scholarly journals PENTINGNYA KETERLIBATAN ORANG TUA DI LEMBAGA PAUD DALAM MENSTIMULASI PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

2021 ◽  
Vol 4 (2) ◽  
pp. 109-115
Author(s):  
Evi Desmariani ◽  
Muzayyanah Muzayyanah ◽  
Jendriadi Jendriadi ◽  
Widdya Rahmalina
Keyword(s):  
Parental Involvement ◽  
Community Service ◽  
Learning Process ◽  
Emotional Development ◽  
School Administration ◽  
Early Age ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Questions And Answers ◽  
At Home

There are still many parents who take their children to go to kindergarten institutions with the aim that their children can learn to read, write, count and be good at (reading) the Koran. Like what happened in Hauriyah Halum Integrated Kindergarten. Since the learning process is implemented, parents only fulfill all the needs of the children requested by the institution for the learning process including completing school administration. After that, the parents are only tasked with taking the child to school in the morning and picking up the child from school after the learning process, and sometimes asking how many stars the child's work got. Parents do not think at all about the child's behavior while at school, such as annoying friends, making noise during the learning process, hitting friends, and saying bad words to friends. This is often conveyed by the teacher every time the child comes home from school with the hope that the parents advise the child while at home. However, every day there is no visible change and even more protracted. For this reason, it is necessary to do counseling on the importance of parental involvement in kindergarten institutions in stimulating children's socio-emotional development from an early age. Therefore, it is necessary to carry out community service in the form of counseling. The extension method is in the form of lectures and questions and answers. This community service aims to ensure that teachers always involve parents in educating children, especially in stimulating children's social-emotional development from an early age. So that children can follow the learning process and behave well to teachers and friends while they are at school. As a result of this community service, it is hoped that all parents can train themselves or get used to behaving well in front of children at all times while at home as teachers have been accustomed to while the child is in school.

scholarly journals Perkembangan Sosial Emosional Anak Usia Dini di Pondok Pesantren Tahfidz Hidayatul Muta’allimin

2020 ◽  
Vol 3 (2) ◽  
pp. 179-193
Author(s):  
M Arif Khoiruddin ◽  
Susiati Alwy
Keyword(s):  
Emotional Development ◽  
Boarding School ◽  
Psychological Problem ◽  
Early Age ◽  
Data Sampling ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Boarding House

Parent plays an important role in children social and emotional development. Most of the parents lay the students education and taking care of the Islamic boarding school from an early age. Children who live in the boarding have a demanding schedule from memorizing, studying and Islamic practices continually in a long period. This could lead the children to a psychological problem. This research is aimed to know the psychology condition of the children who lived in a boarding house since early age troubled in social and emotional development. The research design and approach is descriptive qualitative. The research setting is Hidayatul Muta'alimin Islamic boarding School Gurah Kabupaten Kediri. Most of the students are children and the advanced program is tahfidz Al-Qur'an. The data sampling is the interview, observation, and some school documents. The research finding shows that no serious psychological problem for children. The social-emotional development of the children is also fine. It is caused by a friendly environment for the children and a free hand of playing on the spare time makes them away from feeling lonely, bored and they are also cheerful although live away from their parents. Moreover, the school management gives an example of how to interact socially to the students in the boarding school.

scholarly journals COLOURED STICK: TEACHING WITH A COMPREHENSIVE GAME FOR IMPROVING CHILDREN’S SOCIAL-EMOTIONAL ABILITY IN KINDERGARTEN

2019 ◽  
Vol 5 (1) ◽  
pp. 59-65
Author(s):  
Sri Tatminingsih
Keyword(s):  
Learning Process ◽  
Emotional Development ◽  
Social Life ◽  
Educational Games ◽  
Large Trial ◽  
Trial Group ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Emotional Ability

The emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that are developed by combining three types of games, namely constructive games, educational games, and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development.  The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and kindergarten students.  The results of both the trial groups were seen from the difference between initial and final assessments. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has a differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.

scholarly journals Emotional Social Development of 4 years old Children in Pandemic Time (COVID-19)

2021 ◽  
Vol 2 ◽  
pp. 5-12
Author(s):  
Dewi Ratih Rapisa ◽  
Hayatun Thaibah
Keyword(s):  
Data Collection ◽  
Social Development ◽  
Emotional Development ◽  
Research Method ◽  
Early Age ◽  
Social Emotional Development ◽  
Research Subjects ◽  
Social Emotional ◽  
Group Activities ◽  
The Social

Not every child can successfully pass tasks in social-emotional development at an early age, so that various obstacles can occur. Educators and parents should understand children’s development by providing guidance, especially during a pandemic, which requires children to study at home. The research objective was to determine the social-emotional development of children aged four years during the pandemic (Covid 19). This research method is quantitative. The place of research was conducted in PAUD Terpadu Tarbiyatul Athfal, East Banjarmasin. The research subjects were 15 children aged four years—data collection techniques using closed questionnaires and observation. The results showed that the aspects of interaction with peers were equal to 100%. Friendly learning aspect and intense interaction aspect equivalent to 93.3%. Friendly part and starting to be more adaptable, equivalent to 33.3%. Elements of showing an attitude of cooperation, participation, group activities, and playing dramas are equal to 40%. This indicates that during the pandemic (Covid 19), interaction with peers was classified as very good even though there were still children whose development period was unknown.

scholarly journals KORELASI ANTARA PENGGUNAAN GADGET DI RUMAH DENGAN PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI DI PAUD DELLIA CREATIVE SCHOOL

2020 ◽  
Vol 3 (1) ◽  
pp. 52-63
Author(s):  
Try Yuniata Damayati ◽  
Agus Zainal ◽  
Suardi Jasma
Keyword(s):  
Key Words ◽  
Error Rate ◽  
Emotional Development ◽  
New Technology ◽  
Statistical Test ◽  
Quantitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Definition Of ◽  
At Home

Innovation of the latest technology with better capabilities and latest features that have the purpose or function to be more practical and useful or gadget. As it grows, the definition of gadget is growing into a wider anyway. Many people assume that smartphone is a gadget. There is also a thought that the computer or laptop with new technology is gadget. The purpose of this study was to determine the correlation between the used of gadget at home with social emotional development of children aged 3-5 years in PAUD Dellia Creative School. This research used a correlational study with quantitative approach. Samples were taken by using purposive sampling as many as 37 respondents.The instrument used in this study was a questionnaire, by using indirectly questionnaires. The statistical test by using the formula of product moment correlation, with an error rate (?) = 0.05.  The research results get the value of tcount is 1.26 and ttableis 1.6905. Value of correlation between the used of gadget with social emotional development of children aged 3-5 years is 0.21, which means the correlation is very low. The conclusion of this research that there is no significant correlation between the used of gadget at home with social emotional development of children aged 3-5 years in PAUD Dellia Creative School. Key words: Correlation, The used of gadget, Social Emotional Development of Children.    

scholarly journals Perkembangan Aspek Sosial-Emosional dan Kegiatan Pembelajaran yang Sesuai untuk Anak Usia 4-6 Tahun

2018 ◽  
Author(s):  
Ina Maria ◽  
Eka Rizki Amalia
Keyword(s):  
Emotional Development ◽  
Golden Age ◽  
Learning Activities ◽  
Early Age ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Library Research ◽  
The Future ◽  
Emotional Aspects ◽  
Children's Development

Social-emotional development is one of the most important developmental aspects for every child because it is one of the determinants of his success in the future. Early age is a golden age for every aspect of development, including social-emotional aspects. Therefore, the process of children’s development must always be considered in order to run optimally. This is a library research with the purpose to explain; 1) the theory of social-emotional development, 2) the characteristics of social-emotional development of children aged 4-6 years, 3) resilience in children, and 4) learning activities suitable for children aged 4-6 years in optimizing their social-emotional development. Explanation of the four main topics discussed above will greatly help parents and teachers in understanding and improving children's social-emotional abilities.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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