Early Childhood Discipline Research Articles

Penerapan Metode Gerak dan Lagu Untuk Meningkatkan Sosial Emosional Anak Usia 5-6 Tahun di RA Al Fajar Denai

It is very important to implement discipline in early childhood, to train discipline in early childhood in terms of developing social emotions in children. As this research aims to determine the social-emotional development of children aged 5-6 years before the movement and singing methods were implemented at RA Al-Fajar Denai, how the movement and singing methods were implemented at RA al-Fajar Denai to improve the socio-emotive development of children aged 5 -6 years old, and whether movements and singing methods can improve the social emotional development of children aged 5-6 years at RAAl-Fadar Denai. Apart from observations and compilation of supporting materials, this study uses a classroom action research approach. Using a collaboration paradigm that emphasizes cooperation between researchers and teachers, this Classroom Action Study was carried out for two months, from February to March 2024, in Raudhatul Atfhal Al-Fajar Denai, Kec. At RA Al-Fajar Denai, researchers collaborated with group teachers to plan, implement, observe and think about activities during two work cycles. From the research results, which were produced using movement and song as methods, the findings are very relevant to children's social-emotional development. Specifically, the data we obtained showed that 6.7% of children who had previously not progressed and 13.3% of children who had developed as expected had not progressed, and that 20% and 80% of children had developed very well, respectively. achieved the desired category of 65%. We can conclude that the movement and song methods that have been used have a great influence on the social emotional development of children aged 5-6 years. .

A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood

The past two decades of research have underscored the concerning use of exclusionary discipline in early childhood education settings and the need for professional development to support educators to use evidence-based practices. Existing professional development, such as coaching and infant/early childhood mental health consultation, are effective but pose implementation challenges due to time and resource demands. The need for scalable, cost-effective professional development that focuses on social and emotional development and challenging behavior is higher than ever. Short, online, self-paced courses (what we refer to as “micro-courses”) are one approach to addressing these challenges. In this paper, we examine initial evidence for how a micro-course can support in-service early childhood educators to learn and use evidence-based universal strategies to support positive behavior, which may indirectly reduce exclusionary discipline. We leverage quantitative and qualitative data from 25 educators who piloted the course in spring 2022 to report on early childhood educators’ engagement and satisfaction with the micro-course and whether educators report any changes in their knowledge or practices. We found that early childhood educators actively participated in the micro-course, found the experience useful and relevant, and reported changes in their knowledge of and comfort with positive behavior support practices as a result of participation. This study can inform future policy, practice, and research efforts to equitably support children's positive behavior, prevent challenging behavior, and eliminate exclusion in early childhood settings.

IMPLEMENTASI KURIKULUM MERDEKA DI PAUD BINA KARYA BANDAR MASILAM TERHADAP TANGGUNG JAWAB DAN DISIPLIN ANAK

The purpose of this study was to determine the effectiveness of the current independent curriculum in developing children's sense of responsibility and discipline. This research was conducted in PAUD located in Bandar Masilam Sub-district. The research was conducted in the first semester, which includes planning research activities, implementing research activities, and collecting data. The population of this study was all children with similar characteristics who attended PAUD BINA KARYA in Bandar Masilam sub-district. The study found that children who used the independent curriculum were more responsible and disciplined than those who did not. This is because the independent curriculum has made students familiar with the profile of Pancasila so that it is easier to apply. The Implimintation of Merdeka Curriculum in Early Childhood Education (ECED) is an Effort to build responsibility and discipline in early childhood. This curriculum approach prioritizes moare flexsible learning, according to the interests and potential of each child. With a focus on personal interacktion and enganging activities, children are encouraged to develop a sense of responsibility for their own learning, and have the freedom to choose activities that suit their interests. Through more active and engaged learning experiences, Merdeka curriculum builds discipline by following children’s individual development and interests, encoruraging intrinsic motivation to learn, and respecting axisting rules. Research at BINA KARYA PAUD revealed that the implementation of Merdeka Curriculum has gone through strict standards. Can affect the planning, implementation and evaluation stages and can affect children's responsibility and discipline. This foundation is the basis for implementing Merdeka Curriculum in ECD to build responsibility and discipline in children from an early age, integrating these values into their learning experiences.

The Values of Honesty and Discipline in Character Education for Early Childhood

If character formation is already wrong, it will have an impact on the character of children in the future. Character education is a system of instilling character values that includes knowledge components. This research aims to find out how the value of honesty and discipline in character education for early childhood according to Ki Hajar Dewantara. The type of research used is library research. This research is conducted by a series of collecting, processing and analyzing data taken from written literature, so that it is clear about the values of honesty and discipline in early childhood according to Ki Hajar Dewantara. The results of the study The values of honesty and discipline in character education for early childhood according to Ki Hajar Dewantara are three pillars, namely Ing ngarso sung tuladha, Ing madya mangun karsa and Tut wuri handayani. From these three mottos, there are values of honesty and discipline in it, namely: Responsibility, being kind, trustworthy, fostering order, keeping promises, always telling the truth, fostering an obedient attitude, always on time, and independent

Efektivitas Reward dan Punishment Terhadap Kedispilinan Anak Usia Dini di RA Miftahul Ulum Jayasari

Reward and punishment is an educational tool for educators' efforts to improve behavior and character as a consequence according to student actions. The purpose of this study was to determine the effectiveness of reward and punishment for early childhood discipline. This research examines in depth the effectiveness of reward and punishment on early childhood discipline at RA Miftahul Ulum Jayasari. The results of the research show that reward and punishment are very effective in increasing discipline. The benefits of giving reward and punishment at RA Miftahul Ulum Jayasari make children more aware of their actions. Like a child who often comes late to be punctual, a lack of focus in learning becomes more focused, and a quiet child becomes active in everything.

Exclusionary Discipline in Early Childhood

The purpose of this exploratory qualitative study was to examine how the perceptions and experiences of teachers relate to the suspension and expulsion of preschoolers in Catholic schools.Results indicated that teachers have a range of experiences with suspension, from children being removed from the classroom temporarily to out-of-school suspensions lasting up to a week. Most participants also had experienced expelling a student because of behavior. Patterns that emerged from the data included a frequency of extreme behavior from some children, the application of various strategies in response to challenging behavior, the use of exclusionary discipline when other strategies did not work, and a resistance to change practices without additional supports. Implications for research and practice are discussed.

IMPLEMENTASI METODE PEMBIASAAN BERBASIS TEORI BEHAVIORISTIK DALAM MEMBINA KEDISIPLINAN SISWA DI RA TUNAS LITERASI QUR’AN CURUP UTARA

One of the methods applied to instill discipline in early childhood is the habituation method. This method is a method based on behavioristic theory. The importance of discipline is instilled in children from an early age because it will affect the character and personality of children when they grow up. So that discipline must be instilled from a young age to prevent the destruction of future generations. The purpose of this study was to determine the implementation of the Behavioristic Theory-based habituation method in fostering student discipline at RA Tunas Qur'ani Literacy Curup Utara. This study uses a qualitative method with a descriptive approach. This study aims to describe the implementation of rewards in shaping the disciplinary character of young children. The technique of collecting research notes is structured interviews, non-participant observation, and documentation. This research uses a type of field research, which is a type of research where data collection is carried out in the field. There are two kinds of data sources, namely primary and secondary data sources. There are three data collection techniques used, namely observation, interviews and documentation. The data analysis techniques used are data reduction, data presentation and data verification. While the technique of testing the validity of the data using triangulation techniques. The results of the research on the application of behavioristic theory-based habituation methods at RA Tunas Literacy Quranic Curup Utara are seen as effective in instilling Islamic values. It has been proven not only in class, but has been done through habituation when students are about to take ablution getting used to queuing, when children come to school they also don't forget to shake hands and greet the teacher greeting each other, taking turns, getting used to queuing culture, and other habits.

Strategi Pendisiplinan Anak Usia Dini Pada Program Kelas Kelinci di Yogyakarta

Basically a growing and developing child is unruly and difficult to understand the commands of the parents. This research uses descriptive qualitative methods, as well as by taking data by documentation, interviews, and observations. The results of the study showed that the strategies used in early childhood discipline at the BIAS Institute for the rabbit class program used learning strategies Learning By Doing, Fun Learning, Small Group, Habit Forming / Habituation, Humanist, Scientific Learning

Parenting Patterns Based on Character Education Against Early Childhood Discipline

This study aims to determine the relationship between character-based parenting and child discipline. The population in this study were 70 people and a sample of 10 children and their parents. The research instrument is an observation sheet in the form of free questions. Data analysis concluded that: (1). The tendency of character-based parenting applied by people is very good with a presentation of 50% in the high category. (2). The tendency of child discipline shown by early childhood is sufficient with a presentation of 30% in the sufficient category. (3). There is a positive and significant relationship between character-based parenting styles on children's discipline with a connectedness coefficient of 42.9%.

The Association Between Adverse Childhood Experiences, Neuropsychological Deficits, and Experiences of Exclusionary Discipline in Early Childhood

The Association Between Adverse Childhood Experiences, Neuropsychological Deficits, and Experiences of Exclusionary Discipline in Early Childhood

Attachment disorganisation and poor maternal discipline in early childhood: independent contributions to symptoms of conduct problems

ABSTRACT Conduct problems (CP) are common behaviour difficulties in young children. Poor parenting and caregiver-child attachment relationships are important risk factors of CP, but more research is required to understand their concurrent contribution to CP in the early childhood years. We examined the association of maternal-reported conduct problems (CP) (Strengths and Difficulties Questionnaire) with maternal-reported harsh and inconsistent discipline (Preschool-Alabama Parenting Questionnaire) and children’s representations of attachment (Manchester Attachment Story Task) in a sample of children between 4 and 6 years old (n = 66). Correlation analysis showed that CP were associated with attachment insecurity, high levels of attachment disorganisation, and maternal harsh and inconsistent discipline. Regression analysis showed that disorganisation and inconsistent discipline explained unique variance in CP ratings even after controlling for the effects of confounding variables. The findings suggest that attachment disorganisation and aspects of poor maternal discipline in early childhood reflect parallel processes with unique contributions to CP.

PENGGUNAAN REWARD STICKER DALAM PENANAMAN SIKAP DISIPLIN ANAK

This study aims to explore the use of reward stickers in instilling discipline in early childhood. The research uses a qualitative approach using the case study method. The subjects in this study were TK B class teachers Waladun Solihun Tangerang Banten and TK B class children who used reward stickers in learning activities. We collected data through techniques, interview observations, and documentation. Data analysis using Miles Huberman with stages of data reduction, data presentation, verification and drawing conclusions. The results of the study explain that the use of reward stickers can be explored in (1) the type of reward given by the teacher in learning activities (2) the strategy in giving reward stickers (3) giving reward stickers in motivating children (4) aspects of discipline developed (5) response children in giving reward stickers (6) when giving reward stickers. This study recommends the use of reward stickers to improve children's discipline.

PENGARUH KETERAMPILAN SOSIAL TERHADAP KEDISIPLINAN ANAK USIA DINI

The aim of the research was to know the effect of social skills on early childhood discipline at TKIT Insan Ekselensia Jatiranggon. The research sample used was 40 students who were determined based on the cluster sampling technique. The data analyzed in this research is descriptive analysis and infrensial analysis. The results of the study show that the social skills possessed by a child affect their discipline, this is evidenced by the coefficient of determination (R-Square) = 0.265, this indicates that 26% of the variation in the discipline variable can be influenced by Social Skills.

Transforming early childhood discipline policy through collaborative research and evaluation.

Transforming early childhood discipline policy through collaborative research and evaluation.

Model Pembelajaran Montessori dalam Membangun Kedisiplinan Anak di TK Awliya Kota Cirebon

Discipline is very important to be developed early on, while the definition of discipline itself is giving an understanding to which children should be obeyed and which should be avoided. Discipline also teaches children about making mistakes will certainly contain a number of consequences, for this reason the function of punishment in children's education. Discipline is a behavioral value that can be done by force and can be done voluntarily. This Montessori-based learning model can build discipline starting from getting children to tidy up their former food, washing dishes, being able to take responsibility for the assignments given by their teacher, which has been applied in kindergarten Awliya, Cirebon. This research uses descriptive qualitative method that seeks to provide background, unique characteristics. The data obtained through interviews, observation and documentation. The results showed that children in the Awliya Kindergarten in Cirebon City could build their discipline through a Montessori-based learning model. This habit is a rare beginning in building discipline in early childhood.

STIMULASI METODE TIME OUT DALAM MENERAPKAN SIKAP DISIPLIN ANAK USIA DINI

The time out method is effective in stimulating discipline in early childhood. The success factor of the time-out method can be found in the age difference that causes different stages of development in each child which includes cognitive development, moral development, discipline, and the consistent role of parents and teachers in the implementation of the correct time-out procedure, especially the provision of rewards following aim. Disciplinary education needs to be instilled in children from an early age that if children make mistakes they will certainly receive consequences, for this reason, the punishment function in children's education. Discipline is a behavioral value that can be done by force and can be done voluntarily. In early childhood, this form of discipline must be implemented voluntarily and through play. Teachers, the community, and parents are the most influential factors in disciplining children.

SIMULASI BERKENDARA LALU LINTAS DENGAN MEDIA BARANG BEKAS UNTUK MENINGKATKAN DISIPLIN SEJAK USIA DINI DI TK QILPI AL JIHAD SURABAYA

This study aims to determine the effectiveness of traffic driving simulations at Qilpi Al Jihad Kindergarten in Surabaya. The author uses a qualitative descriptive method. The author focuses on applying traffic driving simulations with used media to improve discipline in children from an early age. The author observes 4 times meetings. Each of their meetings plays a different role but with the same content. Media used materials used are available at school and have been adapted to the material being taught. The research subjects were the Qilpi Al Jihad Surabaya Kindergarten which numbered 14 students. All students use media from used materials at each meeting for 30 minutes. The results showed that learning media through varied media used materials will make children more enthusiastic and enthusiastic to learn because it is not boring. However, for children who do not understand the traffic signs and regulations that have been explained by the teacher, they will experience difficulties and confusion.
 Keywords: driving simulation, training discipline in early childhood, gross motoric

RODA (Rotating Education Game) sebagai Media Pembelajaran untuk Menanamkan Sikap Disiplin pada Anak Usia Dini

Based on KPAI data, the trend of violence against children in education in 2018 has increased. Of the total 445 tapes, 51.2 percent or 228 cases were cases of physical, sexual and verbal abuse. In addition, child abuse also occurs at home. Acts of violence against children are carried out on the grounds of disciplining children. Violence experienced by children can have a prolonged psychological effect on him. The discipline of planting does not have to be done with violence. This then encourages the writer to make RODA (Rotating Education Game) as a learning medium to instill discipline in early childhood. This research uses a qualitative R&D approach, which is research that is used for certain products and tests its effectiveness. RODA is a colorful learning media and has a funny character so that it can stimulate children's memories from being disciplined in childhood. According to Albert Bandura this learning is called modeling. Thus it can be concluded, With the existence of RODA as a media for the formation of a disciplined attitude in early childhood, it can facilitate teachers or parents in the formation of a disciplined attitude so that they can help older children have discipline in carrying out their daily activities.

Peranan Kedisiplinan Guru Terhadap Perkembangan Karakter Baik Anak Usia Dini di Raudlatul Athfal Ma’arif 1 Metro Tahun Ajaran 2018/2019

Kedisiplinan merupakan hal yang penting yang harus ditanamkan pada anak. Disiplin merupakan suatu ketaatan dan kepatuhan terhadap sesuatu yang telah disepakati. Peran guru sangatlah penting dalam terbentukan karakter disiplin anak usia dini. identifikasi masalah tersebut diatas, maka rumusan masalah dalam penelitian ini adalah, Bagaimana Peranan Kedisiplinan Guru Terhadap Perkembangan Karakter Baik Anak Usia Dini di Raudlatul Athfal Ma’arif 1 Metro Tahun Ajaran 2018/2019. Penelitian ini menggunakan pendekatan deskriptif, Teknik Triangulasi dalam penelitian ini merupakan suatu teknik mencari data dalam sumber data yang sama dengan menggunakan teknik yang berbeda yaitu wawancara, observasi dan dokumentasi. Penerapan kedisiplinan guru dalam mengembangkan karakter baik anak usia dini telah dilaksanakan secara optimal. Kegiatan yang diberikan oleh guru berjalan sesuai dengan harapan dan pencapaian perkembangan, yang dijadikan sebagai indikator pelaksanaan pada aspek karakter baik. Sedangkan karakter baik yang dikembangkan dengan perapan kedisiplinan guru di Raudlatul Athfal Ma’arif 1 Metro adalah mengucapkan doa sebelum dan/ atau sesudah melakukan sesuatu, mengenal perilaku baik/sopan dan buruk, membiasakan diri berperilaku baik dan mengucapkan salam dan membalas salam.

PENINGKATAN KEDISIPLINAN ANAK USIA DINI MELALUI METODE PEMBIASAAN TOKEN ECONOMY

In general, the purpose of this study was to improve the discipline of early childhood through the method of token economy habituation in class II even semester 2016-2017 SD Cherry South Jakarta. The method of token economy refraction is a method of strengthening behavior by giving points (reward). In particular, the discipline referred to in this study is the presence of children on time at school. This research method is classroom action research which follows the models of Kemmis and Taggart. This study consisted of two cycles. Each cycle includes 4 stages, namely, 1) planning (planning), 2) acting (implementation), 3) observing (observation), 4) reflecting (reflection). The research time is 1 month, from April 2017 to May 2017 with the subject of research as many as 11 students, while the data is collected by observation, interviews, and documentation. The results showed that there was a significant increase in discipline in class II students. This can be evidenced by the increase in the results of quantitative calculations starting from the results of the average pre-action discipline, cycle 1 to cycle 2, namely the results of the pre-action average = 12, cycle 1 = 13.27, cycle 2 = 15 and the results of interviews concluded that the method of habituating token economy can motivate discipline in early childhood optimally. This study concludes that discipline with the method of habituating token economy can improve the discipline of early chilhood.