Social Development In Early Childhood Research Articles

Analisis Perkembangan Sikap Prososial Anak Usia Dini Menurut Bandura

The formation of prosocial attitudes in early childhood has a significant impact on the formation of their character and behavior in the future. The role of the model and environmental influences are important factors in this process. This research aims to explore more deeply the role of models and environmental influences in the formation of prosocial attitudes in young children, as well as to understand the challenges and obstacles faced in efforts to promote prosocial behavior in them. The research method used is qualitative research, by conducting direct observations and in-depth interviews with parents, teachers and children's caregivers. Data were analyzed thematically to identify key patterns and findings. The research results show that the role of models, whether from parents, teachers, or characters in the media, has a significant impact in shaping the prosocial attitudes of young children. The environment, including at home, at school and in the community, also plays an important role in shaping children's behavior. However, there are challenges such as negative media content and lack of awareness about the importance of promoting prosocial attitudes in early childhood. Therefore, a deep understanding of these factors is key in creating an environment that supports positive moral and social development in early childhood.

Economic Status, Parenting Patterns, and Duration of Gadget Use Influence the Social Development of Group B Children

In the era of globalization, more and more children are being influenced by technological advances. One of the technological advances that children like is gadgets. The introduction of gadgets to children usually starts with parents and family showing videos or games on the gadget in the hope that the child will stop crying and not be fussy. This research aims to analyze and describe parents' economic status, parenting patterns, gadget use duration, and early childhood social development. This research method is descriptive quantitative. The total sample was 158 parents. The data collection instrument uses a questionnaire that meets the validity and reliability test requirements. Data analysis to test hypotheses uses path analysis. Based on the results of this research, it was found that first, there is a direct relationship between economic status and children's social development. Second, parenting styles and children's social development. Third, the duration of gadget use depends on the child's social development. Fourth, economic status and duration of gadget use. Fifth, parenting patterns and duration of gadget use. Sixth, economic status through the duration of gadget use and children's social development. Seventh, economic status through the duration of gadget use and children's social development. It was concluded that there was a relationship between economic status, parenting patterns, and duration of gadget use with the social development of early childhood.

Simple Percussion Ensemble on Early Childhood Social Development

Early childhood is very fond of play activities. Based on observations in kindergarten group B, it was seen that 85% of children were not able to interact with friends and even teachers. This will have an impact on early childhood social development. The study aimed to analyze the use of percussion bottles filled with water on social development in children. This type of research is quantitative research. The research method uses a quantitative approach in the form of experimental quasi. The method used in collecting data is a test with early childhood research subjects. The instrument used in collecting data is the test question sheet. The technique used in analyzing data is inferential statistical analysis (t-test). The results of the study werethat children in the experimental class who used percussion bottles filled with water had a higher average score when compared to children in the control class who used applause. It was concluded that percussion bottles filled with water are effectively used to develop social development in early childhood. Simple percussion ensembles can help improve the pleasant learning atmosphere in students so as to improve social development in children.

The Relationship between Parenting Style and Social-Emotional Development of Early Childhood at RA Al-Maunah Gebang Anom Semarang

The main problem of early childhood learning is social-emotional development. This learning becomes the basis for other intelligence. The purpose of this study was to determine the relationship between parenting parents with emotional social development in early childhood. The researcher's approach is quantitative using a cross sectional approach, which is observation in one time. Data collection uses parenting questionnaire and KMME. The data obtained can be important for normality and reliability testing. Normality test is done to find out whether the data used in the study has a normal distribution and the results of the reliability test for all research variables have a Cronbach alpha value of> 0.60 so that it can be said that the instruments in this study are reliable and feasible to use. The results of this study indicate the relationship of parenting parents with social emotional development in early childhood, the chi square results show that the value of the Chi-Square Test symptom is P = 0.015

Pengaruh Child Abuse Dalam Keluarga Terhadap Perkembangan Sosial Anak Usia Dini

The purpose of this research is to find out how far the influence and how big the relationship is between child abuse in the family and the social development of early childhood. In line with the formulation of the problem, this type of research is quantitative with a correlation approach. Data collection uses a questionnaire made in the form of Googleform. The sample studied was 50 parents using purposive sampling. And research analysis by passing a series of statistical tests to a simple linear regression test and ending with drawing conclusions. Based on the theory and results of analysis through the interpretation of statistical data it proves that H0 is accepted and Ha is rejected. Thus, it is known that child abuse in the family has a significant influence on the social development of early childhood at a significance level of 0.05 (5%). The correlation value obtained was 0.299, which means that the correlation between child abuse in the family and early childhood social development was 29.9%, indicating that there was a significant relationship. The percentage contribution to the influence of the variable child abuse in the family is sufficient, therefore child abuse in the family quite influences the social development of early childhood. The percentage of child abuse variable in the family is 29.9% which shows that child abuse in the family is quite influential. While the remaining 71.1% is influenced by other factors.

STIMULASI PERKEMBANGAN SOSIAL ANAK USIA DINI DI RA MAARIF GIRIKLOPOMULYO SEKAMPUNG

Social development is an important aspect to be developed in early childhood so that children can adapt to the surrounding environment. Therefore teachers must have skills in stimulating children's social development. However, from the observations made by RA Ma'arif Girikelopomulyo, the learning model used by the teacher is still monotonous, like the teacher only lectures in front. This study aims to determine the social development of early childhood in group A RA Ma'arif Girikrlopomulyo, East Lampung. This type of research uses a descriptive qualitative method. The responses in the study were all children in class A, class teachers and school principals. Based on the results of observations in this study, it shows that there are still 4 children who have not yet developed, 4 children who have started to develop, and 7 children who have developed as expected. From this it can be seen that the social development of children in group A is still relatively underdeveloped.

Exploring the Impact of Digital Devices on Social Development in Young Children

This study aims to describe the gadget phenomenon in early childhood social development. Technological developments, especially gadgets, have penetrated and even made early childhood consumers of gadgets. Despite the fact that gadgets are electronic tools for adult conversation, not toddlers. However, parents give gadgets in early childhood as a way to calm children. To see the social development of early childhood while using gadgets, the researchers used the case studies research method. Data collection was carried out by observation and interviews. The results of the study show that parents should consider what image they convey to their children and how they communicate responsible smartphone consumption. So that gadgets as technological advances can still be used, but the social development of early childhood as social beings is not disturbed by the preoccupation with using gadgets.

Analysis Of Social Development Of Early Children: Challenges And Solutions In The Digital Era

The aim of the research is to describe and analyze the social development of early childhood in the digital age, uncover challenges and solutions faced by parents, teachers and society. This research method uses qualitative methods with the type of literature review research. Data sources use two kinds of data, namely primary data and secondary data. Primary data is obtained directly from collecting data from research journals, books, websites that are relevant to the study of early childhood social development in the digitalization era and secondary data sources (basic government legal regulations, books, etc.). The data analysis technique uses content analysis. The results of this study indicate that as many as 47% of parents spend all day in front of gadget screens, and most of their children already have an emotional bond with gadget devices. Solutions in more intensive surveillance research for parents in using smartphones at home, making certain programs to use gadgets. The recommendation from this study is that a special learning model is needed at home in using gadgets with certain programs in fostering social development.

Mengembangkan Aspek Sosial Anak Usia Dini Dengan Metode Permainan

This study presents the improvement of early childhood development through the game method. This aims to determine the application of the game method in early childhood and what efforts are used to improve the social development of early childhood. Games are physical activities in the form of small groups that allow collaboration between students. There are various kind of games that are applied to early childhood effectively so that they can optimize the social development of early childhood both at school and the surrounding and environtment. Analysis of the data used by observation, interviews and documentation. Sources of data from this study include the community, teachers, and children. Based on the results of the study, it can be interpreted that applying the game method to early childhood in social development by getting used to grouping children randomly can increase cooperation between students so that children’s ability to socialize with friends, teachers and surrounding environment also increases.

Characteristics of Child-Rearing Environments Related to Social Development in Early Childhood.

This study aimed to determine the characteristics of childrearing environments related to social development in early childhood. A questionnaire survey was conducted with the caregivers of children attending an urban preschool to identify the characteristics of the childrearing environment in relation to social development in early childhood. The TK Infant Development Test was used to assess social development. The Index of Child Care Environment (13 items in four domains) was used to assess the childrearing environment. Six of the items were used to assess parent–child interaction at home. The correlation coefficients between the social development and childrearing environment items were calculated. Multiple regression analysis was conducted with social development (DQ) as the dependent variable and the childcare environment items as the independent variables. Two types of analyses were conducted: forced entry (model 1) and stepwise (model 2). The results of our univariate and multivariate analyses showed a significant association between the social development items and childrearing environment items after adjusting for the target attributes. This finding suggests that an appropriate childrearing environment promotes social development in early childhood.

The Impact of Online and Offline Learning on Social Development of Early Childhood in The Covid-19 Pandemic

In the Covid-19 pandemic, children's social skills are underdeveloped. It happens because the learning system requires children no longer to interact with peers. Thus, they tend to play alone by using a cellphone and not looking for friends to play with and learn together. For this reason, this study aimed to determine the impact of online and offline learning on the social development of early childhood during the Covid-19 pandemic at the Pembina Lengayang State Kindergarten. This type of research used descriptive quantitative methods. The sampling technique used was the cluster sampling technique, namely the area sampling technique for determining the sample if the area to be studied was very large. Data were collected using observation, interviews, and documentation and analyzed using descriptive statistics with the help of SPSS for Windows 23. Based on the frequency test results through SPSS 23, out of 15 children, 14 children were classified as not good (93.3%), and one child was classified as good (6.7%). Meanwhile, the offline learning results revealed that out of 15 children, 100% of children were in the classification as not good social development. Then, there was no significant difference between the children's social development results through online and offline learning in the significance test. From the t-test or hypothesis testing results, it was found that the value of sig 2-tailed on children's social development both online and offline was 0.05. It indicates that Ha1 and Ha2 were accepted. In other words, there was an impact of online and offline learning on the social development of children at the Pembina Lengayang State Kindergarten.

The Influence of Cooperative Learning Through Authentic Assessment-Based Jigsaw on Social Development of Early Childhood

The early childhood education system nowadays requires the use of authentic assessment in schools. Authentic assessment is an integrative method of assessing the learning process, reflective to the real-world situations, using varieties methods and holistic criteria to assess the cognitive, affective, and skills in early childhood. Social development occurs dominantly after physical, cognitive, and language developments. Based on the minimal developmental standard, many early-childhood children show substandard development in environment adaptation ability, self-managing ability, responsibility, ability to follow rules, sharing, respecting others, cooperation, toleration, and emotional expression. This study aims to identify the influence of cooperative learning through authentic assessment-based jigsaw in the social development of early childhood. This study uses a pre-test post-test design on 50 subjects aged 5-6 years old. The experiment was carried out in 4 stage with 4 learning sub-themes. Data collected with a 1-4 scale observation instrument to get quantitative data and analyzed using t-Test. Results from data analysis concluded that cooperative learning through authentic assessment-based jigsaw has a positive influence on social development in early childhood. We recommend the implementation of this method to optimize social development in early childhood.

Relationship between The Education of Parents and Democratic Update Patterns To The Social Development of Early Ages

From the results that have been examined, it can be concluded that there is a relevant relationship between the educational background of parents and democratic parenting towards the social development of early childhood in the village of Bandar Magetan. this incident can be seen from the magnitude of r square of 33.6% can be interpreted the higher level of parental education resulted in parents increasingly understanding good parenting to help social development of young children.From the research also can be underlined the existence of democratic parenting can be influenced by the age of parents and educational background in order to support the social development of children.

PENGARUH KERJASAMA ORANGTUA DAN GURU TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK KELAS B PAUD IT BUNAYYA

This study aims to determine the effect of parent-teacher cooperation on the socio-emotional development of early childhood in class B PAUD IT Bunayya. By using quantitative research methods, the subjects of this research are the parents of class B PAUD IT Bunayya students, totaling 64 students. This study wanted to know whether or not there is an influence between two variables, namely the cooperation of parents and teachers and the social-emotional development of early childhood. The data analysis technique is the SPSS test. Based on the results of the study of hypotheses, the simple linear value of parent and teacher cooperation on children's social-emotional development is 16,793 with a sig. (2-tailed) value of 0.000. Compared to the significance level of 0.05(5%), this sig. (2-tailed) value is greater than 0.05(5%). This means that there is an influence of the parent-teacher cooperation variable on the emotional social development of early childhood in class B PAUD IT Bunayya. The researcher saw the magnitude of the coefficient of determination (R square) which was 0,213 which showed the magnitude of the influence of parent and teacher cooperation on children's social-emotional development.

Ethnicity as a predictor of gender segregation among young children in an informal urban settlement in Kenya

AbstractAlthough the emergence of gender segregation in early childhood is a well‐established pattern in formal settings (i.e., group childcare, preschool) from research predominantly in North America, little is known about the gender segregation among young children in Sub‐Saharan Africa, especially in the contexts of ethnically diverse informal urban settlements. Using naturalistic observations of 62 focal‐children (2 to 4 year olds) from 4 ethnic groups (Kamba, Kikuyu, Luo, and Maasai) in one informal urban settlement in Kenya, we examined the gender segregation in social interactions and proximity to other children in their daily lives. Focal‐children's ethnicity, age, and gender were considered as potential predictors of gender segregation (i.e., tendency to spend time in close proximity or social interaction with children of their same gender). Ethnicity was the best predictor of gender segregation, as Maasai children exhibited more evidence of gender segregation than children of other ethnicities. Age and gender did not predict the patterns of gender segregation in this sample. Findings are discussed with respect to cultural roles related to gender, ethnically diverse urban communities, social development in early childhood, and prevalent assumptions about the universality of gender segregation in early childhood.

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

Parenting of Industrial Workers: The Impact of Emotional Social Development of Early Childhood

Parenting of Industrial Workers: The Impact of Emotional Social Development of Early Childhood

Teorías expuestas de la acción de educadoras con relación al desarrollo personal y social

El profesor crea una práctica propia que se adapta a las características del contexto en que se localiza; para lograrlo tendrá que considerar su experiencia, sus creencias y conocimientos con relación a la enseñanza. El objetivo en el presente artículo es identi-ficar las teorías expuestas de la acción de las educadoras con relación al desarrollo personal y social en niños preescolares. El tipo de estudio es cualitativo con un diseño de estudio de caso. Se trabajó con tres educadoras de dos jardines de niños de la Ciudad de México. Las estrategias, técnicas y materiales utilizados fueron: escritos y planeación de la educadora, y una entrevista semiestruc-turada. Los resultados obtenidos indican que las teorías expuestas de la acción de las educadoras están orientadas a un conjunto de categorías relacionadas: autonomía, identidad personal, relaciones interpersonales y estrategias de acompañamiento para su desarrollo en los niños. Los hallazgos aportan evidencia empírica acerca de las teorías de la acción con relación al desarrollo perso-nal y social en la primera infancia; dichos resultados demuestran que las educadoras, al ingresar al aula, crean, aplican, adaptan y dan sentido al currículum; esto permite entender la realidad educativa desde adentro.

Teknik Ceklis sebagai Asesmen Perkembangan Sosial Emosional di RA Insan Mulia Bambanglipuro

This study aims to analyze the use of checklist techniques as an assessment to determine the emotional social development of early childhood. The method used in this research is descriptive qualitative by describing checklist techniques as an assessment used to determine emotional social development. This research uses data collection techniques including observation, interviews and documentation conducted at RA Insan Mulia Bambanglipuro, Bantul, Yogyakarta. Based on the results of research that has been carried out shows that RA Insan Mulia Bambanglipuro implement assessment techniques to assess the development of their students using three techniques namely checklist techniques, anecdotal notes and the work. including for assessing social emotional development using all three techniques, but one of the most prominent techniques to use is the checklist technique. This checklist technique is used by RA Insan Mulia in accordance with the 2015 Early Childhood Education Learning Assessment Guidelines, Ministry of Education and Culture Directorate General of Early Childhood Education and Community Education in 2015.

PENERAPAN MANAJEMEN KELAS DALAM PERKEMBANGAN SOSIAL DAN EMOSIONAL ANAK USIA DINI KELOMPOK A DI TK KEMALA BHAYANGKARI 47

Yulia Afandi, et al. This research starts from the main problem that is about: "How the implementation of classroom management in improving emotional social development of early childhood in Group A TK Kemala Bhayangkari 47". The method used in this research is qualitative with descriptive method. This study intends to obtain empirical data about how the implementation of classroom management in improving social development of early childhood in Group A TK Kemala Bhayangkari 47. The authors define the method used in this research is descriptive method with the consideration that this method is a way researchers by describing events present or present. The results of the study were: 1) Implementation of Classroom Management in Emotional Social Development of Early Childhood in Kemala Bhayangkari Kindergarten 47 In the early childhood management class should be oriented to the characteristics of early childhood development. Understanding teachers about the characteristics of children will be useful in an effort to create a learning environment that supports child development. In general it can be said that the main guidance given to children include: In the organization of children in classes conducted in Kemala Bhayangkari Kindergarten 47 can be done by: Grouping children, Paired grouping (grouping in pairs), Multi grouping. 2) Implementation of Classroom Management in Developing Early Childhood Emotional Social in Kemala Bhayangkari Kindergarten 47 develops classroom management activities based on the understanding of learning concepts and development-oriented and the characteristics of early childhood. 3) Supporting Factors and Inhibitors of Classroom Management Implementation in Developing Social and Emotional Early Childhood in Kemala Bhayangkari Kindergarten 47, among others: the supporting factors of class management manifestation are: a) Curriculum factors, b) Building factors and classroom facilities. The Inhibiting Factor Application of classroom management in developing social and emotional early childhood in kindergarten Kemala Bhayangkari 47, including: Physical environment factor, physical environment / learning place.