Abstract


 
 
 Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning.
 Keywords: Early Childhood, Parenting strategy, Self-regulated learning
 References
 
 
 
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Highlights

  • Independent learning has been identified as learning in which students set goals and adjust their cognition and behavior to get those goals (Zimmerman, 2010)

  • Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school

  • The results showed differences in the average scores of children's independent learning both before and after parents learned and applied the contents of the manual book

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Summary

Introduction

Independent learning has been identified as learning in which students set goals and adjust their cognition and behavior to get those goals (Zimmerman, 2010). Tobias dan Everson (2000) found that children who could recognize what they already knew and did not know became academically better and could learn more than children who had difficulty identifying their own level of knowledge. The problem with children's self-regulated learning (SRL) is the inaccuracy of parents and their teachers in dealing with the transition, as parents want to go directly to results without seeing the children's processes. The teacher summarizes the subject matter and provides some exercises aimed at making their students get a high score. Inaccuracy in the behavior of parents and teachers in the learning transition of children is assumed due to the lack of knowledge and skills in educating their children

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