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"[ABSTRAKTesis ini membahas persepsi orang tua dalam Pendidikan Seks dan Penanaman Nilai-nilai Islam kepada anak sesuai tinjauan Psikologi Perkembangan Islami serta peran mereka dalam menjalankannya. Jenis penelitian ini adalah kualitatif dengan desain deskriptif. Penelitian ini menunjukkan hasil bahwa orang tua memiliki persepsi yang positif dalam melihat Pendidikan Seks dan Penanaman Nilai-nilai Islami sesuai tinjaun Psikologi Perkembangan Islami, dan orang tua sudah sangat berperan aktif dalam menjalankannya. Penelitian ini menyarankan agar bisa menjadi modul sosialisasi pendidikan bagi keluarga dan orang tua dalam upaya mencegah seks bebas pada anak sedari dini.

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ABSTRACTThis thesis discusses the perceptions of parents in Instilling Sex Education and Islamic values to children according to a review of Islamic Development Psychology as well as their role in applying it. This is a qualitative research with descriptive design. This study shows that parents have a positive perception in viewing the Sex Education Introduction and Islamic values corresponding to the Overview in Islamic Developmental Psychology, and the parents have a very active role in implementing. This study suggests the possibility of the socialization of educational modules for families and parents in an effort to prevent promiscuity in children early on., This thesis discusses the perceptions of parents in Instilling Sex Education and Islamic values to children according to a review of Islamic Development Psychology as well as their role in applying it. This is a qualitative research with descriptive design. This study shows that parents have a positive perception in viewing the Sex Education Introduction and Islamic values corresponding to the Overview in Islamic Developmental Psychology, and the parents have a very active role in implementing. This study suggests the possibility of the socialization of educational modules for families and parents in an effort to prevent promiscuity in children early on.]"

"This book investigates whether the former articulations accepted by the early childhood canon regarding definitions of quality, models of relationship outside the home, and peer relations in the child care context are accurate and relevant within the increasingly racially, linguistically, and ethnically diverse society of the United States. The contributing authors discuss the central questions from diverse perspectives and the totality challenge assumptions about long-standing notions pertaining to early care and education. Carollee Howes provides the theoretical framework for this volume in which child care is a cultural community unto itself and responsive teaching is the hallmark of quality in early care and education settings. Dr. Howes is scholarship in early childhood attachment relationships in preschool settings in the United States, peer relations, and child care quality influenced policy, advocacy, and research in early education. The remaining chapters, written by her former students or professional colleagues, provide analyses and discussion of previous research and/or present summaries of original work that contribute to our current understandings regarding the function of early education within the diverse context of the United States. Three central themes are highlighted by the chapters: Child care is an inequitable system divided by race/ethnicity and class; responsive teaching must be culturally responsive; and professionalization of the field is sorely needed for teachers to teach effectively and for early care and education programs to fulfill the promise of equity in education."

"Why do some individuals commit violent offenses while others restrict themselves to nonviolent crime? Most people probably assume that criminologists know a great deal about the causes of violent offending. It might surprise them to know that there is little consensus about what distinguishes violent offenders from those who commit less serious crime. Further, most criminological theory and research applies mainly to lesser criminal offenses and most of the work published in developmental psychology applies best to general conduct problems, not necessarily physical aggression. The purpose of this book is to narrowly delineate the causes of violence and physical aggression as they contrast with the causes of other forms of antisocial behavior. In each substantive chapter, we select one potential cause of violence (attachment insecurity, parental rejection, low intelligence, school problems, child abuse, poverty, community disorder, and substance use) and assess the state of published evidence related to its ability to differentially predict violent behavior. To that end, we conducted extensive literature searches to unearth all existing relevant empirical work, published in English, for each topic. While the book is first and foremost a scholarly contribution to the fields of developmental psychology and criminology, the early chapters introducing the problem, discussing the development of violent behavior, and reviewing the sociological views of violence and motivation, will make it suitable for use as a text for an advanced course on violence or as a secondary text in an introductory criminology course."

"The volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. "

"Only humans learn concepts like atom, integer, and democracy. But by all appearances, these abstract ideas are not present in the initial human state when babies are born. Other concepts like object, cause, or agent may be present early in infancy, if not innately. This volume explores the controversial science of human conceptual development, a traditional battleground for debates surrounding human nature. Are humans born good and tainted by an imperfect world? Or do we need to teach children to be moral? Could a concept like freedom be woven into the human soul, or is it a historical invention, constructed over generations of humans? What does it mean for a concept to be innate? Or for a concept to change? Are humans fundamentally different from other animals in how we think and reason about the world? The growing science of conceptual development seeks to explore these issues by targeting two specific questions: (1) Which human concepts constitute innate, core, knowledge? and (2) How do humans acquire new concepts, and how do these concepts change in development? This volume, written almost exclusively by developmental psychologists, documents key advances in case studies that address these questions, including ground-breaking science on language, moral reasoning, causal explanation, and human representations of objects, number, events, color, space, time, and other minds."