Psychomotor Development of Children Aged 1-5 Years

Understanding Development
Development (development) is increasing the ability (skills) in the structure and function of the body that is more complex in a pattern of regular and predictable, as a result of the maturation process (Ngastiah, cit Hartiningsih, 2007). Tasks that must pass child development, namely:
1) Task motor skills development that is experienced by children with learning skills. Child motor skills such as hand skills such as feeding himself, dressing himself, bathing himself, and others.
2) In obtaining the progress of speech, the child has a need and a strong urge to learn to speak. This is due to learn to speak is a main means of socialization to gain proficiency.
3) The development of emotions, where emotions are prominent in pre-school age children is anger, fear, jealousy, envy, joy, sadness, compassion and others.
4) Socialization of the pre-school is also called the group, laid the basis for socialization in improving relationships between children and their peers.


5) The development of the concept (understanding)
Is an increase in intellectual ability, especially the ability to think and see the relationship (Hurlock, cit Hartiningsih, 2007).
Basic needs of children broadly grouped into three namely:
1) The need care (physical, biomedical)
Care needs include the need for nutrition and health protection. Efforts to meet these needs include the provision of food appropriate to their age and environmental improvement, monitoring of child health and immunization in addition to improving the health status of her own.
2) The need compassion (emotions)
The meaning of compassion is a close bond, harmony and harmony between mother and child in the form of emotional needs and love saying. According to Abdullah Nashih Ulwan, the disposition of each parent in his heart will grow feelings of love towards children and will grow well as other psychological feeling, a feeling of fatherhood and motherhood to nurture, love, love and attention to children. If such psychological feelings did not exist, surely the human species will disappear from the earth's surface. Both parents will not wait to keep their children, will not be willing to care for and educate, not to pay attention to issues and interests of children.
3) The need sharpening (stimulation).
While the definition teaser (need for stimulation) is providing stimulation to the child (whether intentional, conscious, or not) will be a learning process, education and training in children. This stimulation should be given as early as possible. At the age of children under five living pattern is playing. Therefore, the stimulation should be playing in the toddler play and informal manner. Stimulating play for the development of psychosocial functioning such as creativity and independence. In the teaser, in addition to-use tool that is instructive games and creative (stale), verbal stimulation or verbal communication with the child also has an important role and should be given as early as possible. This will help the development of language skills of children and will support formal education in the future. Mental stimulation also plays a role in sharpening that serves the needs for the development of religious (religious), and moral ethics.
The three basic needs of children are highly influenced the development of psikomotornya. Environment of children who are expected to provide basic needs earlier in the day-to-day life is realized by the ambiance of child care

Aspects of child development

1) Cognitive Development
In the aspect koginitif, child development appears on its ability to receive, process, and understand the information that reached him (http://makalahdanskripsi.blogspot.com).
2) Development of Emotion
Progress on this aspect involves the ability of children to love, feel good, brave, happy, scared, and angry, as well as other forms of emotion. In this aspect, children are very influenced by the interaction with parents and the people around him.
Emotions are developing will be in accordance with the receipt of emotional impulse. For example, if a child is getting an outpouring of affection, they will learn to love (http://makalahdanskripsi.blogspot.com).
3) Psychomotor Development
Psychomotor development is development control physical movement through the central nerve, nerves, and muscles are coordinated. The combination of biological, psychosocial, cognitive, creative, spiritual and social acceptance for a period of children aged 1-5 years to guide the child with a familiar, full of love but also firmly so that children do not get confused, know the needs of children, children learn self-reliance (http:// makalahdanskripsi.blogspot.com).
Psychomotor development of children aged 1-5 years include:
a) Motor Development of Children
Motor development of children is the development of mastery of the muscles associated with the development of the movement, in which the motor development of children is divided into 2 types namely:
(1) The development of fine motor skills to assess a child in coordinating eye and both hands like the Block, menjimpit raisins, scrawling.
(2) gross motor development is to assess the ability of children such as roads, jumping and so forth (http://www.tabloidnakita.com).
The development of gross motor and fine motor skills of children aged 1-2 years.
In the development of children aged 1 year gross motor skills children are able to walk one hand held, slid well, to try to stand for a moment, to try the first step alone, to sit from a standing position without assistance. The development of fine motor skills to remove the box into the cup, trying to build 2 blocks of the tower but failed, attempt to insert items into the narrow neck of the bottle, but failed, to reverse the pages of books, many at a time (Wong, 2008).
The development of children aged 15 months, the gross motor development of children to walk without assistance, climb stairs, kneel without support, unable to walk around the corner or stop suddenly, without losing balance, choose a standing position without support, not to throw the ball without falling. In fine motor development of children has been able to release the items in the narrow neck of the bottle, scribbling spontaneously, using a cup with a good, spontaneously dropping objects onto the floor, build towers of 2 boxes (Wong, 2008).
At 18 months, gross motor development of children able to walk and run upright, sitting alone in a chair, throw the ball from one hand to another without falling. The development of fine motor skills children are able to build a tower of three to four boxes, flipping pages in a book two or three pieces at once, set the spoon without play, in drawing a suitable artificial (Wong, 2008).
At the age of 2 years of gross motor development of children are able to go up and down stairs alone, with two feet on each step, standing with a well-balanced with wide steps, catch the object without falling down, kicking the ball without balance disorders. The development of fine motor skills children are able to build a tower with six to seven boxes, arrange two or more box-like cart, flipping pages of books one at a time, in drawing, imitate, vertical and circular pressure, rang the doorbell, open the latch (Wong, 2008).
The development of gross motor and fine motor preschool children
The development of children at the age of 30 months on the development of gross motor, represented by the ability to stand on one foot for 1-5 seconds, hopping on one foot, walking heel to toe, exploring, making all fours, and walked with assistance. The development of fine motor skills begin to have the ability to wiggle your toes, draw 2 or 3 parts, choose a longer line and waved his hand, using his hands to play, placing objects inside the container, feed themselves, drink from a cup with assistance, using a spoon with help , eating with fingers, making graffiti on paper (Aziz, 2005), box build eight towers, drawing, imitate the vertical line, horizontal to make two or more lines intersect (Wong, 2004).
At the age of 3 years of gross motor development of children capable of riding a tricycle, jump from the basic steps, stand on one leg for several seconds, up the stairs a few kai alternately, to keep down by using two legs, long jump, trying to dance remains inadequate balance , long jump. The development of fine motor skills children are able to build a tower of 9 or 10 boxes, build a bridge with 3 boxes, correctly insert the seeds in narrow-necked bottle, can draw a circle mimic, hybrid, calling what has been described, making a circle with a face (Wong , 2004).
At the age of 4 years of gross motor development of children are able to jump and jump, catch the ball properly, throwing the ball turns, walking down the stairs with alternating feet. The development of fine motor skills to use scissors to cut pictures very well follow the line, to install but can not tie shoe laces, in drawing to copy a box shape, tracing the line, adding three parts in the picture the finger, (Wong, 2004).
The development of children aged 5 years, gross motor development leap and jump on the feet alternately, throw and catch the ball well, jumping up, play vignette with a good development, walking backwards with the heel and toes, jumping at a height of 12 inches, and rests on toes, balancing on your toes alternately with eyes closed. Fine motor development of children able to tie shoe laces, using scissors, a simple tool or a pencil with a very good, in drawing, imitate the image, print a few letters, numbers or words such as word call (Wong, 2004).
b) Development of Language and Speech
The development of language and speech is the ability to respond to the sound, follow orders and speak spontaneously. When children use motor skills, they also increase their ability to communicate ideas with others through language. By Donna L Wong (2008) The main characteristics of language and speech development of children aged 1-5 years are:
Language development of children age 1 year that is to say two to three words with meaning and imitate animal sounds. And development of speech, ignoring almost all final consonants and some initial consonants, replacing the consonant "m", "w", "p", "b", "k", "g", "n", "t", "d ", and" h "with the sounds of the more difficult.
In children aged 2 years of language development are capable of using two or three-word phrases, has a vocabulary of about 300 words, and use "I", "I", "you". The development of speech using consonant with "m", "w", "p", "b", "k", "g", "n", "t", "d", and "h" with vowels.
In children aged 3 years, language development said four to five word sentences, has a vocabulary of about 900 words, using "who", "what", and "where" in asking questions, using compound words, pronouns, and prepositions . In the speech development master "b", "t", "d", "k", and "g"; sound "r" and "l" may still not clear, ignore or add the "w".
At the age of 4-5 years of language development has a vocabulary of 1500 words to 2100 words, able to use the forms correctly gramatik like past sentence from the words "yesterday", use complete sentences with nouns, verbs, prepositions, adjectives, word information, and liaison. The development of speech is able to master the "f" and "v", may still not clear "r", "l", "s", "z", "ch", "y", and "th".
c) Social development / social personal
Social development is an aspect related to the ability of independent, sociable and interacting with the environment. Loree (1970:86) cite the opinion with Home & Home (1958) explains further that socialization is a process in which individuals (especially children) to train her sensitivity to social stimuli, especially the pressures and demands of life (kelornpoknya); learn to get along with and behave like other people to behave in the socio-cultural environment.
For example, the ability of children to greet and play with their peers. Playing drawing, storytelling is an effective treatment strategy for preschoolers ages 3 years and older

Monitoring Child Psychomotor Development

Monitoring psychomotor development of children is important to know early so that irregularities prevention efforts, and efforts to stimulate healing and recovery efforts in child health services. The effort was conducted in accordance with the age of the child's development so as to achieve optimal conditions. Monitoring psychomotor development of children can be centered health-care centers, neighborhood health center, school or home environment.
Things that can affect psychomotor development, among others:
a. The existence of an appropriate stimulus with the stimulus child
b. Parents or caregivers in providing the stimulus
c. Through exercises that right, makes the child will be more skilled (Gamayanti, cit Prasetyawati, 2007).
Detection of child development for psychomotor tests using the Denver Developmental Screening Test II (DDST II), which is one test skrening methods are often used to assess the child's development from age 1 month to 6 years. The development being assessed include the development of personal social, fine motor, gross motor, and language in children. DDST II is one of the psychomotor tests are often used diklinik or hospitals for the development of the child.
Interpretation of the assessment of the Denver II:
a. Advance past the principal in full right from the age (passed in less than 25% of children at a greater age of the child).
b. OK: passed, failed or refused to be cut by a line between the ages of 25 and 75th percentile.
c. Causion: principal fails or refuses to be cut based on age lines above or between the 75th percentile and the 90th.
d. Delay: failed on a subject as a whole towards the left of the old, old-line leftist rejection can also be regarded as a late, for reasons to reject may be ktidakmampuan to perform certain tasks.
Interpretation of test
a. Normal: no delay and a maximum of one caution.
b. Suspect: one or more delay and / or 2 or more stout vigilance.
c. Untestable: rejection on one or more principal with left complete line of age or more than one principal cut points based on age lines in the area of ​​75% to 95%.
Recommendations for referral testing or untestable suspect
a. Repeated screening at 1 to 2 weeks to rule out temporary factors.
b. When this re-screening is suspect or untestable using clinical assessments based on the following, vigilance and delay figures, the rate of growth in the past, examination and clinical history, the availability of referral sources.

UNDERSTANDING atresia ani

Atresia comes from the Greek, a meaning that does not exist, tresis means nutrition or food. In medical terms atresia itself is the absence of normal weight or closing of holes or tubular organ in congenital called clausura.
In other words there is no hole in its proper place or perforated appendix tract or body cavity, this can occur because of congenital or occur later due to disease process on the channel. Atresia can occur in all channels of the body, such as atresia ani. So atresia ani is a form of congenital abnormality in which there is no anal opening, especially in infants, which clogged the rectum lies above the levator sling, also known by the term "AGNESIS rectum. "
Atresia ani have another name that is imperforate anus or anorectal malformations. If atresia ani occurs it is almost always require surgery to create channels like the normal state according to Ladd and Gross (1966) imperforate anus in 4 groups, namely:
1. Stenosis of the lower rectum or the anus (first type)
2. Persistent anal membrane (Second Type)
3. Imperforate anus and rectum are dead-end tip is located at various distances from the peritoneum (Type Three)
4. Separate anus with the tip of the rectum (Type Four)

Cause Factors atresia

Atresia may be caused by several factors, among others:
1. Rupture of the upper digestive tract by rectal area so baby born without anus
2. The failure of growth in the womb when the baby was 12 weeks / 3 months
3. Disruption or cessation of development in the area embriologik colon, rectum and the distal tract urogenitalis, which occurred between the fourth to sixth week of gestation.
4. Incident + 1: 4000-5000
5. In closed are associated with other congenital devidasi such as: heart disease, esophageal atresia, spinal malformations, hydronephrosis, low birth weight.