scholarly journals POLA ASUH IBU TUNGGAL DALAM MENGEMBANGKAN KECERDASAN SOSIAL ANAK USIA DINI (Studi Deskriptif pada Anak Usia 4 - 6 Tahun)

2021 ◽  
Vol 13 (1) ◽  
pp. 82-105
Author(s):  
Rizka Fadliah Nur
Keyword(s):  
Early Childhood ◽  
Social Intelligence ◽  
Social Ethics ◽  
Single Parents ◽  
Self Awareness ◽  
Social Situations ◽  
Problem Solving Skills ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Aspects

The purpose of this study was to determine the role of mothers as single parents in developing their children's intelligence at the age of 4-6 years. This study uses a descriptive quantitative approach with a single variable, namely social intelligence. Social intelligence consists of aspects of social sensitivity, social insight, and social communication. This aspect of social intelligence must be possessed by early childhood. Social intelligence includes empathy, prosocial, self-awareness, understanding of social situations and social ethics, problem solving skills, effective communication, effective listening and being able to lead groups. These skills can be taught to children starting from an early age by their parents, mothers who act as single parents have their own ways to help their children's development because social intelligence in early childhood is not naturally possessed by children, but must be grown and developed. by parents by developing the social and emotional aspects of early childhood. That is why we need various methods that can be used to develop it. One method that parents can use in developing social and emotional aspects in early childhood is through example. Exemplary activities that can be done to develop emotional social intelligence in early childhood.

scholarly journals DEVELOPING SOCIAL EMOTIONAL INTELLIGENCE THROUGH PLAYING ACTIVITIES FOR EARLY CHILDHOOD

2019 ◽  
Vol 7 (5) ◽  
pp. 946-950
Author(s):  
Yuni Astuti ◽  
Andika Prajana ◽  
Damrah ◽  
Erianti ◽  
Pitnawati
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Qualitative Method ◽  
Social Emotional ◽  
Analysis Techniques ◽  
Social And Emotional ◽  
Positive Attitudes ◽  
The Social ◽  
Hereditary Factors ◽  
Emotional Aspects

Purposes of the study: The purpose of this study was to describe the way to develop social-emotional intelligence in early childhood through play activities. A child doesn’t have social Emotional intelligence naturally in early childhood, but it must be nurtured and developed by parents and teachers in schools through developing social and emotional aspects of early childhood that can be done with various methods. Methodology: This study used a qualitative approach to the literature model. The method used in this study is a qualitative method with content analysis techniques consisting of developing the social and emotional aspects of early childhood is through playing activities. Result: The researcher found that playing activities by children can develop social-emotional of early childhood among others. The activities such as playing in small groups like children’s traditional games or playing with tools such as balls, marbles, rubber and, other tools. Implication/Applications: The findings of this study can help young children to be able to improve the development of social-emotional intelligence caused by hereditary factors and the environment through play activities. In this play, the activity can increase positive attitudes including honest behavior, independence, responsibility, fair, confident, fair, loyal friends, and the nature of compassion towards others and have high tolerance and demanded cooperation between others

scholarly journals Pembelajaran Sosial Emosional Sebagai Dasar Pendidikan Karakter Anak Usia Dini

2013 ◽  
pp. 227-240
Author(s):  
Syamsul Hadi Syamsul Hadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Management ◽  
Social Aspects ◽  
Self Awareness ◽  
Social Emotional ◽  
Social And Emotional ◽  
Emotional Aspects

Abstrak:Proses pembelajaran anak tidak tergantung pada aspek inteligensi atau kemampuan kognitif saja, tetapi juga dipengaruhi oleh aspek lain seperti aspek perkembangan emosi dan sosial. Aspek emosi dan sosial ini sangat berpengaruh terhadap prilaku anak kepada dirinya, orang lain dan lingkungannya. Pada anak usia dini aspek sosial emosi ini dapat dikembangkan melalui pembelajaran sosial emosional. Dimana pembelajaran sosial emosional adalah proses mengembangkan keterampilan, sikap, dan nilai-nilai yang diperlukan untuk memperoleh kompetensi sosial dan emosional sebagai modal anak dalam berinteraksi dengan dirinya, orang lain dan lingkungan sekitar. Pembelajaran  sosial emosional ini dapat dijadikan sebagai awal dan dasar penanaman pendidikan karakter kepada anak usia dini. Ada empat kompetensi kunci pengembangan dalam aspek sosial emosional anak; self-awareness, self-management, social awareness, responsible decision making, dan relationship management. Keempat kompetensi ini penting dikembangkan sejak usia dini untuk membangun dan menanamkan keterampilan sosial anak. Karena dengan mengembangkan keempat aspek sosial emosional anak tersebut akan berimplikasi pada tertanamnya sifat-sifat baik/ karakter-karakter unggul pada diri anak dalam dunia sosial. Metode-metode seperti bermain, modeling, story telling, drama dan lainnya tepat digunakan untuk mengembangkan keempat keterampilan tersebut. Kata kunci: PAUD, pendidikan karakter, pembelajaran sosial emosionalAbstract:Children’s learning process does not depend only on the aspect of intelligence or cognitive abilities, but also influenced by other aspects such as emotional and social aspects of development. The emotional and social aspects have big influence on the child behaviortoward himself, others and the environment. In early childhood social emotional aspects can be developed through social emotional learning. Social emotional learning is the process of developing skills, attitudes, and values necessary to acquire social and emotional competence as a capital of children in interacting with himself, others and the environment. Emotional social learning can serve as the beginning and foundation in plantings character education to early childhood. There are four key competencies in social emotional development of children; self-awareness, self-management, social awareness, responsible decision making, and relationship management. These four competencies are important to be developed since early age to build and instill social skills of children. By developing the four social and emotional aspects of children, the good nature or excellent characters will be internalized within the children. Methods to be used in developing the four characters can be as follow: playing, modelling, story telling, drama, etc.Key words: early childhood, character education, social emotional learning

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Differences Between Physically-minded and Psychologically-minded Medical Practitioners

1966 ◽  
Vol 112 (492) ◽  
pp. 1097-1102 ◽  
Author(s):  
H. J. Walton
Keyword(s):  
Emotional Disorders ◽  
General Practitioners ◽  
Human Biology ◽  
Further Training ◽  
Medical Practitioners ◽  
Social And Emotional ◽  
School Of Medicine ◽  
The Social ◽  
Psychological Medicine ◽  
Emotional Aspects

Concern is now general (College of General Practitioners, 1958; Hill, 1960; School of Medicine and Human Biology, 1963) that doctors are inadequately trained for a number of the demands made on them in practice. Many doctors are not equipped to treat emotional disorders and to collaborate with psychiatrists in the treatment of psychologically ill patients. Under present conditions many young doctors graduate with a distinct antipathy to the social and emotional aspects of illness (Walton et al., 1963; Walton et al., 1964). Experienced general practitioners sometimes express strong dislike for the psychological component of their practice and disinclination to get any further training in psychological medicine (Rawnsley and Loudon, 1962). Even those doctors who do seek instruction in psychiatry differ widely in the type of teaching they want and in their attitudes to patients (Walton, 1965). Many of those selecting themselves for training are unsuitable (Balint et al., 1966).

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

2020 ◽  
pp. 073428292095324
Author(s):  
Christopher J. Anthony ◽  
Stephen N. Elliott ◽  
James C. DiPerna ◽  
Pui‐Wa Lei
Keyword(s):  
Social Skills ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Initial Development ◽  
Social And Emotional ◽  
The Social ◽  
Social Skills Improvement System ◽  
Psychometric Evidence ◽  
Systems Of Support

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

scholarly journals Intra and Inter-Individual Differences in Social Intelligence of Portuguese Students

2015 ◽  
Vol 25 (61) ◽  
pp. 153-161
Author(s):  
Joana Carneiro Pinto ◽  
Liliana Faria ◽  
Neide Gaspar ◽  
Maria do Céu Taveira
Keyword(s):  
Problem Solving ◽  
Social Intelligence ◽  
Career Guidance ◽  
Career Transition ◽  
Cognitive Test ◽  
Social Situations ◽  
Psychological Conditions ◽  
Self Confidence ◽  
The Social ◽  
8Th Grade

Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions.

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 Praktik Hidup Berkesadaran untuk Anak Usia Dini

2019 ◽  
Author(s):  
Waluyo
Keyword(s):  
Early Childhood ◽  
Moral Development ◽  
Formal Education ◽  
Self Control ◽  
Social And Emotional ◽  
The Social ◽  
Living Together ◽  
Text Context ◽  
Taking Care

The issue of this article focuses on the conflicts and violence that concern many parties as it involves children. The involvement of children in world conflict is a contribution and a large role of adults around them, especially parents and families. Children who are raised with violence will give birth to a violent generation of ambiguous ambitions that can create chaos and even future physical warfare. Informal, non-formal, and even formal education is still less than optimal in generating a loving generation and tends to concentrate on competitive performance with minimal mastery of social and emotional skills. This article aims to provide a comprehensive description of life-conscious practices that are applied to early childhood in accordance with moral development and character formation of children.This method of study uses a syntesize checklist consisting of preliminary, advanced, and final systesis; taking into account elements of text, context, and discourse. The object of this study is ideas about the conscious practice of various literature sources, especially its application that can be used for the age of the children. The validity of the study is based on a confirmability that reflects the objectivity of the study.The results of the study show that: (a) the form of awareness practices that can be applied to early childhood, namely: living together, breathing, sitting meditation, eating together, resting, noble silence, hugging meditation, meditation, taking refuge, taking care of anger, and coming home; (b) the integration of life-conscious practices for moral development includes: coming home, relativistic hedonism (resting), sitting meditation, noble silence, hugging meditation, maintaining social norms and authority (eating together, tea meditation), orientation of self-esteem with the social environment (taking refuge, taking care of anger), and the universal principle (living together, breathing); and (c) the integration of conscious forms of living practice can each lead to the formation of character that includes three components: moral knowing (conscious, knowing, moral, self-knowing, decisions, perspectives), moral feeling (self-control, empathy, loving truth, ), and moral action (want, custom, competent).

scholarly journals PENINGKATAN KETERAMPILAN SOSIAL ANAK USIA DINI MELALUI PERMAINAN TRADISIONAL BABANCAKAN DI POS PAUD MELATI O3

2018 ◽  
Vol 1 (3) ◽  
pp. 66
Author(s):  
Ambara Sri Handayani
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Social Intelligence ◽  
Research Data ◽  
Research Approach ◽  
Study Program ◽  
Assessment Indicator ◽  
The Social ◽  
Interview Guide ◽  
Good Improvement

This research raises the problem of: Early Childhood Education Teacher Education Study Program titled "Improving Early Childhood Social Skills Through Traditional Games Babancakan At Pos Paud Melati O3" .The goal to be achieved through this research is to know and describe: In general, research aims to "To know the description of objective conditions of social intelligence in POS PAUD Melati 03. To know the process of implementation of traditional games in POS PAUD Melati 03 to improve and motivate the child in improving social skills.To know the results of traditional games in order to improve the social skills of children early age in POS PAUD Melati 03 ". This research is carried out with the approach used in this research is qualitative research approach. Sugiyono (2009: 21-22). The source of this research data is the child of World Kid Students Cimahi. While the sample amounted to 30 children as well as used as a sample refresentatif are 2 teachers and 5 children to be a case. The research data was collected by using instrument in the form of interview guide and observation guideline. The use of traditional games to improve children's social intelligence in this study was conducted through two observations. From the results of observations that have been done there is a fairly good improvement on the development of social skills of children in every action on each activity. The results of observations from the improvement of the development of Child Social Skills are seen by comparing the results of each assessment indicator achieved either by the child on the initial observation with the results of each activity. Increases not only occur in every assessment indicator, but every child in POS PAUD Melati 03

Sign in / Sign up

Export Citation Format

Share Document