scholarly journals Does the Intensity of Gadget Use Impact Social and Emotional Development of Children aged 48-72 Months?

2021 ◽  
Vol 7 (2) ◽  
pp. 135-144
Author(s):  
Nabila Ilma Nisa Rukmana ◽  
Nur Ainy Fardana ◽  
Linda Dewanti ◽  
Farah Mujtaba
Keyword(s):  
Emotional Development ◽  
High Intensity ◽  
Sampling Technique ◽  
P Value ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Social

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

scholarly journals Perkembangan Emosi dan Sosial Pada Anak Usia Dini

2013 ◽  
Vol 18 (3) ◽  
pp. 423-438
Author(s):  
Novi Mulyani
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Human Development ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Complex Process ◽  
The Social

Abstract Human development is a complex process, which can be divided into four major domains, namely the physical, intellectual (including cognitive and language), as well as emotional and social (including moral development). In this paper the author will learn about the social and emotional development in early childhood. Social-emotional development of children is the sensitivity to understand other people’s feelings when interacting in everyday life. Social-emotional development is true can not be separated from each other. When discussing the social development of children it must intersect with the emotional development of children. Keywords: developmental, social, emotional, child.

scholarly journals The Analysis Of Social And Emotional Development Of Mentally Disabled Children (Mild) On Grade 2 Of Muhammadiyah Banguntapan Primary School Yogyakarta

2020 ◽  
Vol 11 (2) ◽  
pp. 264-279
Author(s):  
Muhammad Shaleh Assingkily ◽  
Munganatul Khoeriyah ◽  
Khamim Zarkasih Putro
Keyword(s):  
Primary School ◽  
Emotional Development ◽  
Disabled Children ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Mentally Disabled ◽  
Social And Emotional ◽  
The Social ◽  
Self Development

Every child is unique, including a mentally disabled child. The potential for self-development in academic, social, and workability becomes a necessity for mild mentally disabled children. This study aims to analyze the social and emotional development of mild mentally disabled children in grade 2 of Muhammadiyah Banguntapan Primary School Yogyakarta, or usually called SD Muhammadiyah Banguntapan Yogyakarta. Two formulations of the problems of this research are (1) how the social-emotional development of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta in the classroom and outside the classroom and (2) how the teacher's efforts in developing the child's social-emotional development. The research data were obtained through a qualitative approach with observation, interviews, and analysis of document studies of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta. From this study, the results were obtained that the social-emotional development of mentally disabled children in the class was achieved in the form of caring, interactive, and displaying an attitude of confidence, while what was not achieved in the form of participation, communication, and teamwork abilities. Whereas outside the classroom, the attainment is in the form of empathy and what is not achieved in the form of solitude and self-ness (ego) and has not been able to control emotions when socializing. The efforts made by teachers in developing children's social-emotional attitudes, namely: asking children to apologize and admit their own mistakes, motivating, "bluffing", advising children, setting seating, and trying to help children.

scholarly journals PENGARUH PENDIDIKAN ANAK USIA DINI TERHADAP PERKEMBANGAN KONDISI SOSIAL-EMOSI ANAK USIA PRASEKOLAH

2020 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Asmarita Asmarita ◽  
Abdurrahman Hamid ◽  
Agnita Utami
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Sampling Technique ◽  
P Value ◽  
Social And Emotional Development ◽  
Cross Sectional ◽  
Childhood Education ◽  
Social And Emotional ◽  
Value Of Children

The social and emotional development of young children is affected by many stimulating factors, and one of those factors is early childhood education. However, not all pre-school children have the opportunity to attend early childhood education. This study was aimed at comparing children’s social and emotional development of those who attend and do not attend early childhood education. This comparative study was carried out using a cross-sectional approach among 72 participants divided into 2 groups: 36 participants who attend early childhood education and 36 participants who do not attend early childhood education. Accidental sampling technique was applied to select samples, Non-parametric statistical test employed was the Mann Whitney test.  Comparison value of children attending and not attending early childhood education was P-value 0.000; the emotional comparison value was P-value 0.040. It means there were differences in social and emotional development between children who attend early childhood education and those who do not attend early childhood education. It can be concluded that early childhood education can help stimulate the development of children. Parents should pay more attention to their children’s social and emotional development, whereas if parents cannot be the medium to support children’s social and emotional development, they should engage their children to early childhood education.

Efektivitas Media My Confident Book Terhadap Sosial Emosional Anak Usia Dini Di Raudhatul Athfal Al-Muttaqin Karangwuluh Kecamatan Suradadi

2021 ◽  
Vol 3 (1) ◽  
pp. 116-125
Author(s):  
Ita Nur Itsna ◽  
Yessy Pramita Widodo ◽  
Irmayatun Nadila
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
P Value ◽  
Matched Pairs ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Design Data ◽  
Group Design ◽  
The Social ◽  
Post Test

ABSTRACT : THE EFFECTIVENESS OF THE MEDIA MY CONFIDENT BOOK AGAINST THE SOCIAL AND EMOTIONAL EARLY CHILDHOOD IN RAUDATUL ATHFAL AL-MUTTAQIN KARANGWULUH DISTRICT SURADADI Introduction : Early childhood is an individual that is different, unique and has its own characteristics according to their age stages. At this time the stimulation of all aspects of its development has an important role in the task of further development. social emotional early childhood is a child's learning process, where children can interact with others according to existing social rules, and so that children can control their feelings. The development of social skills is applied, one of which educators can use a learning model with the play method using the My Confident Book media. Purpose : This research was conducted to determine the effectiveness of My Confident Book media on the social emotional development of early childhood in Raudhatul Athfal Al Muttaqin Karangwuluh, Suradadi District. Method : This study used a pre experimental design method with the type of pre test and post test one group design. Data were observed and analyzed using the Wilcoxon Matched Pairs Test (pretest and posttest tests). Result : The social emotional development of early childhood before being given the My Confident Book media was 17.5 and after being given the My Confident Book media it showed an average of 20.2, It can be concluded that there is an effect of My Confident Book media on children's social emotional development and there is a significant difference in P-value 0.00 <(α = 0.05) regarding children's social emotional development before and after being given the intervention in the form of My Confident Book media.Conclusion : My Confident Book can be developed as media that can increase social emotional ability of the children.   Keywords: Social Emotional, My Confident Book, Early Childhood INTISARI : EFEKTIVITAS MEDIA MY CONFIDENT BOOK TERHADAP SOSIAL EMOSIONAL ANAK USIA DINI DI RAUDHATUL ATHFAL AL-MUTTAQIN KARANGWULUH KECAMATAN SURADADI Latar belakang : Anak usia dini merupakan individu yang berbeda, unik dan memiliki karakteristik tersendiri sesuai dengan tahapan usianya. Pada masa ini stimulasi seluruh aspek perkembangannya memiliki peran penting untuk tugas perkembangan selanjutnya. Sosial emosional anak usia dini merupakan proses belajar anak, dimana anak dapat berinteraksi dengan orang lain sesuai dengan aturan sosial yang ada, dan agar anak mampu mengendalikan perasaannya. Perkembangan keterampilan sosial emosional pada anak usia dini terdapat banyak metode dan teknik yang dapat diterapkan, salah satunya pendidik dapat menggunakan model pembelajaran dengan metode bermain dengan menggunakan media My Confident Book. Tujuan : Penelitian ini dilakukan untuk mengetahui efektivitas media My Confident Book terhadap perkembangan sosial emosional anak usia dini di Raudhatul Athfal Al Muttaqin Karangwuluh Kecamatan Suradadi.Metode : Penelitian ini menggunakan metode pre experimental design dengan jenis pre test and post test one group design. Data diobservasi dan dianalisa menggunakan Wilcoxon Matched Pairs Test (uji pretest dan posttest).Hasil : Perkembangan sosial emosional anak usia dini sebelum diberikan media My Confident Book adalah 17,5 dan setelah diberikan media My Confident Book menunjukan rata-rata 20,2. dapat disimpulkan bahwa ada pengaruh pemberian media My Confident Book terhadap perkembangan sosial emosional anak dan adanya perbedaan yang signifikan P-value 0.00 < (α=0.05) tentang perkembangan sosial emosional anak sebelum dan setelah diberikan intervensi berupa media My Confident Book.Kesimpulan : My Confident Book  dapat dikembangkan sebagai media yang dapat meningkatkan kemampuan sosial emosional anak.Kata Kunci: Sosial Emosional, My Confident Book, Anak Usia Dini

Technology and Social-Emotional Development in the Early Childhood Environments

2011 ◽  
pp. 112-128 ◽  
Author(s):  
Judy Brown ◽  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Emotional Development ◽  
Cultural Environment ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Use Of Technology ◽  
Educational Environments ◽  
The Social

The research about the importance of social and emotional roles in learning has increased the focus in many early childhood programs on the social-emotional domains of development. The perceptions of the effects computers and other technology tools have on social/emotional development of young children may influence the acceptance and use of technology in these classrooms. This chapter discusses the research related to technology and social-emotional development, parents’ perceptions of what social interactions are important in relation to child-to-child and child-to adult realm, theoretical influences on educational environments, and approaches to intentional use of tools to support these important domains. Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children.

scholarly journals Hubungan mekanisme koping dengan perkembangan sosial emosional pada remaja di SMAN 1 Ngaglik Sleman Yogyakarta

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Praptiwi Praptiwi ◽  
Sulistiyawati Sulistiyawati ◽  
Ngatini Ngatini
Keyword(s):  
Emotional Development ◽  
Transition Period ◽  
P Value ◽  
Cluster Sampling ◽  
Coping Mechanism ◽  
Sample Collection ◽  
Chi Square ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Social

Adolescence is a transition period from childhood towards adulthood that needs adjustment to the changes that happened in their life. Teenagers’ failure in their social & emotional development will result in their lack of sensitivity towards the environment and their ability in adapting among their friends. Thus, a tension will occur, and it will result in problem-solving behaviour (coping mechanism). This research attempts to figure out the relationship between the coping mechanism and adolescents’ social & emotional development in SMAN 1 Ngaglik, Sleman, Yogyakarta This research was carried out by using descriptive correlation approach and cross-sectional research design. The research population are class XI students of SMA N 1 Ngaglik, Sleman, Yogyakarta. There are 128 students taken as samples by applying random cluster sampling as the sample collection technique. The data were collected through the social and emotional development questionnaire and coping mechanism questionnaire. Then, the bivariate statistical test utilizes a chi-square test. The majority of the respondents are female with 89 female students (69.5%) as respondents. The coping mechanism under the emotion-focused coping category is 69.5%, and the social & emotional development is adequate, reaching 91.7%. According to the analysis of the correlation test, the p-value is 0.317. There is no relation between coping mechanism and the adolescents’ social & emotional development in SMAN 1 Ngaglik, Sleman, Yogyakarta

scholarly journals Analysis of Social and Emotional Development of Orphaned Youth in terms of Self Concept and Resilience: Study at Child Care Children's Home (PSAA) Tunas Bangsa Pati

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Santoso Santoso ◽  
Edris Zamroni
Keyword(s):  
Emotional Development ◽  
Self Concept ◽  
Social And Emotional Development ◽  
Self Assessment ◽  
Cross Sectional ◽  
Social And Emotional ◽  
Descriptive Research ◽  
The Social ◽  
Children's Home ◽  
Management Capabilities

The purpose of this study is to describe the development of the Young Social da Emotional Self-concept and in terms of resilience in the PSAA Tunas Bangsa Pati. The method used is descriptive research with this type of development studies dab data obtained will be analyzed by cross sectional method. The results showed that the concept of self-possessed teenager PSAA is not good, it can be seen from the description of several indicators show that the concept of self-assessment of her teenage less well because many feel insecure and inferiority. Judging from the resilience, the general adolescent PSAA good enough. It can be seen from the emotion management capabilities of any events that are considered less menyengakan life. So overall it can be concluded that the social development of adolescents PSAA poorly and emotional development PSAA pretty good when viewed from the concept of self and resilience.

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.

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