Children's Social-emotional Development Research Articles

Strategi Pengembangan Sosial Emosional Anak Berkebutuhan Khusus:


 Children show an increased ability to reflect emotions, when they are 4 to 5 years old. They also came to understand that the same incident can evoke different feelings in different people. They maintain an increased awareness so that they are able to manage their emotions and meet social standards. The objectives to be achieved in this study were to determine the stages of achieving the social emotional development of children with special needs and how the social emotional development strategies of children with special needs at PAUD Pondok Anak Pertiwi. The research method used is a qualitative approach. In conducting research, data sources are needed, and data collection uses primary and secondary sources. Primary sources are data sources obtained directly from informants, in this case the principal and homeroom teacher and psychologist, as well as 3 (three) children with special needs aged 4-5 years who are made cases. Meanwhile, secondary data is in the form of several documents required for completeness of research data. The data analysis technique used is descriptive qualitative through data reduction, data presentation and conclusion drawing. The results showed: 1. The results of the level of achievement of social emotional development for children with special needs can be seen from prosocial behavior by working with friends, willing to queue and take turns playing, being able to communicate with people they meet verbally or non-verbally. It can also be seen in being able to control normal emotions by showing separation behavior when not crying, being easily persuaded during tantrums and showing pride in the work by smiling, laughing and jumping around as a feeling of pleasure. 2. The learning strategy carried out in developing the social emotional of children with special needs is through habituation activities. Habit is carried out at school and continues to be stimulated by parents at home, such as greeting, greeting, washing hands, taking out trash, queuing, and others. The success of this habituation depends on a stimulating environment, consistent collaboration between teachers and the environment at school and parents at home. 
 Keywords: Strategy, Social Emotional, Children with Special Needs

Model Stimulasi dan Resiliensi terhadap Perkembangan Sosial Emosional Anak Usia 3- 5 tahun

Statistical data from the Covid 19 task force in Surabaya confirmed that the death rate for COVID-19 cases until February 2021 reached 1,276 from a cumulative number of 19,089 confirmed COVID-19 and most of the deaths were 42 years old. This condition caused fear, especially in the elderly, and families with children, toddlers, and families with newborns who are at risk of mental health crises, thus requiring the development of a resilience framework to develop a stimulation model for children's social-emotional development based on cultural values and beliefs. This study aimed to determine the model of parental stimulation and resilience and their effect on children's social and emotional development. This research is a survey with a cross-sectional approach, totality sampling is 300 respondents, the instrument uses a questionnaire, while the social-emotional uses the Social Diversity Questionnaire. Test analysis using SEM modeling. The results of the stimulation model have a positive influence on children's socio-emotional development of 0.78 with a t-count value of 4.556 and p-value=0.001. The resilience stage model has a t-count value of 4.987 and a path coefficient of 0.92 with a p-value=0.001. The resilience stage has a positive influence on the stimulation model of 0.57 with a t-count value of 3.245 and a p-value 0.001. Activities to stimulate the development of children at the age of 5 years can be done by making work together with parents with resilience conditions in the recovery stage.

PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI MELALUI GERAK DAN LAGU

Social development is one of the key aspects of development used in PAUD learning. This is shown through playing with peers, collaborative action with friends, and a sense of responsibility. The problem with this research is: “The movement of children's social emotional development by playing gymnastics and songs at RANurul Mu'minin Bojonggenteng Sukabumi?. The purpose of this study was to apply gymnastic games and songs to the social and emotional development of children by RA Nurul Mu'minin Bojonggenteng Sukabumi. the decision was to use a qualitative descriptive type and focus on teachers and students. The data acquisition tools used by the author in this study were observation, interviews, and documentation. Socio-emotional development of class B1 students RA Nurul Mu'minin Bojonggenteng, based on the data in the table above, based on the results of RANurul Mu'minin Bojonggenteng Sukabumi the percentage of up to 10 students 20% has not developed, 50% is starting to develop , 30% as expected, 0% very well developed. It can be said that it is the social and emotional development of the child through physical play and singing in RA. Nurul Mu'minin Bojonggenteng Sukabumi is growing very rapidly.

The impact of mothers working shift patterns with emotional behavior of preschool age children at RSUD dr Saiful Anwar Malang

Introduction: Children’s social-emotional development includes the development of emotions, personality, and interpersonal relationships. Preschoolers are in an active period in personality formation and social development. Children's social-emotional development is influenced by several factors: interaction in the family, especially with the mother. Mother is a central figure who plays an essential role in meeting the welfare and needs of family members. The child's interaction with the mother will be disturbed when the mother is working. Objectives: This study aims to determine the relationship between working mothers and shift patterns in the emotional behavior of preschoolers. Methods: The research design used is correlation analytic with a cross-sectional approach. Irna IV Hospital dr. Saiful Anwar Malang, who has preschool-age children, is the population in this study. The sampling method is purposive sampling. The instrument used is the impact of the mother's work shift pattern and emotional behavior problems. Spearman's Rank test determines the relationship between the two variables. Results: Of the 54 employees recruited in this study. The analysis results showed a significant relationship p = 0.000 <0.05 between the two variables, with a strong correlation value (r = 0.67). Conclusions: there is a significant relationship between working mothers and shift patterns in the quality of interaction with children. Disturbance of mother-child interaction affects children's emotional behavior, especially in preschoolers.

"A Piece of Normal Life When Everything Else is Changed" Remote Early Childhood Music Classes and Toddler Socialization.

Parents of infants and toddlers have expressed concerns that their children’s social-emotional development has been affected by the COVID-19 pandemic. The purpose of this intrinsic case study was to gather information about parents’ and caregivers’ perspectives of experiences in a remote early childhood music class that incorporated explicit social-emotional instruction based on state learning standards. This study is a follow up to a previous intrinsic case study concerning parents’ experiences in a remote early childhood music class. Families who chose to participate in synchronous online caregiver-child classes at a local community music school were invited to participate in interviews. Eight adults, representing seven enrolled families, chose to participate. Four themes arose from the interviews: (a) Pandemic and the Upheaval of Family Life, (b) The Experience of the Child in Remote Music Class, (c) The Role of the Parent in Remote Music Class, and (d) The Unpredictable World of Remote Music Class. We share implications for teaching and suggestions for future research.

Teknik Permainan Kelompok untuk Meningkatkan Perkembangan Sosial Emosional Anak

This study aims to answer whether the application of group games can improve children's social emotional development. This study uses pre-experimental research techniques with one group pre-test post-test design. The method of data collection in the study used an observation instrument. The research subjects consisted of 8 students who had not optimal social-emotional development. The results showed that the socio-emotional development of children in TKQ MALNU increased after being given treatment with group games. Based on the results of the average pre-test and post-test, there is an average difference of 0.74 which defines that group games are effective for improving the social emotional development of children in TKQ MALNU.

Pelaksanaan Penilaian Perkembangan Sosial Emosional Anak Usia Dini Di RA Siti Khodijah Karangrowo Wonosalam Demak

Developmental assessment is a process of collecting data and then analyzing it to determine the implementation of the assessment of the child's development that is experienced. A child's behavior in adjusting the norms that apply in their environment can be called social development. Emotional development is a condition in the form of feelings that are carried out through actions and create attitudes towards behavior. Social emotional development of early childhood is an ability in children where children can manage and express emotions accordingly. Children can explore with their environment, namely in interacting with their peers. This study aims to find out that teachers will play a role in the implementation of social emotional development assessments and efforts to foster social emotional development in children. In this study using qualitative methods. The results of the study show that the social emotional development of children is different. Research shows that assessments are carried out to see whether the socio-emotional development aspects of children have been achieved or not. This assessment process is an inseparable part of the learning process and is comprehensive (holistic) which includes all aspects of student development, both aspects of attitude, knowledge and skills. The implementation of the assessment of the development of RA Siti Khodijah Karangrowo Wonosalam Demak uses various assessment methods and techniques such as; assessment techniques of observation, conversation, anecdotal notes and specimen records, so that they have the skills to choose and use appropriately the methods and techniques that are considered most appropriate to the objectives and learning process, as well as the learning experience that has been determined.

Early care and education settings as contexts for socialization: New directions for quality assessment

AbstractIn this article, we aim to chart a path for a new generation of early care and education (ECE) quality assessments that accurately and equitably capture key inputs to the social–emotional well‐being of the diverse population of young children in ECE classrooms in the United States. We zero in on four promising, socially supportive features of center‐based ECE settings that are actionable for research, policy, and practice: teachers' classroom behavior‐management strategies, their scaffolding of peer interactions, aspects of their own well‐being that shape their capacities to support children's social–emotional development, and indicators of bias‐free and culturally responsive ECE environments.

Impact of Parental Beliefs on Child Developmental Outcomes: A Quasi-Experiment in Rural China.

This paper examines the impact of parental beliefs on child development outcomes (for both cognitive and social–emotional skills) based on a three-wave longitudinal survey in rural China. The survey waves were conducted when the sample children were 18–30 months, 22–36 months, and 49–65 months, respectively. A total of 815 children and their primary caregivers who participated in all three wave surveys were enrolled in this study. Using difference-in-differences and propensity score matching approaches, the results indicate that strengthened parental beliefs have a positive and significant impact on child social–emotional development. Specifically, between the periods of the Wave 1 survey (when children were 18–30 months old) and the Wave 3 survey (when children were 49–65 months old), and between the Wave 2 survey (when children were 22–36 months old) and the Wave 3 survey, strengthened parental beliefs were causally associated with more favorable child social–emotional scores by 0.44 SD (p < 0.01) and 0.49 SD (p < 0.01), respectively. No significant impact, however, was found between the period of the Wave 1 survey and the Wave 2 survey. In contrast, weakened parental beliefs had a negative and significant impact on child social–emotional development. Specifically, weakened parental beliefs were causally associated with worse child social–emotional abilities by 0.35 SD (p < 0.01), 0.30 SD (p < 0.01), and 0.22 (p < 0.05) for the time period of the Wave 1 to Wave 2, Wave 1 to Wave 3, and Wave 2 to Wave 3, respectively. No significant impact of parental beliefs, however, was found on child cognitive development. In addition, the findings of the mediation analysis show that only a marginal impact of parental beliefs on child social–emotional development can be indirectly explained by parental beliefs through parenting practices. This study calls on policy makers to improve parental beliefs and parenting practices in the hope that it will lead to better child development in rural China.

Implementasi Kegiatan Cotton Bud Painting Untuk Mengembangkan Kemampuan Motorik Halus Anak Usia 4-5 Tahun Di Ra Tarbiyatul Ula

Cotton Bud Painting is a painting activity using cotton buds or media that can train children's fine motor development aspects, stimulate children's cognitive and social emotional development. This study aims to develop fine motor skills of children aged 4-5 years through cotton bud painting activities. The focus of the problems in this study are: 1) How is the implementation of cotton bud painting activities to develop fine motor skills of children aged 4-5 years?2) What are the supporting and inhibiting factors for implementing cotton bud painting activities to develop fine motor skills of children aged 4-5 years? This study uses descriptive qualitative research methods. Data collection techniques used are interviews, observation, and documentation. The results showed that: 1) The implementation of cotton bud painting activities was able to develop children's fine motor skills as seen from the observations that children were able to hold cotton buds correctly, placing the right colors in their paintings. 2) The supporting factor in this study is the role of parents who always support activities at school. While the inhibiting factor is the child's lack of interest in participating in learning because learning is always carried out indoors

Long-Term Promotive and Protective Effects of Early Childcare Quality on the Social-Emotional Development in Children

Long-Term Promotive and Protective Effects of Early Childcare Quality on the Social-Emotional Development in Children

Early Adolescents' Experiences During the COVID-19 Pandemic and Changes in Their Well-Being.

BackgroundEarly adolescence is a time of psychological and social change that can coincide with declines in mental health and well-being. This study investigated the psychological and social impacts of the COVID-19 pandemic from the perspective of students who responded to a survey in Grades 7 and 8 (ages 12–14) in British Columbia (BC), Canada. The objectives of this study were (i) to provide an overview on early adolescents' experiences and social-emotional well-being during the pandemic; and (ii) to examine whether changes in social experiences as well as feeling safe from getting COVID-19 at school were associated with changes in well-being outcomes over the course of a year.MethodsA sample of n = 1,755 students from a large public school district self-reported on their life satisfaction, optimism, and symptoms of sadness across two time points: First, in their Grade 7 year (pre-pandemic; January to March, 2020) and then 1 year later in their Grade 8 year (during the pandemic; January to March, 2021). In Grade 8, students also reported on pandemic-specific experiences, including changes in mental health, social relationships, and activities, as well as coping strategies and positive changes since the pandemic. Data were collected online using the Middle Years Development Instrument (MDI), a population-based self-report tool that assesses children's social-emotional development and well-being in the context of their home, school, and neighborhood. Multivariable linear regression analyses were used to examine associations between pandemic-related changes in relationships and perceived safety from getting COVID-19 at school with changes in well-being outcomes.ResultsStudents reported a range of experiences, with a large proportion reporting moderate concerns and impacts of the pandemic, including worries about their mental health and missing school activities. Students reported significantly lower optimism, lower life satisfaction, and higher sadness compared to the previous year. Within the sample, improvements in relationships with parents and other adults at home was associated with higher well-being during the pandemic.ImplicationsResults from this study can inform decision making of policy-makers, educators, and practitioners working with youth, by providing information on students' experiences during the pandemic and identifying factors that may be protective for students' mental health during and beyond the pandemic.

Peranan Guru dan Orang Tua dalam Mengembangkan Sosial Emosional Anak

Abstract: The Role of Teachers and Parents in Developing Children's Social Emotional. This study aims to describe the role of teachers and parents in developing children's social and emotional development and describe supporting and inhibiting factors in developing children's social and emotional. This research approach uses a qualitative approach using descriptive qualitative research. The location of the study was carried out by group B Mekka at Tk Islam Al-abrar Makassar City. The data sources in the study were sourced from primary data and skunder data. The data collection techniques in this study are using observation methods, interviews, and documentation methods. The results of this study show that teachers play a very important role in developing children's social and emotional. There is the role of the teacher as an educator, meneger, supervisor, communicator, and motivator. The role of parents in developing children's social and emotional is to instill an attitude of courtesy, foster a sense of responsibility, teach children to always do good, get used to a disciplined life, understand a child's feelings. There are factors that can support and hinder the child's social emotional development. Supporting and inhibiting factors in the child's social emotional development are physical factors, psychological factors and environmental factors of self-confidence..

Maternal self-efficacy and emotional well-being in Chilean adolescent mothers: the relationship with their children's social-emotional development.

BackgroundLow maternal self-efficacy and high levels of anxiety, depression, and stress can be triggered in adolescent mothers due to an incomplete development process that makes them physically or psychologically unprepared for the responsibilities of motherhood and parenting. These factors may be linked to difficulties with their children’s social-emotional development. The present study aims to: (a) analyze the relationship between maternal self-efficacy and stress, depression, and anxiety levels in low-income adolescent mothers; (b) examine the relationship between maternal self-efficacy and well-being with children’s social-emotional development; and (c) describe the effects of maternal self-efficacy on children’s social-emotional development, mediated by maternal well-being.MethodsA sample of 79 dyads comprising low-income Chilean adolescent mothers aged from 15 to 21 years old (M = 19.1, SD = 1.66) and their children aged 10 to 24 months (M = 15.5, SD = 4.2) participated in this research. A set of psychometric scales was used to measure maternal self-efficacy (Parental Evaluation Scale, EEP), the mothers’ anxiety and depression (Hospital Anxiety and Depression Scale, HADS), maternal stress (Parental Stress Scale, PSS), and the children’s social-emotional development (Ages and Stages Questionnaire Socio-emotional, ASQ-SE). Bivariate analyses and mediation models were employed to estimate and test the relevant relationships.ResultsA bivariate analysis showed that maternal self-efficacy was negatively related to the mother’s anxiety, depression, and stress. Moreover, there was a significant relationship between maternal self-efficacy and maternal stress, and children’s self-regulation and social-emotional development. Maternal self-efficacy, mediated by maternal anxiety, depression, and stress scores, had a significant effect on the development of children’s self-regulation.ConclusionsThe results confirm the importance of adolescent mothers’ emotional well-being and maternal self- efficacy with respect to their children’s social-emotional development. This makes it necessary to have detailed information about how emotional and self-perception status influences a mother’s role in the development of her children.

Association of maternal depression and anxiety with toddler social-emotional and cognitive development in South Africa: a prospective cohort study

ObjectiveA robust literature has identified associations between prenatal maternal depression and adverse child social-emotional and cognitive outcomes. The majority of prior research is from high-income countries despite increased reporting of...

Parenting Education for Early Childhood Social-Emotional Development

Social-emotional development is a process that includes changes in individuals with other people, changes in emotions, and personality changes. One of the potentials and abilities of children that need to be developed by educators and parents is the potential social-emotional abilities of children. Harmonious interaction will facilitate the child's socialization process. So the family is the most critical institution in child development. This research uses case study research with descriptive qualitative research methods involving teachers, parents, and children, Data was collected through observation, interviews, and documentation. This research was conducted at Qurrota A'yun Kindergarten, East Betung Bay. The sample was shown to parents who have early childhood and attend Qurrota A'yun Kindergarten in East Betung Bay. Then the data that has been collected is analyzed and presented in narrative form so that the desired conclusions can be drawn. The results showed that the role of family education in children's social-emotional development at Qurrota A'yun Kindergarten in Teluk Betung Timur plays a good role. This is due to the exemplary education carried out by parents/family in words, deeds, attitudes, and behavior that can help children know feelings of pleasure, sadness, anger and fear. Optimally in teaching to get along or socialize with others helps children make friends, play and work together with others.

Parental Self-Perception, Parental Investment, and Early Childhood Developmental Outcomes: Evidence From Rural China.

Using a three-wave longitudinal survey conducted in 815 households in rural Western China, this study aims to examine the association between parental self-perception and early childhood development and the mediation effect of parental investment on the association between parental self-perception and child development when the sample children are at different ages in the early childhood (18–30, 22–36, and 49–65 months). The results demonstrate that parental self-perception are positively and significantly associated with child social-emotional development in all three ages of childhood (from 18 to 65 months). Positive and significant association between parental self-perception and child cognitive development is found in the ages from 22 to 65 months. In addition, findings of this study show that parental investment plays a mediating role in the association between parental self-perception and child cognitive development. The study calls on policymakers to help to strengthen parental self-perception and parental investment related to early childhood development, which should result in better child development in rural China.

Creating Bonding with Children during a Pandemic Through Fun Cooking Activities

Fun Cooking is an activity in which children make their own dishes with ingredients that have been prepared by their parents and this Fun Cooking activity is an activity that requires assistance from parents or teachers when in school. Fun Cooking is also an activity that trains eye and muscle coordination and can also train children's social emotional development, which is to create bonding between children and parents. The purpose of this study is to create bonding in early childhood. The method in this research is using descriptive qualitative method. The collection technique in this study used the observation technique, namely the researcher saw directly the fun cooking activities of the parents with the child, interviews, namely the researcher interviewed the child's parents, and documentation to obtain valid and strong data. The analysis technique used in this research is data reduction using the Miles and Huberman model and the validity of this study uses the triangulation technique. The results of this study show that Fun Cooking activities can create bonding between children and parents and can train children's social emotional development.

Hubungan Interior Ruang Belajar dan Bermain Terhadap Perkembangan Sosial Emosional Anak Usia Dini

In general, playing and learning activities in Kindergarten are carried out indoors, so that the interior elements of the room can affect children's activities which can be seen from their behavior while in the room. This behavior is also a manifestation of the social and emotional development of children. The interior of the study and play room is expected to play an effective role in realizing the educational goals of Kindergarten, in particular the social emotional development of children. This research was conducted with the aim of knowing the relationship between the interior of the study and play rooms on the socio-emotional development of early childhood at RA Mukhlisin. The method used in this research is quantitative research using data collection techniques. The results obtained from this study are that there is a relationship between interior design and early childhood development at RA Mukhlisin because in terms of play space, RA Mukhlisin has provided quite a lot of game tools with good and interesting conditions, so that children feel comfortable in playing. socialize or interact with friends

One size doesn't fit all: Profiles of isolated children in early childhood

Peer isolation poses risks to children's social-emotional and academic development, contributing to internalizing and externalizing problems and school adjustment difficulties. To deepen scholarly understandings of peer isolation in early classroom settings, the current study examined the co-occurrence of child characteristics associated with isolation, including children's language ability, executive function, social skills, aggression, and peer victimization. The sample included 1275 children in 94 classrooms from preschool to grade three. Using a peer-nomination task, 254 children were identified as isolates who were at the bottom quartile on the “play most” peer nominations. Among the isolates, a multilevel latent profile analysis identified four heterogeneous profiles: low executive function, victimized and low social skills, aggressive and victimized, and average. These profiles were compared regarding children's language and social skills from the fall to the spring of the academic year. The findings caution against using a one-size-fits-all strategy to support the development of isolated children.