Mengembangkan Kemampuan Sosial Melalui Metode Bermain Peran Pada Anak Usia Dini di Masa Covid-19

Education during the COVID-19 pandemic has created many things that need to be considered by providing education from parents and families, so that every child's development can develop optimally. One of the developments of children that must be developed during this pandemic is social development. This study aims to find out ways that can be done to develop social development. This research was conducted using a literature study research method, in this case the researcher used several relevant research sources in the form of previous books, articles and journals, which became the focus of this research, namely developing social skills in early childhood through role playing methods, when Children's social skills can develop optimally so that later children can solve problems and make decisions without having to depend on others in the future. From the results of the study, it can be seen that one of the most appropriate ways to develop social skills in early childhood is to use the role playing method. This can be proven from several previous research results that are relevant to developing social skills through role playing methods in early childhood.

The Effect of Play on Children's Social Skills (Case Study: Kindergarten Children in Mazandaran Province)

This study aimed to investigate the effect of play type, playtime and type of toy on children's mental development, social skills and intelligence. The kindergarten of Mazandaran province in 2012 took place. The study's statistical population included 630 kindergarten children in Mazandaran province in 2012-13. Using the Jesse and Morgan table and the simple random sampling method, 240 was considered the sample size. The data collection method was based on a questionnaire and checklist. Reliability of questionnaires using Cronbach's alpha method for Gresham and Elliott standard questionnaire (1990, 0/83), and for standard questionnaire Intelligence Mazandaran - Stanford - Binet (2009) was obtained 0/91. Also, content and structure validity was used to test the validity of the questionnaire. In content validity, the questionnaires were approved by relevant experts. Analysis of information obtained from implementing questionnaires via SPSS software in two descriptive sections mean, variance, standard deviation, frequency distribution tables and graphs and inferential test.

Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia

This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

Paternal Influence on the Developmental Pathways of Maternal Parenting Stress, Home Learning Stimulation, and Children’s Social Skills in the U.S. and Korea: A Moderated Mediation Model1

To increase the specificity in paternal influence as the importance caregiving context on mothers and children, we aimed to test 1) whether the mediation effect of maternal parenting stress at age 3 on children’s social skills at age 9 via home learning stimulation at age 5 was significant; 2) whether this mediation effect varied according to paternal involvement and depression at age 3; and 3) whether this proposed path was culturally generalizable. To examine causal pathways and compare differences between two cultures, we analyzed the proposed moderated mediation models using nationally representative longitudinal data from the U.S. (the Fragile Families and Child Wellbeing Study) and Korea (the Panel Study on Korean Children) using SPSS 25 and PROCESS. We found that in both countries, higher maternal parenting stress at age 3 hindered the development of school-aged children’s social skills through lower levels of home-learning stimulation. We also found cultural differences: paternal involvement significantly buffered the negative effects of maternal parenting stress in Korea, while paternal mental health (i.e., non-depression) played that buffering role in the U.S. This study illustrates both the cross-cultural generalizability and culture-specific aspects of family processes, then discusses some theoretical implications and potential practices that would better support families in promoting their children’s social development.

Effects of a Group E-Therapy Program on Improving Social Skills of Children with ASD

The purpose was to investigate the effectiveness of a group E-therapy program on improving children's social skills with ASD. Participants were (16) children between the ages of Six and eleventh. A pre-post design was used to examine the effectiveness of group therapy on developing social skills in children with Autism. Stone's social skills Scale was administered to assess children's social skills with autism spectrum disorder as a pre-post-test. The group therapy strategies were performed on the experimental group by their actual teacher during an exact 8-week lesson period with 50-minute sessions three times per week. The Z-value results for the differences in the mean post-test scores between the experimental and control groups in social skills. The table shows that the value of (Z) ranged between (2.809 - 3.354). These values are significant at (0.01) level in favor of the experimental group. The value of (Z) in Table 2 ranged between (2.617 - 2.711), which are significant values at the level (0.01). This indicates that group therapy had a positive effect on social skills in children with ASD.

THE TRADITIONAL GAME OF ENGLOLIBABA BISCUIT INCREASES SOCIAL SKILLS OF ELEMENTARY SCHOOL CHILDREN

As humans we are born as social beings, where we need other humans for us to live in this world. Elementary school age children are stewards of the nation which are assets of the nation and state, but as the times progress so that technology is increasingly developing, the shift in children's social abilities is decreasing. Children have started to be cool with the technology they have such as gadgets and the like. If this continues, it will make the nation's successors decline in social values ​​which will make future life no longer recognize these values. Based on this problem, the traditional game Englolibaba Biscuit is a solution to this problem. The purpose of this research is to improve children's social skills through the traditional game englolibaba biscuit. This research method is descriptive quantitative. The sample consisted of 20 children from SD Negeri 16 Banda Aceh. Based on the results of the study showed that there was an increase in social values ​​in SD Negeri 16 Banda Aceh children. This is proven based on the significant level taken, namely 5%. So if the value of sig.(2-tailed)> 0.05, then the results stated that there was no significant difference between the results of the pretest and posttest. Based on the results of the data table above, it can be seen that the value of sig.(2-tailed) is 0.00 <0.05. So it can be concluded that there is an increase in the results of children's social skills after being given the traditional game of Englolibaba Biscuit.

Pembelajaran dengan Media Gambar untuk Meningkatkan Kemampuan Bersosialisasi Anak Usia Dini

This study aims to determine learning with image media to improve early childhood social skills in class B in Raudhatul Athfal (RA) Albadariyah, Cimanggu 2 Village, Cibungbulang District, Bogor Regency. The research uses varied and interesting image media so that it can motivate children's interest. This type of research is collaborative classroom action research using Kurt Lewin's model. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The research subjects were nine children of Group B RA Albadariyah. While the object of this research is the application of image media to improve children's social skills. Technique of data collection uses observation, documentation, and interviews. Data analysis uses qualitative descriptive techniques and quantitative approaches. The indicator of success in this study is when the average social ability of children through picture media has reached 80%. The results of this study indicate an increase in children's social skills through image media. This is evidenced by an increase in the average social ability of children in pre-action by 55.5%, increasing to 63.8% in Cycle I, and reaching 94.4% in Cycle II.

Pembelajaran dengan Media Gambar untuk Meningkatkan Kemampuan Bersosialisasi Anak Usia Dini

This study aims to determine learning with image media to improve early childhood social skills in class B in Raudhatul Athfal (RA) Albadariyah, Cimanggu 2 Village, Cibungbulang District, Bogor Regency. The research uses varied and interesting image media so that it can motivate children's interest. This type of research is collaborative classroom action research using Kurt Lewin's model. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The research subjects were nine children of Group B RA Albadariyah. While the object of this research is the application of image media to improve children's social skills. Technique of data collection uses observation, documentation, and interviews. Data analysis uses qualitative descriptive techniques and quantitative approaches. The indicator of success in this study is when the average social ability of children through picture media has reached 80%. The results of this study indicate an increase in children's social skills through image media. This is evidenced by an increase in the average social ability of children in pre-action by 55.5%, increasing to 63.8% in Cycle I, and reaching 94.4% in Cycle II.

Toddlers’ peer engagement in Swiss childcare: contribution of individual and contextual characteristics

The present study observed 86 three-year-old children (M = 43.7, SD = 6.4) from 15 Swiss childcare groups, to investigate multiple individual and contextual contributions to toddlers’ positive engagement with peers. The children’s individual characteristics (age, sex and social skills) and childcare-related predictors (emotional and behavioural support from caregivers, and structural group features) were assessed. We employed the child-by-environment perspective and tested the hypothesis that high-quality behavioural and emotional support provided by caregivers benefits children with deficits in social abilities. Results of the multilevel structural equation modelling indicated that toddlers rated by caregivers as sociable and assertive showed more positive situation-specific peer engagement, especially with a concomitant higher quality of caregiver emotional and behavioural support. By contrast, being prosocial-cooperative was negatively associated with observed peer engagement. Thus, children’s social skills were found to be the most important factor for peer engagement in childcare settings. Important suggestions for future research are made, and practical implications are discussed.