scholarly journals RELATIONSHIP BETWEEN QUALITY OF CARE OF YOUNG MOTHERS AND SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL CHILDREN

2018 ◽  
Vol 4 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Atik Aryani ◽  
Sri Warsini ◽  
Fitri Haryanti
Keyword(s):  
Quality Of Care ◽  
Preschool Children ◽  
Social Development ◽  
Health Center ◽  
Emotional Development ◽  
P Value ◽  
Young Mothers ◽  
Social Emotional Development ◽  
Social Emotional

Background: Social-emotional development in preschooler children is an important component in child development, as it becomes the foundation in preparing children for confidence, empathy and intellect, building trust, and being able to use language in communication and connect with others. One of the factors that affect children's emotional social development is the quality of mother's care. Children of young mothers have risks in emotional and intellectual social problems in children. Objective: The purpose of the study was to determine the relationship of quality care of young mothers with social-emotional development in preschool children in the working area of the Health Center of Kemalang, Klaten Regency, Indonesia.Methods: This was a correlational analytic research with cross sectional design. The sample of the study was 124 young mothers with preschool children selected using consecutive sampling technique. The study was conducted from July to August 2017 at six kindergarten schools in the working area of the Health Center of Kemalang, Klaten Regency. Data were collected using parent behavior questionnaire and stage social-emotional instrument. Data were analyzed using chi square test. Results: Findings showed that 58.1% of young mothers had good quality of care, and 55.6% of preschoolers were at risk of developing emotional social development problems. There was a significant correlation between the quality of care of young mothers with social-emotional development in preschool children (p-value <0.05). Conclusion: There was a correlation between the quality of care of young mothers with social-emotional development in preschool children.

scholarly journals UPAYA MENINGKATKAN SOSIAL EMOSIONAL ANAK MELALUI PERMAINAN BAKIAK DI KELOMPOK B KB NURUL YAQIN WRINGIN ANOM ASEMBAGUS SITUBONDO

2020 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Lailatul Islamiyah ◽  
Suyanti Suyanti
Keyword(s):  
Social Development ◽  
Emotional Development ◽  
Action Observation ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Child Indicators ◽  
Self Confidence ◽  
Group B ◽  
Planning Action

The emotional social development of children is important to develop due to their self-confidence, independence and initiative. Children's emotional social development can be developed through clogs. The purpose of this study is to determine the implementation and results of clogs in an effort to improve children's social emotional. The type of research used is Classroom Action Research (CAR) on group B students at KB Nurul Yaqin Wringin Anom Asembagus Situbondo. The study was conducted in a cycle, which is each cycle consisting of planning, action, observation, and reflection with the aim to improve the quality of learning in the classroom. Based on the results of the study, namely the implementation of clogs to improve children's emotional social development at KB Nurul Yaqin includes; The teacher divides the groups, each group consists of 2-3 children according to the capacity of clogs. On the results of the implementation of the activity showed an increase in aspects of social emotional development of children through clogs, namely Pre-cycle, the percentage value reached 37.5%. The average achievement of child indicators is 4.5. After the Cycle I action, the percentage value reaches 75% with the achievement of the indicator being 6. In Cycle II the percentage value reaches 87.5% with the achievement value of the child indicator being 7.5.

scholarly journals The Effect Of Listening To Quran Recitation On Social-Emotional Development In Pre-School Children During Covid-19 Pandemic

2021 ◽  
Vol 14 (02) ◽  
pp. 112-116
Author(s):  
Firdaus Firdaus ◽  
Rahmadaniar Aditya Putri ◽  
Andini Hardiningrum
Keyword(s):  
Preschool Children ◽  
Social Development ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Chi Square ◽  
Test Analysis ◽  
Treatment Groups ◽  
Chi Square Test ◽  
And Control

Pandemics, which are elements of non-natural disasters, often have a prolonged impact on children, such as traumatic power. The biggest challenge for children with a pandemic is the growing risk that affects the development of cognitive, behavioral and emotional abilities. The purpose of this study was to analyze the effect of murottal Al-Qur'an therapy on social development in preschool children during the pandemic at TPQ Baitul Karim. The research design used Quasy-Experiment with pretest-posttest approach with control group design. The study population was all mothers and preschool children at TPQ Baitul Karim of 54 respondents. A sample size of 48 respondents was taken using the Cluster Sampling technique. The independent variable is Murottal Al-Quran therapy and the dependent variable is social emotional development. The instrument uses a questionnaire sheet. Data were analyzed by Mc.Nemar test and Chi-Square test with a significance ɑ = 0.05. The results showed that before being given murottal Al-Qur'an therapy, most of the treatment groups (66.6%) and control (58.3%) had unattainable social emotional development. The results after being given murottal Al-Qur'an therapy, most of the treatment groups (91.6%) and control (70.8%) had achieved social-emotional development. The results of the Mc.Nemar test analysis found ρ = 0,000, meaning ρ <ɑ then H0 was rejected, which means that there was an effect of Murottal Al-Qur'an therapy on social development. Chi Square test analysis showed that the value of ρ = 0.088, ρ> ɑ, then H0 is accepted, which means there is no difference in social emotional development between the treatment and control groups. Murottal Al-Quran therapy is effective for improving social emotional development. It is hoped that therapy can be applied to preschool children whose social emotional development is not achieved.  

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 Does the Intensity of Gadget Use Impact Social and Emotional Development of Children aged 48-72 Months?

2021 ◽  
Vol 7 (2) ◽  
pp. 135-144
Author(s):  
Nabila Ilma Nisa Rukmana ◽  
Nur Ainy Fardana ◽  
Linda Dewanti ◽  
Farah Mujtaba
Keyword(s):  
Emotional Development ◽  
High Intensity ◽  
Sampling Technique ◽  
P Value ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Social

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

scholarly journals THE EFFECT OF THE USE OF ROLE PLAYING METHODS ON THE EMOTIONAL SOCIAL DEVELOPMENT OF ELEMENTARY SCHOOL CHILDREN

2020 ◽  
Vol 9 (6) ◽  
Author(s):  
Miftahul Hayatun ◽  
Nurhasanah Nurhasanah ◽  
Siti Istiningsih
Keyword(s):  
Social Development ◽  
Emotional Development ◽  
Role Playing ◽  
Class Iii ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Academic Year ◽  
Cluster 2 ◽  
Development Of Students

The learning process is found by students with different emotional-social development, so that we need a method that can foster students' social-emotional development, namely the role-playing method.The purpose of this study was to find the effect of the use of the role-playing method on the social-emotional development of students in class III Ambalawi cluster 2 in the academic year 2020/2021.  This research design using Nonequivalent Control Group Design.The sampling technique used was purposive sampling.  The population in this study were all class III elementary school students of Ambalawi cluster 2 in the academic year 2020/2021. The sample in this study was the third grade students of SDN 1 Rite as an experimental class and class III students of SDN Inpres 2 Rite as a control class.Social-emotional development data were analyzed using independent sample t-test with the help of statistical analysis program SPSS 16.0 for windows with a significance level of 5% or 0.05, the results obtained were ttest ˂ 0.05 (ttest = 0.00), it can be concluded that Ha is accepted.  and H0 is rejected.  So that "there is an effect of the role-playing method on the social-emotional development of students in class III Ambalawi Group 2 for the 2020/2021 school year

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

scholarly journals MENGEMBANGKAN SOSIAL EMOSIONAL ANAK USIA DINI MELALUI BERMAIN

Generasi Emas ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Mira Yanti Lubis
Keyword(s):  
Early Childhood ◽  
Academic Success ◽  
Social Development ◽  
Peer Relationships ◽  
Communication Skills ◽  
Emotional Development ◽  
Positive Impact ◽  
Mathematical Language ◽  
Social Emotional Development ◽  
Social Emotional

Playing is an activity that is very important for the growth and development of children. Playing must be done at the initiative of the child and on the decision of the child itself, carried out with pleasure, so that all playful activities will produce a learning process in the child. Playing can also stimulate various children's developments such as physical-motoric, cognitive, logical-mathematical, language, moral-religious, social-emotional and artistic. Through playing, children's creativity will be built up and develop optimally. Children's social-emotional development in principle children learns through social interaction, both with adults and with peers. Social development has a positive impact on children's development. Social development supports communication skills, academic success, and adaptation in schools, and strengthens peer relationships and creates a positive environment in learning.  Therefore, this competence must be developed early on optimally. One way to develop emotional social competence in early childhood is through play. Playing can be used as an alternative media in developing social-emotional early childhood

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