This paper is focused on the holistic approach and techniques ........

Child development consist of three aspects, they are cognitive, affective, and psycomotoric. On this study, child development is also influenced by kindergarten?s studying and playing room interior. This study is aimed to evaluate the correlation between theory and the implementation of interior elements of studying and playing room in TK Negeri Pembina Malang, and analyze the effects of interior elements toward kindergarten students? cognitive, affective, and psycomotoric. The results of this study show that the implementations of interior elements on the studying and playing room of TK Negeri Pembina Malang are appropriate with the theory and guidance of Departemen Pendidikan Nasional (Depdiknas). The interior elements on studying and playing rooms have effects toward kindergarten students? cognitive (creativities), affective (pleasures), and also psycomotoric (activities). Abstract in Bahasa Indonesia : Perkembangan anak meliputi tiga aspek, yaitu kognitif, afektif, dan psikomotorik. Perkembangan anak juga dipengaruhi oleh lingkungan (interior) ruang belajar dan bermain di taman kanak-kanak (TK). Penelitian ini bertujuan untuk mengevaluasi kesesuaian antara teori dengan penerapan elemen-elemen interior ruang belajar dan bermain di TK Negeri Pembina Malang, serta menganalisa pengaruh elemen-elemen interior tersebut terhadap kognitif, afektif, dan psikomotorik anak didiknya. Hasil penelitian ini menunjukkan bahwa penerapan elemen-elemen interior ruang belajar dan bermain di TK Negeri Pembina Malang sesuai dengan teori maupun pedoman Departemen Pendidikan Nasional (Depdiknas). Elemen-elemen interior ruang belajar dan bermain berpengaruh terhadap kognitif (kreativitas), afektif (rasa senang), dan psikomotorik (aktivitas) anak didik. Kata kunci : interior ruang belajar dan bermain, kognitif, afektif, dan psikomotorik.

This paper is focused on the holistic approach and techniques applied in Syntax class. The students are assisted to learn not only the form but also the practical application, "from Syntax to Syntaxing", adopting Larsen-Freeman?s term "from Grammar to Grammaring" (2003). Viewed from the students? written evaluation, the varied kinds of learning activities and care attending to the affective aspect of the students seem to have worked well.