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 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.

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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