Analysis of child development based on development psychological theory

Journal of Education and Learning (EduLearn)
Vol. 18, No. 3, August 2024, pp. 1091~1098
ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i3.21769  1091
Journal homepage: http://edulearn.intelektual.org
Analysis of child development based on development
psychological theory
Romi Fajar Tanjung1
, Sigit Dwi Sucipto1
, Khadijah Lubis1
, Yuni Dwi Suryani2
, Minarsi Minarsi1
1
Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Palembang, Palembang, Indonesia
2
Department of Early Childhood Education, Faculty of Teacher Training and Education, Universitas Palembang, Palembang, Indonesia
Article Info ABSTRACT
Article history:
Received Jan 20, 2024
Revised Feb 9, 2024
Accepted Feb 21, 2024
Children are unique humans and experience varied development even
though they are of the same gene or the same sex but grow and develop
according to their respective characteristics. Of course, this condition also
demands adjustments in providing appropriate and varied stimuli and
responses. This study aims to observe the growth and development of
children to explore the growth and development of children and see the
reactions generated by children if given a specific stimulus. This research
method uses longitudinal case studies. The respondents of this study were
three children. The study found that children's cognitive, psychosocial and
moral development can be developed by conditioning the child and the
child's environment. Children's health and a conducive environment play an
essential role in determining children's growth and development. Maternal
health and parental cooperation also determine the growth and development
of the child.
Keywords:
Child development
Childhood
Education
Parenting
Psychology theory
This is an open access article under the CC BY-SA license.
Corresponding Author:
Romi Fajar Tanjung
Department of Guidance and Counseling, Faculty of Teacher Training and Education
Universitas Palembang
St. Tanjung Bubuk, Bukit Baru, Palembang, Indonesia
Email: romifajarr@gmail.com
1. INTRODUCTION
Child development is a journey full of mystery and uniqueness. How children develop their identity,
skills, personality, and knowledge over time has been the subject of in-depth study in the world of
developmental psychology [1]–[3]. Understanding child development through analysis of developmental
psychology theories provides in-depth insight into how classical views and modern approaches shape our
understanding of critical phases in a child's life. Developmental psychology theories such as Freud, Piaget,
Erikson, and Kohlberg will be the main focus point in this analysis. Sigmund Freud, with psychosexual
theory in shaping a person's personality. With his cognitive theory, Jean Piaget explored how children
understand the world around them. Erik Erikson discusses the concepts of identity and social development.
Meanwhile, Lawrence Kohlberg focused his research on moral development [4]. Each theory has its own
explicit analytical focus. Understanding each theory will help us see how children pass through the stages of
development. When explaining about children, the question that arises is not only how children develop but
also what is very important is how children complete developmental tasks well and can get through times of
crisis optimally [5]; what is a good process for accompanying children's development, how to respond to
children at their developmental stages [6].
This article will also analyse essential concepts, such as moral, emotional, and cognitive
development. How children understand moral values, manage emotions, and develop cognitively will be the

 ISSN: 2089-9823
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focal point of analysis, thereby increasing our understanding of essential aspects of children's development.
The involvement of technology in children's daily lives will also be a point that cannot be ignored. How
interactions with digital devices affect children's cognitive and social development [7], [8]. Then, in research
studies that cannot be separated from looking at child development, it has been explained that cognitive and
psychosocial development is influenced by brain development and the nerves in the body [9]. For example,
the brain will receive information, process the data and provide instructions to respond. Apart from that, the
role of parents or child caregivers in children's development is also an important aspect that will be explored
in this article. Children have their own physical development, unique personalities, talents and interests; this
diversity condition can help design parenting or mentoring approaches that are more adaptive and inclusive
of children [10], [11]. By seeing children as unique individuals influenced by various factors, we can build a
stronger foundation for creating an environment that supports or facilitates their optimal holistic
development.
It is also essential to consider the child's development as a whole (physical, mental, and
environmental). This means that a child's development at one stage can form the basis for or influence the
next stage of development [12]. Analysis of these theories seeks to explore the transition from one phase to
another. Many studies also link how important a child's brain development is to success in various cognitive,
psychosocial and moral aspects of children [13]–[16]. Then, exploring aspects of continuity in child
development can provide valuable insight for parents, educators and psychologists in developing integrated
approach strategies. The analysis of this study explores all dimensions. It invites readers to reflect on how
developmental psychology theories in childhood can be integrated into daily practice, both in the context of
formal education and informal care [17]. The main aim of this study is to provide a solid foundation for
parents, caregivers, educators, or adults to help children grow and develop optimally, preparing them to face
the complexity of an ever-changing world. This study aims to provide insight into the role of family, school
and community in supporting children's development. The extent to which upbringing and environment play
a role in shaping children's cognitive, psychosocial and moral aspects. Then, how to provide good care and
create an environment that supports positive and healthy development for children in this modern era.
2. METHOD
The research methodology uses a longitudinal case study. This longitudinal case study approach
provides researchers with the opportunity to observe changes in respondents over a long research period and
in the broader context. The respondents were three children: one girl and two boys. The first child was a girl
born in April 2020, the second child was a boy born in May 2021, and the third child was a boy born in June
2022. This research was carried out over three years and eight months (April 2020 to December 2023).
Frequent data collection throughout the study period to monitor children's development, understand changes,
and identify influencing factors. Data analysis will be carried out continuously during the research to identify
findings during the respondent's observation period. The data analysis stages use three stages: i) reducing
data, ii) presenting data, and iii) drawing conclusions [18].
3. RESULTS AND DISCUSSION
3.1. Children's cognitive development
The study found that children who received sufficient breast milk and reached two years of age had
optimal cognitive development compared to children who received breast milk for a short time or less than
one year. Of course, this cognitive development will impact children's responses to information, attitudes and
behaviour. The results of this study found that children who received breast milk for longer showed low
levels of aggressiveness, high self-control and quickly understood the language stimuli presented (at the age
of 1.5 years, psychosocial and moral aspects could already be developed because they were able to
understand the stimuli presented). Then, children who receive breast milk for a short time tend to have highly
aggressive behaviour and low self-control. Even though formula milk is given, it does not contribute to
reducing aggressiveness and increasing self-control. The results of this study found that when a mother is
pregnant, her child automatically no longer wants to breastfeed even though the mother's breast milk is still
there. The scientific field of health or medicine may explain this. Therefore, mothers need to maintain their
health and space their pregnancies. Maintaining pregnancy spacing aims to provide sufficient breast milk for
children up to two years. Then, mothers need to maintain their health and the food they consume to produce
adequate and nutritious breast milk for their children. Parents should pay attention to their health and the food
they consume during pregnancy because the initial development of a child's brain begins in the womb.
This study found that boys' cognitive development is slower than girls', or it could also be said that
women's sensitivity instincts develop more quickly than men's. Six-month-old girls already have a sensitivity

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or understanding of the language being spoken; of course, this is instinctive because this is also supported by
the fact that girls have faster development than boys. For example, if we invite girls to a discussion by
saying, "son, don't cry; mother is resting or sick," they respond by not crying or reducing the sound of crying.
But boys are difficult to talk to; they keep calling until they get what they want. Judging from gender,
children's character has been developed since birth; for example, girls are easily sensitive to emotions and
have sensitive feelings, meaning that their affectionate attitudes have been developed since birth so that they
can understand or respond to their parents' language when they are 6 months old, have fussy nature, likes to
cry and asks for parental warmth during infancy, meaning likes to ask to be held or for more attention. Boys
have very high egos, and their leadership skills are already developed, such as not wanting to be controlled,
liking to impose their will, not fussy, and rarely crying during infancy. This means that since they were
babies, their respective natures have developed according to their gender, so it is the parent's duty to maintain
and grow that potential to develop properly and correctly. This means that if they produce according to their
respective natures, this will minimise the occurrence of conflict at the developmental stage until adulthood.
3.2. Psychosocial development of children
3.2.1. Psychosocial formation due to the environmental conditions of younger siblings who have older
siblings with an age difference of 1 year
The younger sibling is growing towards the age of 1 year, and the older sibling is increasing towards
the age of 2 years. The second child, who is one year apart from the first child (his older sibling), is more
susceptible to having a tough character due to the influence of interactions with his older sibling, who does
not want to share with his younger sibling and takes objects that belong to his younger sibling by force.
Therefore, strict parental assistance and control are needed so that when an older sibling wants to act
aggressively, the parents are immediately present to control the older sibling's desire to be bold and correctly
train them to get what they want. Children usually act with their limited ego and cognitive abilities, giving
rise to spontaneous behaviour. The weakness of parents is that they are not always able to control and be near
their children because they also have to carry out other duties as wives and husbands. To improve the adverse
treatment a younger sibling receives from their older sibling, parents can give sufficient attention to the
second child, ask the first child to show what the more youthful sibling asks for or divert the younger
sibling's attention to things he or she enjoys so that the younger sibling is immediately happy again.
3.2.2. Psychosocial formation exercises of the child
To improve the psychosocial behaviour of an older sibling towards their younger sibling, parents
can ask the older sibling to give what the more youthful sibling asks for and say, "don't you feel sorry for
seeing your younger sibling cry?" This condition will build good social interactions with his younger sibling
and feel his younger sibling's sadness. The realisation of children having good social interactions according
to what parents want, if parents are correct in training or providing stimulus to children when they seize
objects held by their younger siblings. Example of stimulus: siblings are invited to talk by saying, "give that
toy to little sis. Isn't it sad for you to see your little sister crying?" this aims to build positive emotions in the
child by showing his little brother crying due to his attitude and behaviour. With this stimulus, it is hoped that
older siblings will feel their younger sibling's sadness and voluntarily give their more youthful siblings toys.
However, suppose parents scold or forcefully take objects that older siblings have snatched from their
younger siblings. In that case, parents are indirectly training their children to be aggressive, and that will
become a model for older siblings in responding to problems.
3.2.3. Psychosocial formation of the third child with an age difference of 1 year from the second child
The psychosocial formation of the third child is better than that of the second child. The third child
will have a more balanced environment than the second child. This balance is achieved because the third
child has an older sibling who is already three years old and has had optimal cognitive development so that
he can love his younger sibling. The existence of the first child (first sibling) will make the third child receive
enough love, even though he sometimes feels negative attitudes from the second child (second sibling). The
presence of the first child will be a balance between the younger siblings because older siblings always play
with their younger siblings. Of course, the first child must be well-formed to have the right attitude in
responding to his younger siblings.
3.2.4. The role of parents in the psychosocial formation of children
A description of the condition of children born close to one year apart in age needs close support
and mentoring because if they are allowed to interact without conditioning from parents, the children's
character will be formed in an unhealthy way because they interact with each other with their own egos, does
not have the correct example in responding to his younger sibling or older sibling. For example, when a child
has a dispute over an object, we have to understand which child we can discuss with, so we focus the

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discussion on that child so that the child is willing to give in and then give a reward if he wants to give in.
When the child has no one to discuss with, we choose to be a little firm with the older child because his
cognitive development is more developed than that of his younger sibling. When he can do what we want,
then reward him or give him more attention to cover up his sadness. If there is a dispute between boys and
girls, girls will be easier to compromise than boys. Then, for example, if a child hits a younger sibling or a
younger sibling hits an older sibling, then immediately train the child in the correct attitude and behaviour by
taking the child's hand and then saying, "love little sibling, the younger sibling is crying, while stroking your
older sibling's hand on their younger sibling's cheek or their younger sibling's head and train them to hug
their younger sibling." By practising like that, we train the behaviour that should be done to younger siblings
and teach older siblings to have empathy when they see their more youthful siblings crying. Children have
been taught that when an older sibling snatches an object held by their younger sibling and the younger
sibling cries when parents say, the younger sibling is crying, the older sibling will immediately return the
object that was snatched from their younger sibling.
If a parent accidentally scolds a child, then correct the condition as soon as possible, for example, by
hugging the child, rubbing his head or apologising to the child. This means that we, as parents, are not
allowed to be angry with our children. Parents are allowed to be firm with their children. The difference
between anger and a healthy attitude is: i) anger will give rise to attitudes and behaviour that will not be
controlled and will be prone to causing excessive physical and psychological harm to the child and will leave
the child in sadness and without educational value, and ii) an assertive attitude is a condition that is
conditioned to stimulate the child to the desired condition, controlled attitudes and behaviour and consciously
and has a goal that is expected to do this so that if the desired condition is achieved, the child is given a
reward such as giving a gift or giving more affection at that time such as giving "hugs and kisses" and
positive words such as "father's son is smart and good".
The conditions seen and felt by the child will become a model for the child and shape the child's
character. Therefore, it creates favourable conditions and helps children obtain a positive environment
because they adopt directly what they see and feel. Hence, parents are responsible for facilitating a healthy
environment for children. How can we blame individuals who don't understand anything and are unable to
think abstractly parents must be able to evaluate "why is my child like this?" and “what should I do to
improve my child?”. If you want to have children close together, what is suitable for the mother's health and
the child's development is two years apart. Because children are two years old, their cognitive development
has developed enough to be invited to discuss or compromise to interact positively with their younger
siblings. Having children one year apart will require more attention and close assistance and drain quite a lot
of energy from parents so that the child can grow and develop well in terms of cognitive, psychosocial and
moral aspects. Of the child, so in this condition, the cooperation of both parents is essential. If parents do not
support each other in caring for or educating children, it is feared that the children will have tough characters
and the mother's stress level will increase.
Good child development can be realised if there is cooperation from parents. Parents, as humans,
must also feel tired from activities, so parents must complement each other so that the feeling of tiredness does
not affect the child. Husbands must help their wives with their work when they have free time and vice versa.
Then parents should not conflict with each other in their behaviour towards their children; for example, when a
father is strict with his child, he must support the father's attitude, not defend the child who has made a mistake.
Parents must have the same perceptions, attitudes and behaviour in caring for and educating children.
3.3. Children's moral development
Children's morals can be formed by environmental conditioning, but good cognitive development is
also needed to process the stimuli given. This study has taught us that if a child asks for something, we say
wait a moment; this conditioning means that not everything that is asked for will always be available or
obtained immediately; sometimes, we must be patient to get something. In this case, children are trained to be
patient. Benefits for parents: sometimes parents need time to realise or grant their child's wishes, so, with
habits that have been introduced, when the child asks for something, and the parents are busy doing
something, the parents can say, "wait a moment, child". Under the conditions that have been trained, the child
will answer, "yes, mother". But suppose we do not condition training like that. When one day the parents
cannot immediately fulfil the child's wishes, the child will respond by crying, screaming and being hysterical
until his wishes are realised.
This condition is challenging to train in boys because boys have higher egos than girls. One of these
causes is also influenced by the cognitive development of boys, which develops more slowly than girls. For
treatment or behavioural conditioning requiring understanding or parents can invite discussion, boys are 2.5
years and over. Boys under 2.5 years old can be challenging to discuss with or complex to the condition due
to their high egos and slow-developing cognition.

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If boys don't get what they want, they will respond by crying, screaming and being hysterical until
they get what they want. With these conditions, parents need to be sensitive to the environment around their
children. For example, if there are dangerous objects that attract the child's attention, then remove these
objects from the child as soon as possible. If parents are strict, don't let anyone else laugh because the child's
cognitive will, of course, process it; if my parents are like that, then just laugh at it so the phenomenon shows
the condition that when parents reprimand or act sternly towards their children, their children think it is a
joke. Then children should not be invited to joke too much because when we are firm, children don't care.
The child phase is where everything seen and felt is severe, which is the condition. Therefore, it is necessary
to build favourable conditions in the family environment to develop children's cognitive, psychosocial and
moral qualities. This exercise needs to be practised continuously until the child gets used to it and controls
his attitudes and behaviour, even though this process still predominantly uses instinct.
3.4. The process of cognitive, psychosocial and moral formation of the child
This study emphasises the need for consistency and continuity in early childhood care and
education, both in terms of child development over time and within the framework of the childcare and
education system. This study shows that it is essential to pay attention to maternal health and food
consumption to produce good brain development during pregnancy. Brain development will contribute to
children's cognitive development. Cognitive development contributes to children's psychosocial and moral
development. The process flow to realise children's cognitive, psychosocial and moral development develops
optimally, as shown in Figure 1. Figure 1 explains that support from a husband or surrounding family is
needed to support pregnant women so that pregnant women are physically and psychologically healthy. The
mother's physical and mental health will contribute to smooth breastfeeding and the mother's love for her
child. Children who receive sufficient breast milk and love from their mothers will have their biological and
psychological needs met. These favourable conditions will contribute to the development of the child's brain.
A brain that develops optimally will influence children's cognitive abilities. Optimal cognitive development
will enable the child to receive and process information well, so conditioning the child and the environment
will be easy for the child. The conditioning of children and the environment carried out by parents or
caregivers will be easily understood and absorbed by children, thereby contributing to the child's
psychosocial and moral aspects.
The family is a natural place and starting place for children's growth and development [19]. When
they are children, they spend a lot of time with their family, see a lot of attitudes and behaviour in the family,
get a lot of responses from the family, and interact a lot with the family. Therefore, it is the family
environment or surrounding environment that shapes the child's attitudes, behaviour and morals. Thus, the
formation of a child's character is formed from absorbing the values in their living environment. Therefore,
parents must understand this and provide a healthy environment for children to grow and develop or modify
the surrounding environment to shape the child's character into a good one. For example, always smile at
children and exemplify good attitudes in front of children; if there are relatives or older siblings who like to
make jokes to children, don't let them make jokes that make children whine, sad or cry because this will train
them to like it. Whine, be sad or cry later. Of course, things like that need to be paid attention to because
childhood is a critical period, and children don't have the cognitive ability to differentiate between a joke and
a serious one. Everything they see and all the stimuli they receive will become the child's character in the
next development phase.
Figure 1. Flow of the cognitive, psychosocial and moral formation process of children

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The findings of this research explain that the involvement of developmental psychology theories in
educational approaches not only provides an in-depth view of the child's development process but also opens
up opportunities to increase learning effectiveness. The integration of Piaget's theory shows that teaching that
considers children's cognitive development stages can improve their abilities to understand concepts and
reasoning. According to Erikson's theory, support provided according to the stages of social and emotional
identity forms a solid basis for helping children manage emotions and create positive social relationships.
Research shows that maintaining a baby's development can begin during pregnancy. Research results found
that parents who have unhealthy lifestyles and often consume foods that contain lots of chemicals will hurt
fetal development and, at birth, will result in impaired cognitive and behavioural development [20], [21].
Cognitive development is related to brain development. Brain development begins in the womb
[22]–[24]. Research findings show that brain development has the function of processing emotional and
social information, such as providing meaning when receiving social stimulation and understanding emotions
and desires. Engaging in social interactions [25], [26]. Research findings explain that each child has their
own character in responding to the stimuli they see and feel [27]. In this study, the research sample was three
children from the same parents: one girl and two boys, all three of whom had their own characteristics when
given the same intervention. Two boys of the same gender also have their own characteristics in responding
to the intervention given. These conditions are caused by various factors, such as the child's level of cognitive
development, the child's health, the care received by the child, the child's environment and so on. A mother's
knowledge about child development greatly determines child development [28].
Then, it is essential to pay attention to children's health from an early age because it will impact the
child's mental development. Research findings explain that during childhood, nerves are more vulnerable and
easily damaged by toxic chemicals than adults [29]. Thus, parents need to provide nutritious food and avoid
instant foods, which, of course, contain many chemical ingredients that will impact the child's physical
development. Then, children who have depressed parents, are economically tricky, are often neglected or
abused, witness constant conflict, are in an orphanage or experience other chronic stress, which will result in
children's neurocognitive and mental disorders [30]–[33]. Other research finds that a problematic
environment inhibits children's development [34]. Unhealthy conditions received by children not only hurt
biological development but can also reduce the body's immunity, disrupt the development of autonomic
reactivity so that they are easily stressed or depressed, and experience disorders of thinking, learning and
memory [35], [36].
4. CONCLUSION
From the results of this study, it can be concluded that the application of developmental psychology
theories can provide insight and knowledge of children's development and can be used as a guide in
providing child care. Integrating these theories into educational approaches significantly positively impacts
various aspects of development, from cognitive abilities to social and emotional identity and moral children.
The child's mental, psychosocial and moral development can be developed by conditioning the child and his
environment. Children's health and environment need to be a significant concern because they can affect
children's biological growth; biological growth disorders will result in psychological disorders, memory,
thinking, learning and other soft skill mastery. Then, the growth and development of children begin from the
womb, so parents can provide suitable stimuli to realise optimal growth and development of children. Basic
service programs or family counselling can be delivered to increase parents' insight and knowledge in caring
for children and increase cooperation between both parents in caring for children.
ACKNOWLEDGEMENTS
The author would like to thank Sriwijaya University for the support and facilities that ensured the
success of this research. Then, thank you to the families who have agreed to be the subjects of this research.
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BIOGRAPHIES OF AUTHORS
Romi Fajar Tanjung is a lecturer of Guidance and Counseling, Faculty of Teacher
Training and Education, Universitas Palembang, Palembang, Indonesia. Research focus:
guidance and counselling, Islamic counselling, psychology, Islamic psychology, and education.
He can be contacted at email: romifajarr@gmail.com.
Sigit Dwi Sucipto is a lecturer of Guidance and Counseling, Faculty of Teacher
guidance and counselling, psychology, and education. He can be contacted at email:
sigitdwis@unsri.ac.id.
Khadijah Lubis is a lecturer of Guidance and Counseling, Faculty of Teacher
guidance and counselling, psychology, and education. She can be contacted at email:
khadijahlubis93@fkip.unsri.ac.id.
Yuni Dwi Suryani is a lecturer of Early Childhood Education at the Faculty of
Teacher Training and Education, Universitas Palembang, Palembang, Indonesia. Research focus:
early childhood education, psychology, and education. She can be contacted at email:
yunidwisuryani@fkip.unsri.ac.id.
Minarsi Minarsi is a lecturer of Guidance and Counseling, Faculty of Teacher
guidance and counselling, psychology, and education. She can be contacted at email:
minarsi@fkip.unsri.ac.id.

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