' and the word 'ball' to 'this ball'.
5. Do some words several times each day.
FIFTH STAGE: (arrangement of words in sentences)
1. Chose a simple book with the following requirements:
Treasury says no more than 150 words Number of words in a page no more than 15-20 words
High letters not less than 5 mm
As much as possible the text and images separately.
Look for approaching these requirements
2. Copy the existing words of each page into one card about the size of an A4 paper. Black letters, size of letters 2.5 cm high. Number of cards 'arrangement of the words' equal to the number of pages of books. Card must be the same size although the number of words is not the same. Now you already have cards with words that exist in each page of the book gets read child. Punch a hole through the side of the cards to be bound into a book whose content the same but bigger.
3. Read out the card after the card slowly, so that children learn sentence by sentence.
4. Read it with an expression in accordance with a sentence reading.
5. Do it regularly, at least five cards 3 times during 5 days.
6. When I read the card on other days, the old card should be repeated. After finishing the cards read, keep beurutan in a folder or dibinding deperti books.
7. At the time you finish a book, give a diploma who signed the mother, who stated that on this day, this date, at the age of many children, have finished reading this book.
SIXTH STAGE: (the word order in sentences)
At this stage, the child is ready to read the book the truth, because he's already done that two times. Differences in font sizes from 5 cm (Stage 4), 2.5 cm (Stage 5) and 5 mm (Stage 6 is) is very meaningful, especially for very young children, because it also means you help to mature and improve the sense of vision.
The Key to Success :
1. Do not dull boy
2. Do not force children
3. Do not tense
4. Do not teach the alphabet first
5. Cheer up
6. Create a new way
7. Answer all the questions children
8. Give reading a quality book
For the brain does not make any difference whether he 'sees' or 'hear' something. The brain can understand them better. What is needed is a voice that is strong enough and clear enough to hear the ear, and the word was large enough and clear enough to see the eye so the brain can interpret. If the ears receive sound stimuli, either a word or a verbal message, the message is described hearing a series of electrochemical impulses and transmitted to the brain that can be seen to have been prepared and translated into words that can be understood.
Similarly, if the eyes see a word or written messages. This visual message described a series of electrochemical impulses and transmitted to the brain that can not be seen, to be rearranged and understood. Both lines of sight and hearing alike point to the brain where the message is interpreted by the brain the same process.
Two factors are very important in teaching children:
1. Parents' attitudes and approaches
Terms importantly, that between parent and child should have a fun approach, because learning to read is a very good game.
Learning is:
- Gift, not sentence
- Play the most exciting, is not working
- Having fun, not bothered
- It's an honor, not opprobrium
2. Limiting the time to do this game so really short. Stop this game before the children themselves want to stop it.
Suitable material:
a. materials made of a rather stiff white paper (poster board)
b. used words that were written with a large marker
c. writings must be neat and clear, simple and consistent model of letter
Stages of teaching:
FIRST STAGE: (a difference of vision)
Teach your child to read begins using only fifteen words. If your child has to learn 15 words, he was ready to step into the vocabulary of other words.
1. Carton size: height 15 cm, length 60 cm
2. Font size, height 12.5 cm and width 10 cm, and each letter is approximately 1.25 cm
3. Red letters
4. Use small letters (no capital letters)
5. Make just 15 words, eg: MOM (UMMI / MAMA / LADY), father (ABI / PAPA / DAD)
6. The 15 first words must consist of words that best-known and closest to the environment are the names of family members, pets, favorite foods, or something considered important to be known by the child.
First Day
Use the side of a house where at least there are things that can distract both his hearing and eyesight. For example, do not have radio that sound.
1. Show card bearing MOM / DAD or the other
2. Not until he can reach
3. Say clearly 'this reading MOTHER / FATHER'
4. Do not explain anything
5. Let him see it no more than 1 second
6. Show four other cards in the same way
7. Do not ask children to repeat what you say
8. After the word to-five, hug, kiss with a warm and show your affection in a way that strikingly
9. Repeat three times with a distance of at least 1.5 hours
Second Day
1. Repeat the basic lessons the first day three times
2. Add five new words which must be shown three times during the second day. So there are six lessons
3. Do not forget to show your pride
4. Do not do a test, not time!
Third Day
1. Do it like a day-to-2
2. Add five new words like the second day so that the nine lessons
Fourth day, fifth, sixth repeat like a third day without adding new words.
Seventh Day
Give children the opportunity to show its progress:
1. Choose a favorite word
2. Show premises clear to him and say 'This what? "
3. Count silently to ten, If your kids say, make sure you are happy and show your fun If your child does not provide answers or wrong, tell with joy what the word sounds, and continue the lesson.
SECOND STAGE: (the words themselves)
We start teaching children to read by using the words 'self' because the child was initially studied his own body.
1. Carton size 12.5 high and 60 cm long
2. Font size 10 cm height and 7.5 cm wide with a distance of 1 cm
3. Font and color as the first stage
4. Create 20 words about himself, for example: hand foot eye teeth knee belly finger nails
tongue cheek chest chin ear elbow thigh neck hair nose lips thumbs
5. Of the three groups of five words each word in its early stages, each taking one long word and add it with a new word in the second stage
6. Of the 20 new words in the second stage, take 10 words and made two of each group said five words
7. So now you have:
- Three groups of words from the first stage which has added new words
- Two groups of new words from the second stage
- Total of five groups of words = 25 words
8. Do it like the first stage
9. After five days instead of one word from each group with a new word, so that children learn five new words.
10. After that every day instead of one long word from each group of data with a new word. Thus every day the children learn five new words each one in every
group of words, and five long words are taken each day.
TIPS:
1. Try not to have two words that begin with the same sequence, for example, 'tongue' with 'knee'
2. Children age 6 months can be taught. Do exactly the same way if you teach him to speak
3. Remember, reading is not talking
4. Efforts to teach babies to read can read can accelerate speech and expand vocabulary.
THIRD STAGE: (the words 'home')
Until this point, both parent and child must make the game read this with pleasure and great interest. Remember that you're instilling love of learning in your child, and this love will continue to grow throughout their lives. Make this game with joy and gusto.
1. Carton size 7.5 cm high and 30 cm long
2. Font size 5 cm in height and 3.5 cm wide with a distance closer
3. Font and color as the second stage stage
4. Consists of the names of things around the children and more than two
syllable, eg: chairs, tables, walls, lights, doors, staircases,
windows, etc.
5. Use the second phase with each day adding
Five new words from the stage into three
6. After a noun, enter the word belongs to, for example: the dishes, glasses,
hats, shirts, orange, pants, shoes, etc..
7. After that enter your deeds, for example: sitting,
standing, laughing, jumping, reading, etc.
8. On stage he said deeds, to make it more attractive, while
indicates the word is, you practice with a katakana 'Mother
jump ',' brother jump ', etc.
STAGE FOUR:
1. Card size 4 cm high and 20 cm long
2. Font size 5 cm
3. Lowercase letters, black color
4. Show me word for word like the previous stage and then combine such
'This' and the word 'ball' to 'this ball'.
5. Do some words several times each day.
FIFTH STAGE: (arrangement of words in sentences)
1. Chose a simple book with the following requirements:
Treasury says no more than 150 words Number of words in a page no more than 15-20 words
High letters not less than 5 mm
As much as possible the text and images separately.
Look for approaching these requirements
2. Copy the existing words of each page into one card about the size of an A4 paper. Black letters, size of letters 2.5 cm high. Number of cards 'arrangement of the words' equal to the number of pages of books. Card must be the same size although the number of words is not the same. Now you already have cards with words that exist in each page of the book gets read child. Punch a hole through the side of the cards to be bound into a book whose content the same but bigger.
3. Read out the card after the card slowly, so that children learn sentence by sentence.
4. Read it with an expression in accordance with a sentence reading.
5. Do it regularly, at least five cards 3 times during 5 days.
6. When I read the card on other days, the old card should be repeated. After finishing the cards read, keep beurutan in a folder or dibinding deperti books.
7. At the time you finish a book, give a diploma who signed the mother, who stated that on this day, this date, at the age of many children, have finished reading this book.
SIXTH STAGE: (the word order in sentences)
At this stage, the child is ready to read the book the truth, because he's already done that two times. Differences in font sizes from 5 cm (Stage 4), 2.5 cm (Stage 5) and 5 mm (Stage 6 is) is very meaningful, especially for very young children, because it also means you help to mature and improve the sense of vision.
The Key to Success :
1. Do not dull boy
2. Do not force children
3. Do not tense
4. Do not teach the alphabet first
5. Cheer up
6. Create a new way
7. Answer all the questions children
8. Give reading a quality book
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