scholarly journals Pengaruh Aktivitas Membuat Boneka Jerami Terhadap Perkembangan Kreativitas dan Sosial Emosional Anak Kelompok B di TK Muslimat NU 02 dan TK PGRI 01 Kabupaten Lumajang

2018 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Laili Devi Agustin
Keyword(s):  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Effect Of Treatment ◽  
Group B

The results of the initial observations indicate that the interaction and creativity of children Group B is still low. In fact, children should be encouraged to develop an interest in learning everything. Therefore, the researchers examined the effect of treatment on<em> Effect of Straw Puppet Making Activity Against Creativity and Social Emotional Development of Children in Kindergarten Group B Muslimat NU 02 and TK PGRI 01 Lumajang.</em>formulation of the problem of this study is whether the activity of making straw dolls affect the social emotional development of children's creativity and group B. This study aimed to determine the effect of the activity of making straw dolls influential the social emotional development of children's creativity and group B

scholarly journals Pengaruh Penggunaan Gawai Terhadap Perkembangan Sosial Emosional Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Nizar Rabbi Radliya ◽  
Seni Apriliya ◽  
Tria Ramdhaniyah Zakiyyah
Keyword(s):  
Early Childhood ◽  
Linear Regression ◽  
Emotional Development ◽  
Simple Linear Regression ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Ex Post ◽  
The Social ◽  
Ex Post Facto ◽  
Group B

This research is motivated by the widespread use of the gadgets in the community, including the use of gadgets by early childhood. This study aims to describe how the effect of the use of the gadget on the social emotional development of early childhood in group B in RA Baiturrahman Cipedes District Tasikmalaya City. The research method used is descriptive method with ex post facto research type. The sample in this study amounted to 23 people. Data collection techniques used were questionnaires, structured observation and unstructured interviews. Statistical analysis technique used is simple linear regression with significance level α = 5% (0,05). Based on the calculation of simple linear regression test, obtained value of significance of 0.184 and the value of coefficient of determination (R Square) of 0.082 or 8.2%. This indicates that the use of the gadget has a positive effect of 8.2% on the social emotional development of early childhood in group B in RA Baiturrahman Kecamatan Cipedes Kota Tasikmalaya. However, the effect is not significant. Penelitian ini dilatarbelakangi oleh maraknya penggunaan gawai di masyarakat, termasuk penggunaan gawai oleh anak usia dini. Penelitian ini bertujuan untuk mendeskripsikan bagaimana pengaruh penggunaan gawai terhadap perkembangan sosial emosional anak usia dini pada kelompok B di RA Baiturrahman Kecamatan Cipedes Kota Tasikmalaya. Metode penelitian yang digunakan adalah metode deskriptif dengan jenis penelitian ex post facto. Sampel dalam penelitian ini berjumlah 23 orang. Teknik pengumpulan data yang digunakan adalah angket/kuesioner, observasi terstruktur dan wawancara tidak terstruktur. Teknik analisis statistik yang digunakan adalah regresi linier sederhana dengan taraf signifikansi α=5% (0,05). Berdasarkan hasil perhitungan uji regresi linier sederhana, diperoleh nilai signifikansi sebesar 0,184 dan nilai koefisien determinasi (R Square) sebesar 0,082 atau 8,2%. Hal ini menunjukkan bahwa penggunaan gawai memiliki pengaruh positif sebesar 8,2% terhadap perkembangan sosial emosional anak usia dini pada kelompok B di RA Baiturrahman Kecamatan Cipedes Kota Tasikmalaya. Akan tetapi, pengaruh tersebut tidak signifikan.

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.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

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.

A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children

1992 ◽  
Vol 16 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Laurel Vespi ◽  
Carolyn Yewchuk
Keyword(s):  
Emotional Development ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Disabled ◽  
Future Research ◽  
Gifted Children ◽  
Disabled Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.

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.

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