Social Emotional Development

Asesmen perkembangan anak usia dini merupakan bagian penting dalam proses pembelajaran untuk
memahami kebutuhan dan potensi anak. Salah satu teknik yang paling relevan adalah observasi
karena dilakukan secara alami dalam kegiatan bermain. Penelitian ini bertujuan untuk menganalisis
efektivitas teknik observasi dalam asesmen perkembangan anak usia dini serta kaitannya dengan
pembelajaran mendalam. Metode yang digunakan adalah studi kasus dengan pendekatan kualitatif.
Hasil menunjukkan bahwa observasi mampu memberikan gambaran autentik tentang
perkembangan anak serta mendukung pembelajaran yang bermakna. Dengan demikian, observasi
efektif sebagai asesmen nontes dalam PAUD.

Assessment in early childhood education (ECE) plays a crucial role in understanding children's development holistically. This study aims to analyze the language development of a 5-year-old child through authentic assessment using observation and interview techniques from a deep learning perspective. This study employs a qualitative approach using the case study method. The research subject is a 5-year-old boy in Kindergarten Group B. Data collection techniques include direct observation and semi-structured interviews with parents, while the instruments used consist of a language development checklist and anecdotal notes. The results indicate that the child exhibits language development delays, particularly in expressive language, characterized by an inability to form complete sentences and a reliance on nonverbal communication. Family environmental factors, specifically low verbal stimulation and high gadget usage, are the primary causes. From a deep learning perspective, assessment serves not only as an evaluation tool but also as a foundation for understanding the context of a child's development and designing interventions tailored to the child's needs.

Asesmen perkembangan anak usia dini merupakan proses penting dalam memahami capaian perkembangan anak secara holistik. Salah satu teknik yang paling efektif digunakan adalah observasi, karena mampu memberikan data autentik dalam konteks alami. Penelitian ini bertujuan untuk menganalisis penerapan teknik observasi dalam asesmen perkembangan anak usia dini melalui studi kasus serta mengaitkannya dengan pendekatan pembelajaran mendalam (deep learning).

Asesmen perkembangan merupakan bagian penting dalam pendidikan anak usia dini (PAUD) untuk memahami kebutuhan dan karakteristik individual anak. Penelitian ini bertujuan untuk mendeskripsikan asesmen perkembangan sosial-emosional anak usia dini melalui pendekatan pembelajaran mendalam. Penelitian menggunakan metode studi kasus dengan pendekatan kualitatif deskriptif. Subjek penelitian adalah seorang anak perempuan usia 5 tahun di lembaga PAUD yang menunjukkan perilaku pasif dalam interaksi sosial. Teknik pengumpulan data meliputi observasi, catatan anekdot, instrumen penilaian perkembangan sosial-emosional, dan wawancara dengan guru serta anak. Hasil asesmen menunjukkan adanya hambatan pada aspek pemahaman emosi diri dan pengendalian emosi. Ketidakresponan anak dalam wawancara menjadi data penting dalam memahami kondisi sosial-emosional anak. Hasil studi ini menunjukkan bahwa asesmen yang dilakukan secara komprehensif dapat membantu guru merancang pembelajaran mendalam yang berpusat pada anak sesuai kebutuhan perkembangannya.

Anak usia dini belajar melalui bermain, berinteraksi, dan mengalami secara langsung berbagai situasi dalam kehidupan sehari-hari. Oleh karena itu, asesmen yang sesuai adalah asesmen yang dilakukan secara alami, tidak menekan anak, dan terintegrasi dengan kegiatan bermain. Hal ini sejalan dengan prinsip Developmentally Appropriate Practice (DAP) yang menekankan bahwa seluruh proses pembelajaran, termasuk asesmen, harus disesuaikan dengan tahap perkembangan anak. Selain itu, standar dari National Association for the Education of Young Children (NAEYC) juga menegaskan bahwa asesmen harus dilakukan secara autentik, berkelanjutan, dan menggunakan berbagai teknik agar mampu memberikan gambaran perkembangan anak secara menyeluruh.

Gaining an understanding of how best to support the development of Aboriginal children is important in promoting positive social, emotional, educational, and health outcomes. The purpose of the current study was to identify the most important elements of healthy development for Aboriginal children, with a particular focus on social-emotional development. Focus groups were conducted with 37 Aboriginal Canadians, including parents, service providers, adolescents, and young adults. Five inter-connected themes emerged: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity, with strong identity described as central and foundational to the other themes. This study strengthens the assertion that Aboriginal children require an additional set of social-emotional skills to successfully navigate different cultural contexts during development. Implications for research and practice are discussed.

W kontrowersyjnym artykule z 2002 roku, Julian Savulescu rozważa dopuszczalność selekcji dziecka pod kątem upośledzenia, odwołując się do szeroko komentowanego kazusu pary głuchych kobiet, których życzeniem było powołanie do życia dziecka obarczonego taką samą jak one dysfunkcją. Savulescu uważa, że swoboda wyboru dziecka obarczonego upośledzeniem jest zgodna z formułowaną przez niego zasadą prokreacyjnej dobroczynności. W poniższym tekście zrekonstruuję stanowisko Savulescu, osadzając je na gruncie rozważań dotyczących upośledzenia. Następnie podam w wątpliwość słuszność jego argumentacji, zgodność z zasadą dobroczynności prokreacyjnej i jej relację z zasadą poszanowania autonomii reprodukcyjnej. Rozważania będą obejmować wyłącznie płaszczyznę etyczną, nie będę poruszała kwestii prawnej regulacji zakresu
autonomii reprodukcyjnej.

Language delay is a fairly frequent phenomenon in young children, with associated negative outcomes across the academic, social, and emotional areas of their lives. This qualitative study was designed to deeply examine mothers' experiences and the ways in which they promote the development of their children with language delay. Twenty mothers of children with language delay (aged four to nine), who were recruited through advertisements posted by language preschool/school teachers, participated in semi-structured interviews. Thematic analysis revealed themes relating to the challenges of raising a child with language delay, along with how mothers create a safe emotional environment for their child's development, find opportunities and encourage social interactions, utilize their day-today routines to promote language and learning, and actively engage with their children's educational framework. These results highlight how mothers serve as the "architects" of their children's development. Despite the difficulties they encounter, such as high stress levels, mental health challenges, isolation, and guilt, and the far-reaching implications of their children's language delay on their day-today living, mothers shape the home environment to promote their children's academic, social, and emotional development. The study thus indicates that mothers intuitively promote their children's development and that practitioners and others can support mothers' own initiatives along with providing guidance.

Loose parts play (LPP) interventions introduce moveable materials and equipment to children's play spaces to facilitate unstructured, child-led play. Metaanalysis of previous school-based research has shown significant benefits of LPP for physical activity. In the current paper, we review the scope and quality of the quantitative evidence relating to cognitive, social and emotional outcomes. We conducted a systematic search of the literature on LPP interventions for primary school-aged children which used quantitative outcome indicators for cognitive, social and/or emotional development. Studies were screened for inclusion by two independent researchers and reviewed for content, relevant outcomes and quality indicators. Five studies met the review inclusion criteria. Two studies used a randomised controlled trial design, two studies used quasi-experimental design, and one used an observational design. Outcomes measured focused mainly on social development. With the exception of enjoyment, school satisfaction and self-esteem, emotional outcomes were almost entirely absent. No measures of cognitive or academic outcomes were found. For the studies using control groups, few differences between groups were reported, although one study found increased happiness at school and increased odds of reporting being pushed/ shoved at playtime associated with intervention. Null results were found for peer acceptance, relational bullying, social competence, social skills, peer group size and psychosocial quality of life. In the non-controlled study, there were observed increases in co-operative play. There is insufficient high-quality, quantitative, empirical evidence available to determine whether or not LPP interventions have an impact on children's cognitive, social and emotional development. We conclude our review with some recommendations which we hope will assist future research in this promising field.

This 3‐wave longitudinal study focuses on stability of child temperament from 3 to 6 years and considers child age, gender, birth order, and term status as well as mother age, education, anxiety, and depression as moderators of stability. Mothers of approximately 10,000 children participating in the Avon Longitudinal Study of Parents and Children rated child temperament. Stability coefficients for child temperament scales were medium to large, and stability was generally robust across moderators except child gender and birth order and mother age and education, which had small moderating effects on reports of stability of child temperament. Statement of contribution What is already known on this subject? Some is known about the stability of temperament in infancy in small samples, but much less is known about the stability of temperament in early childhood or its moderation. What does this study add? This study uses a large sample (˜10,000) to trace the stability of temperament from ...

This study aims to describe the use of social-emotional checklists in daily assessment in early childhood education and to examine how teachers interpret and utilize the data to guide instructional planning. A qualitative case study design was employed involving early childhood teachers, school principals, and assessment documents such as developmental checklists, anecdotal records, and lesson plans. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman's model of data reduction, data display, and conclusion drawing. The findings indicate that the use of socialemotional checklists has not been fully optimal. Teachers complete the checklists daily, yet observations are often limited and not consistently based on direct or systematic monitoring of children's behavior. Limited understanding of social-emotional indicators, time constraints, and heavy workloads hinder the accuracy of the recorded data. Furthermore, checklist results are rarely analyzed, leading to minimal use of assessment information for planning appropriate instructional follow-up. This study highlights the importance of "meaningful checklist use," which requires systematic observation, interpretation of children's socialemotional behaviors, and thoughtful analysis of assessment results to support sound pedagogical decisions.

This study aims to describe the use of social-emotional checklists in daily assessment in early childhood education and to examine how teachers interpret and utilize the data to guide instructional planning. A qualitative case study design was employed involving early childhood teachers, school principals, and assessment documents such as developmental checklists, anecdotal records, and lesson plans. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman's model of data reduction, data display, and conclusion drawing. The findings indicate that the use of socialemotional checklists has not been fully optimal. Teachers complete the checklists daily, yet observations are often limited and not consistently based on direct or systematic monitoring of children's behavior. Limited understanding of social-emotional indicators, time constraints, and heavy workloads hinder the accuracy of the recorded data. Furthermore, checklist results are rarely analyzed, leading to minimal use of assessment information for planning appropriate instructional follow-up. This study highlights the importance of "meaningful checklist use," which requires systematic observation, interpretation of children's socialemotional behaviors, and thoughtful analysis of assessment results to support sound pedagogical decisions.

Asesmen wawancara yaitu salah satu pelaksanaan upaya dalam analisis data yang berhubungan dengan suatu aspek yang dilalui oleh anak. Penelitian ini dilatarbelakangi oleh penilaian dalam mencapai perkembangan sosial anak usia dini. Artikel ini bertujuan untuk mengetahui bagaimana peran guru dalam menilai perkembangan sosial, mengetahui penggunaan teknik wawancara sebagai asesmen untuk mengetahui bagaimana perkembangan sosial anak usia dini, mengetahui gambaran kemampuan sosial anak di wilayah beragam dengan menerapkan adat istiadat yang dianut orang tuanya, untuk mengetahui asesmen yang cocok dalam membantu perkembangan sosial anak usia dini, serta mengetahui cara yang dapat meningkatkan perkembangan sosial anak. Artikel ini menggunakan metode kualitatif yang melibatkan analisis terhadap berbagai sumber informasi terkait perkembangan sosial anak. informasi dari berbagai literature yang sebagai data pendukung. Perkembangan sosial anak dipengaruhi oleh kondisi lingkungan anak ketika melakukan suatu interaksi. Asesmen yang digunakan untuk meningkatkan perkembangan sosial anak usia dini dalam penelitian ini yaitu dengan teknik wawancara.

Anak usia dini merupakan individu yang unik dan mengalami perkembangan yang pesat pada setiap aspek perkembangan yang akan membawanya pada perubahan dalam aspek-aspek perkembangan. Perkembangan sosial emosional anak merupakan dua aspek yang berbeda tetapi tidak dapat dipisahkan satu sama lain. Dengan kata lain, membahas perkembangan emosi harus bersinggungan dengan perkembangan sosial anak. Demikian pula sebaliknya, membahas perkembangan sosial anak harus melibatkan perkembangan emosional anak. Perkembangan awal anak diperangaruhi oleh beberapa konteks sosial dan budaya yang termasuk keluarga, pengaturan pendidikan, masyarakat, dan masyarakat yang lebih luas. Perkembangan mencerminkan pengaruh dari sejumlah sistem lingkungan dan keluarga termasuk dalam sistem lingkungan mikrosistem yaitu lingkungan tempat individu hidup. Konteks ini meliputi keluarga, teman sebaya, sekolah, dan lingkungan sekitar yang di dalam mikrosistem inilah terjadi interaksi yang paling langsung dengan agen-agen sosial misalnya dengan orangtua, guru, dan teman sebaya.

A successful transition to school entails an adaptation process whereby children must acclimate to their teachers, peers, structured learning activities and classroom rules. This process is critical for ensuring their well-being and lays the foundation for future academic success (Bulotsky-Shearer et al.

This study introduces and applies the Dutch translation of the Adjustment Scales for Early Transition in Schooling (ASETS), assessed in 323 kindergarten children across 30 regular schools in the Netherlands. Culturally-tailored, context-informed assessments are essential to address childhood adaptation challenges in early schooling. Starting with a professional translation and back-translation of the ASETS by a translation bureau, a panel of kindergarten teachers critically reviewed the translated items. They ensured reliability, contextual accuracy, and addressed nuances in Dutch school terminology, bridging cultural differences between U.S. and Dutch educational settings. The analysis included Exploratory Factor Analysis, revealing three behavioral problem categories: Aggressive/Oppositional, Withdrawal/Low Energy, and Hyperactive/Attention Seeking. In addition, three situational contexts were identified: Contexts Requiring Discipline, Contexts Involving Teaching and Learning, and problems in Contexts Requiring Engagement (aka Disengagement). Correlations between the problem categories and situational contexts comported with theoretical expectations and extant literature.

Implementation of project-based learning (PBL) has contributed to increases in students' retention of concepts, engagement, and academic success. The problem for this study is that teachers' and administrators' experiences and perceptions have not been sought regarding the integration of PBL in the classroom at the school district. The purpose of this qualitative instrumental case study was to gain a deeper insight into the experiences of teachers and administrators implementing PBL. Centered on the theory of

Implementation of project-based learning (PBL) has contributed to increases in students' retention of concepts, engagement, and academic success. The problem for this study is that teachers' and administrators' experiences and perceptions have not been sought regarding the integration of PBL in the classroom at the school district. The purpose of this qualitative instrumental case study was to gain a deeper insight into the experiences of teachers and administrators implementing PBL. Centered on the theory of

This study critically evaluates a three-book welfare initiative aimed at enhancing early childhood literacy across diverse regions in Thailand, addressing a gap in the literature concerning region-specific variations in program effectiveness. Utilizing a quantitative methodology, the study surveyed all 642 parents and caregivers of children aged 0-6 years across four regions, applying Bronfenbrenner's ecological theory to assess changes in reading behaviors and family involvement pre-and post-intervention. Results showed a positive impact on reading habits and family engagement, yet revealed significant regional disparities, highlighting the influence of local socioeconomic and cultural factors on program outcomes. These findings emphasize the need for context-sensitive literacy programs tailored to the unique conditions of different regions to maximize effectiveness and reduce educational inequalities. The study concludes that while the welfare initiative shows promise, its varied impact suggests that more adaptable, region-specific interventions are necessary, and future research should incorporate longitudinal and qualitative analyses for a deeper understanding of early childhood literacy dynamics.

Teori perkembangan sosial anak usia dini Sosialisasi merupakan proses melatih kepekaan diri terhadap tang sangan sosial yang berhubungan dengan tuntutan sosial sesuai de ngan norma, nilai atau harapan sosial. Proses perkembangan sosial terdiri dari tiga proses, sebagai berikut 1. Belajar bertingkah laku dengan cara yang dapat diterima masyarakat. 2. Belajar memainkan peran sosial yang ada di masyarakat. 3. Mengembangkan sikap sosial terhadap individu lain dan akti vitas sosial yang ada di masyarakat. Ketiga proses sosialisasi ini akan melahirkan tiga model individu yaitu individu sosial, individu nonsosial, dan individu antisosial. Pola bermain sosial pada awal masa kanak-kanak adalah sebagai berikut. Bermain soliter, bermain sebagai penonton/pengamat bermain paralel, bermain asosiatif, dan bermain kooperatif. Para ahli mengemukakan beberapa hal mengenai perkembangan sosial anak, salah satu nya John Locke (1632-1704), ia adalah filsuf asal Inggris yang dikenal sebagai tokoh utama aliran empirisme. Dalam filsafat politik, ia juga dipandang sebagai pemikir negara liberal. Bersama Isaac Newton, Locke menjadi salah satu figur penting pada masa Pencerahan. Ia terkenal dengan gagasan tabula rasa atau "kertas putih". Menurutnya, perkembangan manusia dipengaruhi oleh lingkungan dan pengalaman yang diperoleh melalui stimulasi dari orang tua, pengasuh, maupun interaksi dengan sekitar. Pandangan ini menjadi dasar praktik pendidikan modern. Lingkungan dianggap sangat berperan dalam pendidikan anak usia dini, karena rumah dan sekolah memberi pengalaman penting bagi anak untuk mencapai setiap tahap perkembangannya. Lev Vygotsky menekankan pentingnya sistem sosial dalam perkembangan kognitif anak. Orang tua, guru, dan teman sebaya berperan dalam membentuk pemahaman anak. Belajar terjadi melalui interaksi sosial dan kolaborasi. Ia memperkenalkan konsep zone of proximal development (ZPD), yaitu jarak antara kemampuan aktual anak dalam menyelesaikan masalah sendiri dengan kemampuan potensial yang dicapai melalui bantuan orang yang lebih ahli. Contohnya, anak usia lima tahun belajar menggambar dengan arahan guru atau orang tua. Bantuan diberikan bertahap hingga berkurang, sampai anak mampu menggambar sendiri. Proses ini disebut scaffolding atau

Asesmen perkembangan anak usia dini merupakan bagian penting dalam proses pendidikan di PAUD. Salah satu teknik yang sering digunakan dan dianggap paling autentik adalah teknik observasi. Melalui observasi, guru dapat melihat perilaku anak secara langsung dalam situasi alami tanpa memberikan tekanan. Observasi membantu guru memahami perkembangan anak secara menyeluruh, mulai dari aspek sosial-emosional, kognitif, bahasa, motorik, hingga nilai-nilai moral dan agama. Dalam praktiknya, observasi bukan sekadar melihat, tetapi juga mencatat, menafsirkan, dan menindaklanjuti perilaku anak untuk mendapatkan gambaran yang utuh mengenai kebutuhan dan potensi anak. Melalui observasi yang berkelanjutan, guru dapat menyusun kegiatan pembelajaran yang sesuai dengan kemampuan anak, mengidentifikasi hambatan perkembangan, serta memperkuat kerja sama antara sekolah dan keluarga. Kasus berikut menggambarkan bagaimana teknik observasi digunakan dalam asesmen perkembangan sosial-emosional anak usia dini di salah satu lembaga PAUD, serta bagaimana guru menggunakan hasil observasi untuk merancang strategi pembelajaran yang lebih tepat. Kasus Kegiatan observasi dilakukan di TK Harapan Bunda, sebuah lembaga PAUD di lingkungan perkotaan yang memiliki 25 anak di kelas B (usia 5-6 tahun). Guru kelas, Ibu Lestari, merencanakan kegiatan pembelajaran bertema "Aku dan Teman-Temanku". Kegiatan bermain dilakukan dengan metode bermain peran membangun kota kecil, di mana anak-anak diminta bekerja sama membangun bangunan dari balok kayu, kardus, dan bahan bekas.

Pembelajaran sosial emosional (PSE) berperan penting dalam membantu anak usia dini mengenali serta mengelola emosinya secara positif. Penelitian ini bertujuan mengetahui pengaruh penerapan PSE terhadap kemampuan pengendalian emosi anak di PAUD. Metode yang digunakan ialah deskriptif kualitatif dengan teknik observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kegiatan PSE seperti bermain peran dan bercerita membantu anak mengekspresikan perasaan dengan cara yang tepat serta mengendalikan emosi saat berinteraksi dengan teman. Dengan demikian, PSE terbukti mendukung perkembangan emosional anak usia dini secara positif. Kata kunci : pembelajaran sosial emosional, pengendalian emosi, anak usia dini.

Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran emosional anak usia dini dalam membantu anak mengelola emosi dan mengembangkan empati di TK Satu Atap SDN 210 Hutapungkut. Subjek penelitian adalah seorang anak berusia 6 tahun bernama Arman yang mengalami kesulitan dalam mengendalikan amarah dan berinteraksi sosial. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui observasi langsung, wawancara dengan guru dan orang tua, serta dokumentasi kegiatan pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran berbasis emosi melalui kegiatan bercerita interaktif, permainan peran, sudut emosi, dan refleksi perasaan secara konsisten mampu membantu anak mengenali, mengekspresikan, serta mengendalikan emosinya dengan lebih baik. Dukungan kolaboratif antara guru dan orang tua juga menjadi faktor penting dalam keberhasilan intervensi. Setelah dua minggu pelaksanaan program, anak menunjukkan perubahan perilaku positif, seperti mampu menenangkan diri, mengekspresikan perasaan dengan kata-kata, dan menunjukkan empati terhadap teman. Penelitian ini menegaskan bahwa pembelajaran emosional yang terarah dan sinergi antara rumah dan sekolah dapat mengembangkan kecerdasan emosional anak usia dini secara optimal.

Permasalah emosi yang dialami oleh anak usia dini , khususnya perilaku agresif seperti kesulitan mengontrol diri,sering marah berlebihan sering muncul di lingkungan Pendidikan Anak Usia Dini (PAUD). Menggunakan pendekatan kulaitatif deskriptif dan metode studi kasus, pengumpulan data dilakukan melalui observasi partisipan serta wawancara mendalam dengan orang tua anak yang menunjukkan gejala tersebut dengan guru di PAUD. Temuan menunjukkan bahwa perilaku agresif berkaitan erat dengan ketidakmatangan regulasi emosi anak. Faktor penyebab meliputi aspek internal seperti frustasi yang tidak terkelola, implusivitas tinggi dan kurangnya empati serta faktor eksternal sepeti pola pengasuhan yang tidak konsisten dan lingkungan sosial seperti di rumah yang banyak permasalahan. Kolaborasi antara pendidik dan orang tua menjadi fondasi utama dalam membantu anak mengembangkan keterampilan regulasi emosi, sehingga mereka dapat tumbuh menjadi individu yang lebih stabil dan harmonis secara sosial. Kata Kunci: Perkembangan anak, emosi anak usia dini, perilaku agresif, regulasi emosi, peran guru PAUD

Penelitian ini bertujuan untuk menggambarkan dan menganalisis kasus seorang anak bernama Dilan berusia 7 tahun yang masih berada di PAUD Laut Biru dan mengalami kesulitan dalam fokus belajar serta sulit diatur oleh guru. Fenomena ini terjadi akibat kurangnya perhatian dan pengasuhan orang tua, khususnya sejak ibunya meninggalkan Dilan ketika masih kecil. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik studi kasus. Data diperoleh melalui observasi, wawancara dengan guru kelas, serta dokumentasi hasil penilaian perkembangan anak. Hasil penelitian menunjukkan bahwa kurangnya pengasuhan emosional dan keterlibatan orang tua dalam kehidupan anak berdampak signifikan terhadap kemampuan regulasi diri, konsentrasi, dan perilaku sosial anak di lingkungan sekolah. Temuan ini menegaskan pentingnya peran keluarga dalam mendukung perkembangan emosional dan sosial anak usia dini.

Tujuan penelitian ini adalah untuk mengetahui perkembangan emosional anak dengan sikap egoisnya anak saat mereka bermain dengan teman-temannya pada TK Negeri Pembina 01 Tapan yang terletak pada jalan malepang, pesisir selatan. Pendekatan dalam penelitian ini adalah kualitatif (qualitative approach), dengan jenis penelitian adalah deskriptif. Metode yang digunakan dalam penelitian adalah deskriptif analisis. Teknik pengumpulan data yang digunakan pada artikel ini meliputi observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa ada anak dengan sifat emosional yang egois tidak mau berbagi memainkan bole dengan temannya. Jika bola diambil oleh temannya, anak tersebut akan menangis lalu anak merajuk dan pergi kesudut kelas. Manfaat dari penelitian ini adalah mengetahui bahwa perilaku egois muncul sebagai bagian dari proses perkembangan emosi anak, serta bagaimana interaksi sosial di lingkungan bermain dapat memengaruhi kematangan emosi anak.

Perkembangan sosial-emosional anak usia dini merupakan aspek penting yang berpengaruh terhadap keberhasilan anak dalam proses belajar dan bersosialisasi. Penelitian ini bertujuan untuk mendeskripsikan perilaku caper (cari perhatian) dan kesulitan fokus dalam pembelajaran pada anak usia dini melalui studi kasus terhadap anak bernama Evan di TK Aisyiyah 24.

This study examines how English as a Second Language instructors assess and use social-emotional learning (SEL) skills in their classrooms, covering a significant gap in previous research (Schmidt and Wiggins, 2023). The analysis assesses the effects of social-emotional competencies on classroom management, student engagement, and instructors' psychological well-being via a comprehensive questionnaire administered to educators of English as a foreign language (Jones et al., 2019). Despite educational regulations prioritizing SEL skills, obstacles remain in their implementation (Bridgeland et al., 2019).
Educators of English as a second language report various benefits of integrating notions of SEL proficiency into their syllabi, highlighting the necessity for heightened learner participation and improved classroom conduct (Payton et al., 2018). Instructors emphasize that SEL proficiency cultivates cross-cultural interaction and collaboration, positively affecting students' scholarly output and societal assimilation (Durlak et al., 2019). However, meaningful obstacles linger, such as insufficient professional development tailored to SEL proficiency for instructors of English as a second language (Sullivan, 2018). Numerous teachers feel ill-prepared to incorporate SEL proficiency into their instruction, consistent with research emphasizing the need for specialized coaching (Jones and Bouffard, 2017). Additionally, the strain of standardized testing regularly leads educators to prioritize academic content over SEL (McCarthy and McCarthy, 2020).
The study also reveals that learners, particularly those unfamiliar with the significance of SEL proficiency, may resist participation, which can frustrate teachers (Zins et al., 2018). This resistance challenges the notion that SEL universally enhances learner participation, underscoring the necessity for culturally responsive approaches that consider the diverse backgrounds of ESL learners (Brackett et al., 2019).
Furthermore, the analysis highlights the importance of institutional support in fostering an accommodating environment for SEL proficiency (Durlak et al., 2018). Without explicit policies and adequate resources, SEL risks being overshadowed by academic demands (Sullivan, 2018). This research advocates for a holistic approach to language education that emphasizes SEL competencies, with implications for improved professional development and structural support for instructors of English as an additional language (Jones et al., 2019).

Beja 2012 O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico i Dedicatória Ao meu pai, à minha mãe, à minha irmã e ao meu namorado. Porque o querer é a base para a concretização dos nossos sonhos. O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico ii Agradecimentos A realização deste trabalho de projeto não teria sido possível sem a ajuda indispensável e o apoio prestado por todos aqueles que, direta ou indiretamente, me acompanharam em todas as etapas desta caminhada. O meu enorme agradecimento a vocês, meus pais, que sempre foram, são e serão o suporte basilar para a concretização de todos os meus sonhos e ambições, e por sempre me darem todo o vosso amor, carinho e incentivo. A ti, minha querida irmã e amiga, que sempre me apoiaste, ajudaste, deste o teu amor e compreensão quando mais precisei e sempre tiveste aquela palavra "certa" no momento certo. Sem vocês eu não chegaria até aqui. A ti, meu Ricardo, que mesmo estando quase do outro lado do mundo e fazendo--me tanta falta, tens o dom e a capacidade de me apoiar, de me dar força e de me incentivar nos momentos desta minha caminhada, e principalmente, de nunca desistires de mim. À minha orientadora, Professora Teresa, pelo seu enorme profissionalismo e dedicação que sempre demonstrou no acompanhamento de todo o desenvolvimento deste trabalho de projeto, e por toda a compreensão e incentivo que me deu. À Educadora Maria do Céu e à Professora Augusta Barroso, respetivamente educadora responsável pelo grupo de crianças e professora titular da turma do 1º ciclo, por terem disponibilizado o seu tempo e por terem autorizado a concretização deste trabalho de projeto nas suas salas. Aos meninos e meninas do pré-escolar e do 1º ano do grupo/turma investigadas, pelo carinho e alegria que sempre demonstraram durante a concretização deste trabalho. À minha colega de estágio Joana Charneco, pelas palavras de apoio e amizade prestadas mutuamente, durante a consecução deste processo. Mais do que uma meta alcançada, a conclusão deste trabalho de projeto simboliza a vitória e todo o empenho que dediquei para a conquista do mesmo. Significa, desta forma, mais uma realização minha a nível profissional e, acima de tudo, a nível pessoal. A todos vocês expresso a minha profunda gratidão. O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico iii O presente trabalho de projeto teve como principal objetivo compreender de que forma se podem promover as diversas competências sociais e o sucesso académico através da aprendizagem cooperativa, em crianças que frequentam a educação préescolar e o 1º ano do 1º ciclo do ensino básico. Com enfoque na promoção do sucesso escolar e social de todas as crianças, através do sucesso de cada uma, adotou-se uma metodologia de investigação-ação. Para o efeito, recorreu-se a técnicas e instrumentos de recolha de dados, mais concretamente à observação naturalista, às entrevistas semi-diretivas e à sociometria. Foram realizadas duas entrevistas, uma à educadora de infância e outra à professora titular da turma do 1º ciclo, e foi aplicado um teste sociométrico em cada uma das duas salas. Realizaram-se intervenções diretas no âmbito das unidades curriculares da Prática Profissional em Educação Pré-Escolar e em Ensino do 1º Ciclo do Ensino Básico, durante os anos letivos de 2010/2011 e 2011/2012, respetivamente. Estas ações permitiram que se adquirisse um conhecimento específico sobre os principais métodos e estratégias que a educadora e a professora titular utilizavam nas suas salas. A riqueza da informação obtida possibilitou um conhecimento e diagnóstico mais aprofundado sobre o perfil de cada grupo/turma, sobretudo ao nível dos seus comportamentos sociais e desempenhos académicos. As crianças do pré-escolar formavam um grupo bastante ativo e dinâmico, pelo que as suas relações intersociais eram bastante satisfatórias. Apresentavam, no entanto, algumas dificuldades em trabalhar cooperativamente nas diversas atividades e em respeitar as opiniões dos colegas. Já a turma do 1º ciclo, com uma dinâmica pedagógica centrada maioritariamente no método tradicional, apresentava baixos desempenhos sociais e comportamentais e algumas dificuldades académicas. Era também notória a sua falta de motivação para o processo de ensino-aprendizagem. Face a estas conclusões, e uma vez que um trabalho desta natureza nunca tem fim, foram também apresentados um conjunto de atividades de aprendizagem cooperativa para a educação pré-escolar e para o 1º ciclo do ensino básico, por se considerar que estas poderão contribuir para promover o sucesso escolar das crianças e a relação entre pares e ser implementadas em qualquer altura, com as devidas alterações, caso seja necessário. Palavras-chave: Aprendizagem cooperativa, competências sociais, sucesso académico, trabalho entre pares. O papel da Aprendizagem Cooperativa na promoção da socialização e do sucesso académico em crianças da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico

The current study tests a novel latent construct reflecting psychological absence and examines its relations with maternal depression, mother-toddler interactions, and toddlers' social-emotional outcomes in a low-income sample (N = 2,632). Structural equation modeling confirmed a psychological absence construct and revealed that psychological absence, measured at the child's 36-month birthday-related assessment, is a significant predictor of children's social-emotional development at 36 months, mediated by motherchild interaction. Results are interpreted within a boundary ambiguity framework.

The focus of this review was to evaluate the effectiveness of two social-emotional learning interventions in creating positive behavioral and academic outcomes to disrupt the school-to-prison pipeline. The interventions Promoting Alternative Thinking Strategies (PATHS) and Second Step were used because they have research-based curriculum for both elementary and secondary learners. Providing teachers with the tools to help improve student behavior, conduct, and academic proficiency has the potential to disrupt the pipeline by creating a sense of belonging, building relationships, and teaching students how to manage emotions. This literature review examined the relationship between the implementation of both SEL interventions in schools and behavioral and academic outcomes for kindergarten through middle school students. Nine studies on both interventions are included, and five reported significant positive impacts on behavioral outcomes following SEL education. Findings indicate a promising start for SEL, but more research is needed on academic outcomes and outcomes for secondary learners.

This study investigated the assessment of social-emotional skills development of lower basics school pupils in Ilorin South LGA. Specifically, the study examined the level at which social-emotional development helped lower basic school pupils to achieve academic goals based on the types of school (public & private school), difference in the assessment of social-emotional development in lower basic school pupils in ilorin south on the basis of age and the difference in the assessment of social-emotional skills development in Ilorin South LGA on the basis of gender.
​Descriptive survey research design was adopted for this study. The target population comprised of Lower Basic Schools Pupils in Ilorin South LGA.  Simple random sampling technique was employed to select a total of 456 respondents. The research instrument used was a self-developed questionnaire entitled “Assessment of social-emotional skills development questionnaire (ASESDQ).” The instrument was validated on 60 respondents that were not part of the final respondents and reliability co-efficient of 0.76 was obtained. Mean rating were employed to provide answers to the research question raised, while inferential statistics of t-test and Analysis of Variance (ANOVA) were employed to analyze the null hypotheses generated at 0.05 levels of significance.
Findings of this study showed that the pupils assessed developed a social-emotional skills of controlling, share feelings with others, respond to others with care, sensitive to how others react to situations, recognize feeling of others, and empathy etc. There was a significant difference in the level of social-emotional skills development in lower Basic Schools Pupils in Ilorin South based on age. There was no significant difference in the social-emotional skills development of Lower Basic Schools Pupils in Ilorin South based on school types. Similarly, there was a significant difference in the social-emotional skills development in Lower Basic Schools Pupils in Ilorin South based on gender.

    Based on the findings of this study, it is recommended that more social-emotional skills should be developed among the pupils in lower basic schools. This could be done by developing the emotional and social skills of the pupils through activities that could sustain them emotionally and socially. The lower basic school pupils are in their formative years and their emotions could be worked on to make them stable emotionally. The schools should pay attention to social skills development in order to ensure all round development of the pupils, especially pupils from broken homes.
​Similarly, parents should help their children or wards to develop social-emotional skills for proper upbringing so as to inculcate sense of belonging in them. Since social skills development is independent of school type, parents should allow and guide children to relate and play together, share ideas so as to help them adapt to any environment.
​Lastly, schools should see to how pupils could use their social-emotional skills to help one another in their academic. Schools should make sure that pupils learn by using teaching methods which encourage them to relate or perform tasks together such as peer teaching method, etc. Regular use of such method of teaching will bring about better correlation between social-emotional skills development and academic performance of pupils in Lower Basic schools.
​Also, the schools should organize seminars and symposia for the pupils that will help to develop the social-emotional skills of the pupils. Regular organization of such seminars on social-emotional skills development will bring about not only cognitive development but also strong social-emotional development in the pupils.

School as a space for critical thinking and reflexion has been losing its relevance in a society where the view is that training must adapt to the labor market. The lack of space for personal construction is projected more and more into the "new student" that reaches higher education. A growing number of students shares lack of motivation, direction and focus in what concerns purpose, and pose questions such as: what is the use of what I am learning? Where do I really want to go? How useful is all of this in this society in the present time?. There are several socio-emotional blockages that affect today’s learner. How can the trainer/mediator of learning help release these blockages? This was the starting question for the work developed with two classes attending two different professional technical courses at a Higher Education Institution located in Alentejo, Portugal. These two classes were selected for this pilot project, since both showed signs of the same lack of mot...

This study examined how teachers support kindergarten children's social and emotional development in everyday contexts. It used an ethnographic qualitative mode of enquiry, employing participant observations and semistructured and structured interviews to examine the ways teachers optimize opportunities for supporting kindergarten children's social and emotional development. Data were analyzed through collating common themes and bundling ideas. The data from this study were taken from a larger study, and reports on three of the original eight case studies. These three case studies were chosen for this article to specifically and succinctly articulate the findings. The data are discussed in terms of guided participation which supports the notion that guidance can occur anywhere, and that guidance can be either desirable or undesirable. The study found that the three elements of environment, play, and relationships work in synergy to support children's social and emotional development. When one element does not exist, or is not well developed, the other two are affected, limiting the effectiveness of social and emotional supports for children. Those classrooms where all three elements are present are more likely to offer guided participation that is desirable and supportive of kindergarten children's social and emotional development.

Federal da Bahia) pela oportunidade e condição oferecidas. Ao DFCH (Departamento de Filosofia e Ciências Humanas) e Área de Psicologia pela compreensão, apoio e disponibilidade que contribuiram para a melhor realização desta dissertação. À professora Dra. Marli Geralda Teixeira pelo acompanhamento, participação na Banca e ternura sempre dispensada com o seu grafite e jeito de ser. Ao professor Dr. Manoel Soares Sarmento por ter aceito participar da Banca, pela contribuição que deu e pela sensibilidade afeto-cognitiva demonstrada. À professora Dra. Alda Muniz Pêpe pela luta vivida e lutadora que é, pela vivência da "maternidade" sem, contudo, deixar de, implacavelmente exigir o melhor que pode ser feito. Pela orientação e carinho (nem sempre verbalizados, mas sentidos) e também por ser, mesmo sem saber e/ou aceitar, a médium que intermedeia as funções transcendentais dos trabalhos contingentes. À professora Dra. Constança Marcondes Cesar da PUCCAMP (Pontifícia Universidade Católica de Campinas) pela disposição, amizade e auxílio, estimular-me no início desta pesquisa. À professora Ana Schilling (UESC) pelo suporte técnico-estatístico e amizade que nos une.

The current study tests a novel latent construct reflecting psychological absence and examines its relations with maternal depression, mother-toddler interactions, and toddlers' social-emotional outcomes in a low-income sample (N = 2,632). Structural equation modeling confirmed a psychological absence construct and revealed that psychological absence, measured at the child's 36-month birthday-related assessment, is a significant predictor of children's social-emotional development at 36 months, mediated by motherchild interaction. Results are interpreted within a boundary ambiguity framework.

Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mix method study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development.