scholarly journals SENTRA KARAKTER DALAM MENSTIMULASI KEMAMPUAN SOSIAL EMOSIONAL ANAK USIA 5-6 TAHUN DI KB-TK KHADIJAH PANDEGILING SURABAYA

MOTORIC ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 72-77
Author(s):  
Jauharotur Rihlah ◽  
Andini Hardiningrum
Keyword(s):  
Early Age ◽  
Learning Center ◽  
Social Emotional Development ◽  
Research Subjects ◽  
Social Emotional ◽  
Surrounding Environment ◽  
The Social ◽  
Social Abilities ◽  
Field Notes ◽  
Group B

The character center is a vehicle to provide stimulus in the form of knowledge planting, love and the inculcation of good behavior that becomes a pattern / habit. At this early age, a child's character will be formed from the results of learning and absorbing from our behavior as parents and from the surrounding environment. At this age mental development takes place very quickly. The purpose of this study was to determine how the application of character centers in stimulating the emotional social abilities of children aged 5-6 years at KB Khadijah Pandegiling Surabaya. This type of research is a descriptive qualitative study. The research subjects were 13 students at Mazraatul Ulum Paciran Kindergarten. The research data is taken through observation, field notes, interviews and documentation while learning. The results of the study state that character center learning can stimulate children's social emotional development as evident from 13 Al-A'rof group children, there are 8 children who are able to be independent in doing tasks, 10 children who are able to wait patiently, 8 children are able to be responsible and 11 children are able to share . Based on the results of the research above, it can be concluded that the learning center of character in stimulating the social development of children in group B in Khadijah Pandegiling Kindergarten Surabaya. Furthermore, it is recommended in implementing character center learning to be able to use the correct procedures so that the child's potential can be developed optimally

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 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 Meningkatkan Kemampuan Sosial Emosional Anak Usia Dini melalui Permainan Menjaring Ikan

PALAPA ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 210-220
Author(s):  
Sunandar Azma'ul Hadi
Keyword(s):  
Qualitative Research ◽  
Group Formation ◽  
Social Emotional ◽  
Activity Data ◽  
Emotional Skills ◽  
Analysis Technique ◽  
The Social ◽  
Social Abilities ◽  
Group B ◽  
Collection Methods

This study aims to improve children's social emotional skills through fishing games in group B PAUD KB Wanting Skilled Dusun Dasan Koak. Researchers chose this game to catch fish because the game of catching fish has never been implemented in PAUD KB Wants Skilled in improving children's social abilities. This type of research is qualitative research. The subjects in this study were 17 children of group B KB PAUD Want Skilled. The object of this research is the ability to interact, cooperate, and be responsible. Data collection methods used were observation, interviews, and documentation. The instrument used was the observation sheet. The data analysis technique was conducted in a descriptive qualitative manner. The results showed that the social emotional abilities of children increased after the action through fishing games. From the activity data before the research, it shows that the percentage of children's social emotional abilities is 23.52% or 4 children (BSH), 29.41% or 5 children (MB), and 47.05% or 8 children (MB). At the first meeting, the percentage of social emotional abilities increased to 29.41% or 5 children (BSB), 35.29% or 6 children (BSH), and 35.29% or 6 children (MB). At the next meeting, the percentage of social emotional abilities increased to 41.17% or 7 children (BSB), 47.05% or 8 children (BSH), and 11.76% or 2 children (MB). The game to catch fish is carried out in groups, there are groups that act as fish and there are groups that act as fishing nets. In group formation, the researcher involved the children by drawing and assigning two children to be the leaders in each group.

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.

scholarly journals Penerapan Metode Bercerita Dalam Meningkatkan Perkembangan Sosial Emosional Anak Usia Dini Di Raudlatul Athfal Ihyaul Islam Prasi Gading

2021 ◽  
Vol 3 (1) ◽  
pp. 57-71
Author(s):  
Terza Travelancya
Keyword(s):  
Cultural Values ◽  
Emotional Development ◽  
Qualitative Data ◽  
Social Emotional Development ◽  
Research Subjects ◽  
Social Emotional ◽  
Development Indicators ◽  
The Social ◽  
Rules Of The Game ◽  
Qualitative Data Collection

The storytelling method is one of providing learning experiences for RA children by verbally telling stories to children. Storytelling is the process of introducing emotional forms and expressions to children, such as anger, sadness, joy, annoyance, and humor. This method is implemented because the objects to be studied are using story books. This research took place at RA Ihyaul Islam Prasi Gading. The purpose of this study was to determine how the teacher's storytelling method was applied in improving children's social emotional development. The research subjects were 2 teachers and 19 students, while the object of the research was the application of the teacher in improving children's social emotional development through storytelling methods. The approach used was descriptive qualitative. Data collection techniques used were observation, interviews, and documentation. The results showed that the social emotional development of children could not develop optimally.The development indicators are expressing emotions in accordance with existing conditions, recognizing manners and manners according to local socio-cultural values, understanding regulations and discipline. The indicator points are controlling emotions in a reasonable way, giving and returning greetings, obeying the rules of the game.   [Metode bercerita adalah salah satu pemberian pengalaman belajar bagi anak RA dengan membawakan cerita kepada anak secara lisan. bercerita merupakan proses mengenalkan bentuk-bentuk emosi dan ekspresi kepada anak, misalnya marah, sedih, gembira, kesal, dan lucu.Metode ini dilaksanakan  karena obyek yang akan dipelajari menggunakan buku cerita. Penelitian ini bertempat di RA Ihyaul Islam Prasi Gading. Tujuan penelitian ini adalah untuk mengetahui bagaimana penerapan metode bercerita yang dilakukan guru dalam meningkatkan perkembangan sosial emosional anak. Subjek penelitian adalah 2 orang guru dan 19 anak didik, sedangkan objek penelitiannya adalah  penerapan guru dalam meningkatkan perkembangan sosial emosional anak melalui metode bercerita.Pendekatan yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa perkembangan sosial emosional anak belum dapat berkembang secara optimal. Adapun indikator perkembangannya yaitu mengekspresikan emosi yang sesuai dengan kondisi yang ada, mengenal tata krama dan sopan santun sesuai dengan nilai sosial budaya setempat, memahami peraturan dan disiplin. Poin indikatornya yaitu mengendalikan emosi dengan cara yang wajar, memberi dan membalas salam, mentaati aturan permainan]  

scholarly journals Edukasi Penggunaan Gadget Terhadap Perkembangan Sosial, Emosional Pada Anak Usia Dini

2021 ◽  
Author(s):  
Ester Lina Situmorang
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Qualitative Method ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Surrounding Environment ◽  
The Social

The use of gadgets in early childhood has the potential to trigger social emotional development disorders by showing symptoms such as the inability to get along with peers and the surrounding environment, children are unable to recognize their own emotions and those of others, children are also unable to communicate and interact with the surrounding environment. This study uses a qualitative method by analyzing various journals, books, and information about the socio-emotional development of early childhood, identifying indicators, urgency in early childhood social-emotional development so as to achieve the socio-emotional development of children who are able to socialize and and behave to understand oneself and others. The results show 1). The use of gadgets can hinder the social-emotional development of early childhood. 2) The socio-emotional development of children really needs to be taught by parents or PAUD educators to help children develop in designing a better life .3). The urgency of socio-emotional development makes early childhood ready to face the needs of themselves and the surrounding environment.

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

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