Children's Confidence Research Articles

Correlation of Verbal Abuse to Children's Self-Confidence

The study aims to analyze the relationship between verbal violence and self-confidence of children 4-5 years old in Wonosari Village, Kebumen District. The method used in this study is a survey method with a correlational approach. The independent variable or independent variable in the study is verbal violence. The variable tied to this study is confidence. The population in this study amounted to 2816 children aged 4-5 years along with their parents in kindergarten family planning located in Kebumen District. The author uses a simple random sampling technique because the population in this study is homogeneous using the slovin formula. Based on the slovin formula, the sample value was obtained at 96.5 or rounded to 96 parents of children. In this research, the data collection instrument is in the form of questionnaires. Test the hypothesis in this study using the Pearson Product Moment test using SPSS v22 software. The results showed a correlation coefficient value of -0.551, which shows that the relationship is negative and strong. Based on the results, the significance value between the variables of verbal violence and self-confidence has a significance value of 0.003 < 0.05, which means there is a significant correlation. So it can be concluded that the higher the level of verbal violence experienced by children, the lower the trust in children aged 4-5 years in Kebumen sub-district.

Disagreement reduces overconfidence and prompts exploration in young children.

Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four- to six-year-old US children (N = 136, 50% female, mixed ethnicities, data collected 2020-2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence in their belief before and after the (dis)agreement, and (2) how long children searched for information about the correct answer. Disagreement, especially with an expert (Experiment 2), reduced overconfidence and prompted children to search longer for information, compared to agreement. Together, our findings suggest possibilities for interventions aimed at fostering humility and learning across the lifespan.

The Impact of Gadgets on the Social and Emotional Development of Early Childhood

This study was conducted to describe the impact of gadgets on early childhood socio-emotional development. The method used in this research is literature methodology. With a qualitative approach. From the results of this study, it is found that gadgets can have positive and negative impacts on the socio-emotional development of early childhood. The positive impacts include: increasing children's imagination and creativity, increasing children's intelligence and cognitive abilities, helping children learn and understand the surrounding environment, increasing children's self-confidence, expanding children's friendship networks. While the negative impacts include: increasing the risk of gadget addiction, reducing children's social interaction with peers, disrupting children's emotional and moral development, increasing the risk of health problems, such as obesity, sleep disorders, and visual impairment.

Exploring The Physical Fitness Level of Children Through Dance

This study aimed to explore the effect of dance training on children's physical fitness level by providing 6- to 12-year-old children with 6-month dance training and regular physical training. Using diversified research methods, including literature review, comparative analysis, experimental method, observation, measurement, questionnaire and interview, this study assessed the physical fitness indexes and psychosocial abilities of children in the experimental and control groups. The results showed that children who participated in dance training significantly outperformed the control group in physical fitness indicators such as lung capacity, flexibility and balance. In addition, dance training significantly improved children's self-confidence, social interaction skills, and emotional stability. The study highlights the importance of incorporating dance training into the children's education system and provides a reference for optimizing dance education strategies in the future.

PARENTS-CHILD INTERPERSONAL COMMUNICATION PATTERNS IN SELF-REGULATED LEARNING (INDEPENDENT LEARNING) OF EAST KALIMANTAN STATE MADRASAH ALIYAH STUDENTS

This research investigates parent-child interpersonal communication patterns in self-regulated learning (independent learning) of east Kalimantan state madrasah aliyah students. Learning independence is an essential skill in education that allows students to manage, organize, and supervise their learning process. This research uses a qualitative approach with interview and observation methods as data collection tools. Participants in this research were Madrasah Aliyah students in East Kalimantan and the students' parents. The collected data is then analyzed by paying attention to interpersonal communication patterns between parents and children during the learning process. The research results show that communication between children and parents plays a significant role in forming students' character and independent learning abilities. Open and honest communication influences children's confidence in their talents and interests. This also positively impacts students' active learning, discipline, and responsible attitude toward learning tasks and obligations. The role of parents in children's independent learning is evident in various aspects. The implication of this research is to provide recommendations for MAN East Kalimantan and related parties to increase the role of parents in supporting students' independent learning. It is hoped that the results of this research will provide an essential contribution to further understanding the relationship between parent-child interpersonal communication and students' independent learning abilities, which in turn can improve the quality of education at MAN East Kalimantan and similar educational institutions.

Implementasi Reward Asyik dalam Meningkatkan Rasa Percaya Diri Anak Kelompok B TKIT Almarjan Bekasi

Early Childhood Education is an effort to provide stimulus for children from birth to six years of age. Education during the golden age is carried out to help children's growth and development, both physically and spiritually, so that children are ready to enter further education. One aspect of development is social emotional development, including self-confidence. This research aims to increase the self-confidence of children aged 5-6 years through "Reward ASYIK" at TKIT Almarjan Bekasi. This research uses qualitative descriptive with observation, interviews and documentation of children's self-confidence. This research was conducted from 10 October to 28 November. The results of the research show that there is a significant increase in children's self-confidence by giving fun rewards, namely by shouting "I can, I'm great, I'm successful, yes!!!" spoken well by all children with a total of 17 children, 3 children had high self-confidence. 11 are as expected, 2 children are starting to develop and 1 child is not yet developing. This research concludes that "Reward ASYIK" is effective in increasing the self-confidence of group B children at TKIT AlMarjan Bekasi.

Analysis of Social Interaction Skills of Children With Special Needs With Intellectual Disabilities in SLBN School Bekasi Regency

This article discusses the ability of children with intellectual disabilitiesto improve social interaction and learning skills for children with intellectual disabilities. Intellectual impairment is a special condition that affects cognitive development in children. This article uses qualitative methods, data collection in this study is carried out by observation, interviews with teachers and documentation and assisted by scientific papers, books, references, and others whose purpose is to analyze the social interaction ability of children with special needs with intellectual disabilities in the school environment. The results in this study show that children with intellectual disabilities face challenges in developing their social interaction skills in the school environment. Factors such as difficulty interacting socially with their peers, lack of self-confidence in children, and always withdrawing from their peers. However, the teacher's efforts or strategies in dealing with children with intellectual disabilities are an inclusive approach in classroom management and teachers provide understanding to their friends to approach and join children so that they can play together and get treatment from the teacher.

Layanan Konseling Kelompok Dengan Teknik Diskusi Kelompok Untuk Meningkatkan Kepercayaan Diri

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble morals, and the skills needed by themselves, society, nation and state.improving the quality in the implementation of education by improving the curriculum, facilities and infrastructure that support education and improving the learning process, one of which is by improving learning methods.There are various kinds of learning methods themselves, namely the discussion method. The discussion method is a process of activities carried out consciously by students to achieve goals carried out in groups or from the results of learning activities in groups with fellow students.The group discussion method has several benefits when implemented in educational institutions, one of which is increasing children's self-confidence, with the aim of growing and developing children's self-confidence, especially children's self-confidence in socializing. So that children can unleash their potential to the maximum and have the possibility to do better if supported by adequate training and facilities through the discussion method.

When expectations fall flat: Contradictory messages for children in early years settings

Charlotte Baker, associate lecturer at Derby University and author, discusses the effect practitioner expectations can have on children. She outlines how important it is that staff build children's confidence and self-esteem holistically, rather than prioritising a child's academic ability or talents over their own personality, interests and other characteristics.

Meningkatkan Kepercayaan Diri Anak di Panti Asuhan Muhammadiyah Koto Baru Kabupaten Solok

Self-confidence is a very important indicator of success in a person's activities. However, what cannot be avoided is the level of self-confidence that each child has. Because their backgrounds are so different from other children, they are less likely to feel like they are in an orphanage. In general, the family must play an important role in the development of the child's personality, one of which is building the child's independence. However, not all children are lucky to have a complete family for life, due to loss of a family member, lack of money, financial problems, and so on. Based on interviews with adoptive mothers and adoptive fathers, it is known that it is very difficult to increase a child's self-confidence because the child's personality is not yet harmonious. Not all children are able to express their opinions and feel embarrassed or anxious during activities. Observations also show that children's self-confidence is still relatively low, but children in orphanages still feel anxious about expressing their opinions because they are afraid of answering incorrectly. Therefore, they often remain silent when asking questions because they are afraid of being laughed at by their friends. The aim of this research is to increase the self-confidence of children at the Muhammadiyah Koto Baru Orphanage, Solok Regency in expressing opinions and answering questions without feeling embarrassed or suspicious. This research uses a qualitative descriptive research method.

MiniMovers: An Initial Pilot and Feasibility Study to Investigate the Impact of a Mobile Application on Children's Motor Skills and Parent Support for Physical Development.

The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children's motor skills. This study investigates how MiniMovers activities enabled parents to support their children's physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21-79 months) and their parents, providing quantitative analysis on children's performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents' attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children's enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.

Kegiatan Perlombaan Keagamaan bagi Anak-Anak

One of the factors that can affect a child's lack of confidence is an unsupportive environment. From the religious competition held in Lalang Village, it was apparent that some children lacked confidence when participating in religious competitions. Lack of skills can also be a cause of a child's lack of confidence. Therefore, motivation from parents and support from the environment are very important for the development of a child's confidence. Confidence is an attitude or belief in one's own abilities. One way to boost a child's confidence is through group guidance. Through group guidance activities, individuals can experience positive changes or effects. It is proven that students' confidence increases after participating in group guidance.

Peran Panti Asuhan Dalam Meningkatkan Kepercayaan Diri Pada Anak Panti Asuhan Putra Muhammadiyah Lubuk Basung

The aim of this research is to determine the extent of the contribution of the orphanage at the Putra Muahmmadiyah Lubuk Basung Orphanage to the development of children's self-confidence through a study of the orphanage phenomenon. By utilizing documentation and observation, interviews and qualitative methods, this research seeks to obtain a comprehensive understanding of the social realities related to the development of self-confidence in children in orphanages. The expected result of this research is to increase understanding and knowledge, especially those related to children's self-confidence. The findings of this research show the efforts made by orphanage administrators to instill self-confidence in children, enable them to voice opinions, provide guidance and direction, involve them in various activities, equip them with education and skills, and uphold their rights. child. discipline so that they can achieve achievements they should be proud of. These efforts take the form of lecture exercises carried out after every evening prayer, carrying out weekly morning education activities and participating in community activities.

The effect of art therapy (drama therapy and music therapy) on increasing the self-confidence of children in speech therapy centers in Isfahan

The aim of this study was to the effect of art therapy (drama therapy and music therapy) on increasing children's self-confidence in speech therapy centers in Isfahan.The research method was quasi-experimental (pre-test-post-test with control group) and the statistical sample was 30 children with stuttering who were selected using available sampling method from speech therapy centers in Isfahan and randomly divided into two equal experimental groups. And controls were divided and tested in twenty sessions.Data collection was done using both library and field methods and the data collection tool was a questionnaire.Data were analyzed using SPSS software. In order to analyze the data, descriptive statistics including mean and standard deviation and inferential statistics including Pearson and Spearman correlation were used. The results of data analysis showed that there is a positive and significant relationship between the use of art therapy (drama therapy and music therapy) and children's self-confidence in speech therapy centers in Isfahan.

Peran Guru dalam Meningkatkan Rasa Percaya Diri Anak Usia Dini di Tk Jasa Mekar Mandiri Kabupaten Seluma

This study aims to determine the role of teachers in improving children's independence (descriptive quality in TK Jasa Mekar Mandiri Seluma Regency). This research is a qualitative descriptive research. Data were collected through observation, interviews, and documentation. The main subjects in this study were teachers and students at Jasa Mekar Mandiri Kindergarten, Seluma Regency. The results showed that: The role of teachers in increasing early childhood self-confidence in TK Jasa Mekar Mandiri Seluma Regency is First, the role of educating is carried out by means of teachers being able to arouse children's interest, encourage and teachers must try to motivate children to try children to be more courageous and confident in themselves. Second, the role of teaching is carried out by the way the teacher applies the concept of learning so that children are more excited, and there are also things that need to be considered and prepared before learning so that learning objectives are achieved properly. Third, the role as a guide is carried out in a way, the teacher must always accompany, direct the children. The teacher guides the child to be able to solve the problems that the child faces. Teachers help children so that children can recognize their strengths and weaknesses by providing activities to children. To increase children's self-confidence, teachers guide children by providing help explaining what children should do. Fourth, the role of assessing is carried out by assessing the attitudes displayed by children using a daily assessment format accompanied by certain criteria that are in accordance with assessment standards for early childhood.

PERAN ORANG TUA DALAM MENSTIMULASI PERKEMBANGAN BAHASA ANAK USIA DINI

Language development in early childhood is a critical aspect in the formation of their cognitive, social and emotional abilities. The role of parents in stimulating this language development holds a central position and significantly influences the pattern of child development. Research shows that regular interactions between parents and children in the prepubescent to early childhood period are critical moments in forming the foundations of language. Parents have several key roles in helping children develop language. First, they serve as the primary models of everyday language use. Through rich and varied verbal interactions, children learn vocabulary, grammatical structures and essential communication skills. Next, parents also play a role in creating a supportive environment for language learning, including reading books, singing songs and telling stories to their children. These activities broaden children's exposure to language and stimulate their imagination and creativity. In addition, parents also play a role in responding positively to children's communication efforts. Listening attentively, providing positive feedback, and stimulating responses to children's speech are important. This encourages children's confidence in speaking and interacting. Last but not least, parents should understand that each child has a different pace and way of learning. Therefore, recognition of children's uniqueness and individual development and patience in helping them overcome difficulties are key in supporting optimal language development. In conclusion, the role of parents in stimulating early childhood language development is crucial. By modeling, creating a supportive environment, responding positively and understanding the uniqueness of each child, parents can play a vital role in forming a strong language foundation for their children.

MODEL PENGEMBANGAN TEKNIK ASSERTIVE TRAINING DENGAN RATIONAL EMOTIVE BEHAVIOR THERAPY (SIGNATORY) TERHADAP PENINGKATAN KEPERCAYAAN DIRI ANAK DI PSAA NUGRAHA KOTA BANDUNG

Technique Development with Rational Emotive Behavior Therapy (REBT) is the result of psychosocial therapy technology engineering in the form of combining Assertive Training techniques with Rational Emotive Behavior Therapy (REBT) to increase children's self- confidence. The addition of the Rational Emotive Behavior Therapy (REBT) model aims to reduce client cognitive distortions so that there is an increase in self-confidence due to positive thinking and attitude. This study aims to explain the results of the implementation of the development of Assertive Training techniques with Rational Emotive Behavior Therapy (REBT) to increase children's self-confidence. This research uses a quantitative approach with Single Subject Design (SSD) type of A-B-A reversal. The subjects in the study were FT and IM. The target behaviors observed in this study are resilient in facing difficulties, doing tasks, expressing opinions or questions and maintaining concentration. The validity test of the measuring instrument uses face validity, while the reliability test uses percent agreement. The data analysis used is a visual analysis consisting of analysis within conditions and between conditions. The interim research results show that during the intervention or treatment has an influence in increasing children's self-confidence. The number of frequencies and durations shows an increase, then the direction of the graph goes up and the level changes between conditions which shows the meaning of improving. Researchers are currently still measuring the second baseline condition (A2) as a control for intervention conditions. Keywords: Development of Assertive Training Techniques with REBT, Children with Low Self- Confidence.

Improving Children’s Reading Motivation and Skills Through Read Aloud: A Mixed-Method Study in Orphanage Context

Generally speaking, children's reading motivation and skills are low, notably those in orphanages requiring solution, one of which is through reading activities applying read-aloud method. Most studies on the read-aloud method were qualitative. This study attempted to address the gap by employing a mixed-methods design with 10 foster children from an orphanage chosen using purposive sampling technique. Observations, tests, and interviews were used to collect the data. Quantitative data from observations and tests were statistically analyzed and reported in frequency and percentage to determine the difference in the number of children who improved following the program. Additionally, interviews were conducted to obtain qualitative data on children's and orphanages' perspectives of the program and its impacts, and the results were assessed using qualitative data analysis including data reduction, data display, and conclusion drawing. Both quantitative and qualitative data were gathered and analyzed concurrently. They were then merged and interpreted through a side-by-side comparison approach. Finally, convergence or divergence between the two sources of data was determined. The findings show that quantitative and qualitative data confirm each other, demonstrating that the read-aloud method improved children's reading motivation by significantly increasing the length of time for reading and the number of books read, as well as a slight increase in children's reading comprehension and confidence. In addition, the children's reading fluency improved substantially, while their reading accuracy and clarity improved slightly. Future research should focus on areas that need the most improvement and entail a larger sample size. Additionally, reading assistance for foster children is always recommended.

Kontribusi Dukungan Orang Tua Dalam Layanan Konsultasi Bimbingan Dan Konseling

The aim of this research is to find out how parental involvement influences the provision of guidance and counseling consultation services. Family is the first and most important social environment for a child. Parental guidance, love, and supervision can contribute to the development of children's self-confidence and academic success. To deal with children's problems effectively, counselors, educators and parents must work synergistically. An additional strategy to encourage this collaboration is to offer parent consultation services. This can help parents strengthen their bonds with their children, offer wise guidance, and realize the impact of love on family growth. To increase collaboration between counselors, educators and parents in dealing with children's problems, it can be concluded that parent consultation services are an important strategy.

Belajar Literasi Dan Memupuk Rasa Percaya Diri Anak Di LSM KOPA, Medan Maimun

According to the KBBI, the meaning of literacy itself, as reported on the Ministry of Education and Culture's official website, is the ability to write and read. Etymologically, the term literacy itself comes from the Latin "literatus" which means someone who learns. In this case, literacy is closely related to the process of reading and writing. Literacy activities in the learning phase aim to develop the ability to understand texts and relate them to personal experiences, think critically, and process communication skills creatively through activities responding to the texts of enrichment books and textbooks. Literacy or literacy is a general term that refers to a series of individual abilities and skills in reading, writing, speaking, calculating and solving problems at a certain level of expertise required in everyday life. Benefits of literacy Expanding insight and knowledge. Sharpen the ability to capture and understand information from reading. Literacy is not the same as reading. Reading and books are the surface technical and physical forms of literacy. The essence of literacy is how humans gain knowledge and learn to gain knowledge. Raising self-confidence in children is a parent's responsibility, although cultivating self-confidence is not an easy job. Apart from requiring patience and example, parents must be clever in creating an atmosphere that is conducive to growing children's self-confidence. Especially an atmosphere that is able to foster a child's sense of self-esteem which must be understood together, by building a child's self-esteem it will not automatically be able to grow a child's self-confidence. However, if a child has a healthy sense of self-esteem by knowing and being able to accept himself as he is, including all his limitations, then he will be able to feel ashamed of himself and see everything as part of the reality of life.