scholarly journals The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic: Social-Emotional and Language Development

2021 ◽  
Vol 7 (1) ◽  
pp. 1-14
Author(s):  
Evania Yafie ◽  
Olusola-Fadumiye Titilope Olufunke ◽  
Manal Ali ◽  
Inayatur Robbaniyah ◽  
Lisa Nur Maulidia ◽  
...  
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
Teaching Methods ◽  
Emotional Development ◽  
Multimedia Learning ◽  
High Reliability ◽  
Social Emotional Development ◽  
Social Emotional ◽  
A Value ◽  
The Impact

The purpose of this study was to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out. This study is based on the impact of the viral pandemic, limiting learning activities and social relationships between children and peers, which can further impact children's socio-emotional and language aspects. However, teachers can overcome impact by providing appropriate stimulation to children through learning strategies, i.e., by combining imaginative methods and multimedia learning. The is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years. The reliability testing results obtained a value of 0.893 for social-emotional development and 0.821 for language development, which means high reliability. The normality test is carried out using the Kolmogorov Smirnov test showing a value of 0.347 for social-emotional development and 0.527 for language development; this indicates that the data have a normal distribution because they have a value above 0.05. The t-test results show that all t count> t-table and all sig values ​​are 0.000 <0.05. Therefore, the combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development.

scholarly journals PENINGKATAN SOSIAL EMOSIONAL ANAK MELALUI PERMAINAN OUTDOOR PADA KELOMPOK A DI Taman Kanak-kanak

2019 ◽  
Vol 2 (4) ◽  
pp. 173
Author(s):  
Chandra Nur Fitria ◽  
Komala Komala
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Initial Conditions ◽  
Outdoor Play ◽  
Learning Activities ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Mutual Help ◽  
The Social ◽  
Group A

Child social emotional development at this time requires the attention of all parties, especially teachers in the school because it is not optimal child social-emotional development because teacher learning activities do not provide stimulation to children. In addition, emotional tension possessed by children can reduce or interfere with the motor and mental activities of children. One way to develop children's social emotional and physical can be done through out door games. This research method is classroom action research with the aim of providing information on how the teacher acts in stimulating children's social emotional development through out door games. Based on the results of the study, the results of the initial conditions of development of the social-emotional abilities of group A children are still low, so it needs to be developed. After the implementation of the action through two cycles with three meetings per cycle shows the results of improvement. The results of the research conducted by researchers showed that learning activities through outdoor play activities applied to children showed an increase in the number of early childhood children who were able to master learning about the form of the game. The results of the research conducted by researchers showed that learning activities through outdoor play activities applied to children showed an increase in the number of early childhood children who were able to master learning about the form of the game. Based on the results of this study, children can grow mutual help, get new playmates, train their children to take turns playing, grow joy while playing, and children become brave to play alone without having to be accompanied. So it can be concluded that there is an increase in children's social emotional through out door games.Perkembangan sosial emosional anak pada saat ini memerlukan perhatian dari semua pihak terutama guru di sekolah sebab belum optimalnya perkembangan sosial-emosional anak karena kegiatan pembelajaran guru kurang memberikan stimulasi pada anak. Selain itu ketegangan emosi yang dimiliki anak bisa mengurangi atau mengganggu kesibukan motorik dan jiwa anak. Salah satu cara pengembangan sosial emosional dan fisik anak dapat dilakukan melalui permainan out door. Metode penelitian ini yaitu penelitian tindakan kelas dengan tujuan memberikan informasi bagaimana tindakan guru dalam menstimulasi perkembangan sosial emosional anak melalui permainan out door. Berdasarkan hasil penelitian menunjukkan hasil kondisi awal perkembangan kemampuan sosial-emosional anak kelompok A masih rendah, sehingga perlu dikembangkan. Setelah pelaksanaan tindakan melalui dua siklus dengan tiga pertemuan per siklus menunjukan hasil peningkatan. Hasil penelitian yang dilakukan peneliti menunjukan bahwa kegiatan pembelajaran melalui kegiatan permainan outdoor yang diterapkan pada anak menunjukkan peningkatan jumlah anak usia dini yang mampu menguasai pembelajaran mengenal bentuk permainan. Berdasarkan hasil penelitian ini anak-anak dapat menumbuhkan rasa saling tolong menolong, mendapatkan teman bermain yang baru, melatih kesabaran anak agar mau bergiliran dalam bermain, menumbuhkan keceriaan saat bermain, serta anak menjadi berani bermain sendiri tanpa harus ditemani. Sehingga dapat disimpulkan bahwa adanya peningkatan sosial emosional anak melalui permainan out door.

Parent Beliefs About Early Childhood Social-Emotional Development Questionnaire

2016 ◽  
Author(s):  
Deborah Winders Davis ◽  
M. Cynthia Logsdon ◽  
John Myers ◽  
Lesa Ryan ◽  
Kyle Evanow ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Parent Beliefs ◽  
Social Emotional Development ◽  
Social Emotional

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 Arts and Crafts: Fun Activities to Train Early Childhood Cooperation

2020 ◽  
Vol 2 (2) ◽  
pp. 64-68
Author(s):  
Idzni Azhima
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Emotional Development ◽  
Arts And Crafts ◽  
Study Group ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Learning Methods ◽  
Alternative Method ◽  
Collaboration Skills

Abstract : Cooperation is one form of an aspect of social emotional development that needs to be developed in early childhood to be able to have a collaborative attitude, interact with other people and have an attitude of responsibility for their work. Learning methods that can be used in an effort to improve the ability of child cooperation, namely by group work methods. In this study, group work was applied based on playing art and craft activities. The purpose of writing this article is to add an alternative method of learning to improve collaboration skills in early childhood.

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.

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