the development of children’s social-emotional competences

Copyright © 2017, the Authors. Published by Atlantis Press.This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

The Development of Children’s Social-Emotional Competences: A CaseStudy in UNP’s Labschool-Kindergarten, Padang Indonesia

Nurhafizaha, Azlina Moh.Kosninb

aUniversitas Negeri PadangbUniversitas Teknologi Malaysia

Corresponding e-mail: [email protected]

Abstract

Social emotional competencies students need to be developed as early as possible. The development of these competencieswill be the initial foundation for students so that they make children who have emotional social intelligence later in life. Forthat teachers are required to be more creative in developing children emotional social competence. For example, by lookingfor methods for learning and fun, with habituation, and through exciting games. The purpose of this study is to see orobserve how the development of social competence, emotional student at Pembangunan Lab school UNP kindergarten andwhat do the teachers in its development. The type of research is descriptive qualitative approach. The informants wereteachers and students groups B Pembangunan Lab. School UNP kindergarten in Padang. B1 and B2 in the group with thenumber of children 30. Data collection techniques are observation, interviews and documentation then the data analysisusing data analysis techniques Miles and Huberman by way of data reduction, data presentation and conclusion of the dataobtained during the study. From observations done shows that the social emotional competencies students are still notdeveloped as expected. This is evident from observations done with most students have not been able to fully exerciserestraint, not yet fully be sportsmanship, cannot be responsible, not to be able to communicate positive, yet can worktogether and empathize with a friend. Those things are seen when the observations were made when students play and learnand interact in class and supported by interviews with teachers and students as well as documentation of results.

Keywords: Development, Social emotional competence, Students Kindergarten

1 INTRODUCTION

Human resource development is an important factorin the development of a nation and human resourcedevelopment efforts should be a continuous processfrom an early childhood. Children are the futuregeneration who have the potential to developoptimally, then the education provided must be inaccordance with the stage of development (Yuliani,2009).

Early childhood education is currentlyreceiving critical attention in Indonesia. This can beseen with the Directorate General Early ChildhoodEducation Non-Formal and Informal (DirjenPAUDNI) which focuses its attention to childrenfrom birth to 6 years of age. Education at an earlyage is essential implemented since the beginning of

the formation and development of the humanpersonality (Israwati, 2012).

Kindergarten (TK) is one form of earlychildhood education that organizes early educationfor children aged 4 to 6 years (Education ActRepublic of Indonesia No.20 tahun 2003 pasal 28).Based on this law, educational institutionskindergarten geared to the development of childrenin a holistic manner. Kindergarten is an importantstage in the development of the existing potential instudents and to develop various aspects ofdevelopment. Kindergarten is one of providingeducation that emphasizes growth and physicaldevelopment of motor, social competence,emotional, language and communication inaccordance with the uniqueness and stages ofdevelopment that will be passed by children,therefore kindergarten need creating a situation

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3rd International Conference on Early Childhood Education (ICECE-16)Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

conducive educational that is capable of providing asense of security, peace and fun for students becausein kindergarten will be given stimulation, guidance,care and administration of learning activities thatwill hone the abilities and skills of students bycreating the conditions and environment in whichstudents can explore the appropriate with theexperience they can gain by giving him a chance toknow and understand the learning experience gainedthrough observation, imitation and experimentscarried out repeatedly and involving all potential andexisting intelligence in children - childrenKindergarten. Depdiknas (2009).

Most of forming the sides of students' socialemotional intelligence actually formed during periodkindergarten. Especially because at the age of four tosix years when the kindergarten children sittingbench that is when they learn to communicate andget along with friends and environment. There are somany events, intrigue and moments that occurredduring two years in kindergarten, and how they tryto survive all the problems that were honedemotional intelligence. (Irawati Istadi, 2006).

Learning for children is done through play. Byplaying a child's ability to be better and morecomplex, channeling thoughts and deploymentcapabilities greatly influenced by chance andopportunities to interact with their environment,which blends into the results of a new experience.Experience is only obtained if they get moreopportunities to play and interact with peers. Inmany ways kids play every activity, will increaseknowledge and vocabulary will be more. Playing asan activity that has a practical, can be used as amedium to enhance certain abilities in children,Mayke S. Tedjasaputra (2003).

They do not have a model that can serve as anexample in fostering social life, so often bringproblems in socializing. Children who lack thesocial skills it is possible to be rejected by anothercolleague. Children who are not able to work, unableto adjust, unable to interact properly, cannot controlthemselves, unable to empathize, not able to abideby the rules and are not able to appreciate others willgreatly affect the development of other children.Instead, terbinanya social skills in children willbring acceptance from peers, acceptance of theteacher, and success in learning.

Teachers have an important role in developingthe potential of children, including in developing thesocial emotional competence. Only in sebahagiankindergarten, for example, the learning process isstill centered on the teacher, the teacher in thelearning activities to educate children to sit, silent

and listeners. The process of learning activities withthe concept of playing while learning and learningwhile playing looks just be a slogan. The learningprocess as this will invite some of the problems inthe classroom as it is said Mustafah at Bachrudin(2005) : 1) If the role of the teacher is still dominant,children tend to be passive; 2) If the teacher is notwilling to accept the update, create or choose atheme - the theme of the textbooks that have beenstandard, so that the child is less empathy,unmotivated, less social competence in solvingproblems in daily life - the day; 3) If there is anypreparation in classical seating that tends to alienateone child with another, will make children lesssociable and difficult to communicate with oneanother; 4) If the language and behavior, the teacheris not touching the emotions of children, the childwill become stiff and hard to talk.

Emotional learning is of utmost importance,partly because the strength of a person's emotionalimpulse can be more powerful than the power oflogic. That's because the brain logical thinking lessrapidly with the emotional brain. What is meant bythe emotional brain, is a part of the brain called theamygdala, the part of the proceeds in the form ofaction to respond emotionally. In some situations,the emotional brain responds in the form of anemotional reflex. If learning earlier negativeemotions, he will also issue a negative reflexanyway. (Irawati Istadi, 2006).

Goleman (2016) states that man has at leasttwo different intelligences, namely intellectualintelligence and emotional intelligence. Intellectualintelligence related to academic ability, but does notguarantee success in life. Success is the ability todetermine and achieve personal goals and work.Based on Darmiyati Zuchdi (2010), the highestintellectual, he only contributed 20% to the factorsthat determine success in life, 80% filled by otherthings that emotional social intelligence. Socialintelligence emotional and intellectual intelligencemust be in balance. Intellectual intelligence withoutemotional social intelligence does not produceanything.

If a child is taught social emotionalcompetencies will be able to establish goodrelationships with the surrounding environment.Kids as children who have high emotional socialcompetence, will get a good social acceptance,whereas children who have low emotional socialcompetence tend to have unfavorable socialacceptance. Social emotional competence issomething that must be understood and taught,because children are social beings who will live and

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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

adapt to the surrounding environment. (AndiAgusniatih, 2015).

Following Glatt (2000) stated that socialcompetence, emotional need to be developed forchildren because it has benefits, namely: controlconflicts and differences in a more constructivemanner, where children practice in controlling hisemotions, provide a more effective response againstundesired behavior, make better decisions good, anddevelop healthy relationships with others. Things aregenerally taught in socio-emotional competence is tomake friends, understand and express emotionsthemselves or others. Increasing attention and listen,accept responsibility, develop the ability assertiveand self-concept, learning strategies effectiveproblem solving, collaboration, and give a positiveresponse to criticism and ridicule.

Teacher is one of the important factors for therealization of the development of kindergartenchildren. The ability of teachers to understand,detect, and stimulate the development of socialcompetence, emotional has a very important role.The importance of mastering the competence ofteachers is understandable, considering thedevelopment potential of children experiencingbarriers in interacting with the environment, eitherby peer environment and the wider environment.Children who are not able to overcome these socialbarriers possible impact on other aspects ofdevelopment. In this context, the use of variousstrategies, methods, and stimulation of the game,actually has a meaning therapeutic or healing ofvarious social barriers experienced by children,(Agus Mulyadi, 2013).

Based on these problems the study wasdesigned to determine how the child's emotionaldevelopment of social competence in PembangunanLab school UNP kindergarten. In particular, thequestion that will be answered in this study is: Howis the implementation of learning in developing thesocial emotional competence of children inPembangunan Lab School UNP Padangkindergarten.

2 LITERATURE REVIEW

Emotion is an important factor in human life.Emotion is an aspect that can seep into humanexistence, related practically too all human behaviorlike action, perception, memory, learning or inmaking decisions, (Djohan, 2010). Johnson andJohnson specifies that social emotional competenceis a skill to establish and maintain positiverelationships with others, attitudes, motivations

others about what was said and done, and the skillsto communicate clearly and effectively, and theskills to build effective relationships andcooperative. (David W. Johnson and Roger T.Johnson, 1999).

Carol Seefelt & Nita Barbour (1994), statedthat the development of social competence,emotional can be done through games and socialinteraction. Including through: 1) explain theconcepts and behaviors that must be done; 2) discussthe ideas and behavior of the children and askedthem about the ways that can be selected to connectwith other people; 3) Practicing social emotionalcompetence, where children practice variousconcepts of behavior in a real situation.

The age range between 4 to 6 years old is oneof the early age ratings that were in kindergarten,one of the educational institutions, formal education,as stipulated in the Law on National EducationSystem Number 20 of 2003 paragraph 3. Depdiknas(2004). This age is a sensitive period which is veryimportant for a child's education at that time, theforging of a strong will give the former child later inlife. Errors in developing children have long-termnegative effects that are difficult to fix.

Law of the Republic of Indonesia number 20 of2003 on the system of national education in ArticleII, paragraph 14 says early childhood education is: Adevelopment efforts aimed at children from birth tothe age of six years are accomplished by providingstimulation of education to help the growth anddevelopment of the physical and spiritual so thatchildren have readiness in entering furthereducation. As expressed by Freud in Heni (2010)that early childhood is a time that determines amajor effect on the development of life, and aperson's personality is determined from an early age(0-5 years).

The goals to be achieved in early childhoodeducation is to create an environment and conduciveeducational, democratic and comparative so that allpotential and dimensions of the existingdevelopment in the child can develop optimally, andthe organization of early childhood education canhelp children develop various potentials whetherphysical, emotional, social, and cognitive, (SueBredekamp, 1987). Psychologists Turner andHelmes in Heni (2010) said that "Playing has aconsiderable influence on social development andthe child's personality, play a meaningful activityand help the children relate to the environmentaround them, play also shows the character of thechild". Syaodih (2002) said that social development

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in childhood lasts through relationships betweenfriends in the various forms of the game.

Indicators of social competence of emotions inplay activities described into 7 aspects: 1) skills incollaboration, 2) skill in adjusting, 3) skills ininteraction, 4) skills in self-control, 5) skills inempathy, 6) skills in keeping rules, and 7) skills inrespect of others. The findings in the field of activityin the form of playing the students, described to thenanalyzed using seven indicators, so they will knowhow a child's emotional development of socialcompetence in learning.

3 RESEARCH METHODOLOGY

This research was conducted in kindergarten in thedesert town of kindergarten Lab schoolPembangunan UNP Padang in group B. The studywas conducted over three months, from July toSeptember 2015, which is about the implementationof the development of social emotional competenceof children in learning. This study uses qualitativedescriptive study aims to describe things orphenomena as their circumstances involving theresearch team as an observer and student of theresearch results, the teacher as the primary datasource, as well as the implementation of learningdocuments and interviews with children assecondary data.

The method of data collection in qualitativedescriptive study approach interviews, collecteddocuments relating to the situation as well asphotographs of the implementation of learning,observation notes, a description of the meeting. Thedata have been obtained and processed by means ofqualitative techniques developed by Miles andHuberman.

4 RESEARCH RESULT

Based on observations and data analysis learningactivities in Lab school Pembangunan UNPkindergarten of Padang, running well. It is seen fromthe additional planning and execution of dailyactivities. But teachers tend to focus more academic-oriented activities and was rather impressed overridethe needs of a child's play. Teachers tend to bechasing the target-oriented curriculum of academicactivities, this occurs by reason of the limited time,and so forth. This is also reinforced by the results ofinterviews conducted on the teacher.

From observations made visible the teacher didnot involve children in the planning of learning.Teachers prepare Kegian Daily Plan with separate

activities (no alignment). In the implementation ofteacher learning is already acting as facilitators andmentors, is seen when the teacher came and touredsupervise children when doing a given task.Learning activities in the classroom have tended inacademic monotonous routine.

Further observations were made at eachmeeting did not look at all special activities todevelop social emotional competence. Thedevelopment of social competence, emotional justlinked in a variety of learning activities only.Teacher gives reason because they do not have somekind of specific guidance modules so that they donot conduct special activities to develop socialemotional competence. Besides, they also haveargued that the time available is not sufficient for itbecause many aspects of the capabilities that mustbe developed and they are limited because of anarrow time and inability to supervise the child in anamount not less.

In any observations made when the teacherobservation tend not maximize the use of the game.Plaything in the room (indoor) in addition toinadequate amount according to the number ofchildren, game tools are also often stored so thatchildren cannot use to play. Teachers are more likelyto perform routine activities that are academic todevelop the ability to read, write and count. Whilethe need for children to play. The principle ofplaying while learning and learning while playingseems just a slogan. And if it is done would be themore potential that can be developed especiallychildren social emotional competence. Becausethrough play children will learn restraint, learn towait their turn, to empathize, to learn responsibility,adaptability, collaboration and others. Upon furtheranalysis, it may be due to lack of knowledge andexperience and commitment of teachers about theimportance of the development of social emotionalcompetence of children from an early age.

However, from the observations made, thekindergarten play area is quite extensive, but nottaken to the maximum teacher, both from theprovision of a more complete and from his own playactivities. Teachers only give children theopportunity to play in a short recess the use ofgames that already exist. She was never seen takingchildren play traditional games for example. Whereas the play area is so vast, it is suitable if thetraditional game Indonesia was held in thekindergarten. Where the traditional game is said toalso contain elements that can help the developmentof social competence, emotional.

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Found some children come late and go to classwhen the hours of study already begun. There alsowere late arriving in the morning but immediatelytook the front row while slightly pushing his friend,despite being reprimanded by the teacher the childdoes not want to listen and succumb. Learningactivities in the classroom are also more likelymonotonous. Often some of the kids are bored, donot want to do the job completely, preferring a walkwhile teaching hours and also interfere with herfriends, even cried because I could not work andwould like to go home. Seen No child wants to sharebut some are not. Some like to play alone and didnot want to get involved early in collaboration withhis colleagues but there is also a play, berlin-runoffwith friends. In speaking found children who like totalk rude to friends and some even arguing, shoutingand hitting his friend, sometimes seen children werefighting over a toy. Hours of play they are verynarrow. The children were so excited when the breakarrived. They quickly scattered and romp out of theclassroom. Scramble got on the board slides, swings,teeter totter, globes and so forth.

Here it does not look special activity that isused to develop children's emotional and socialcompetence is also no specific guidance about it.From interviews with teachers, they stated that thedevelopment of social competence emotions are nospecial activities, but the competency alone isassociated with a variety of activities are there, sosome sort of hidden curriculum. In doing activitiessuch as teachers get children to get used to queuing,no scrambling, no teasing, and so forth.

From the interviews conducted in children,most of them have working parents, they rarely havethe time to play with their parents. Kids often playyourself at home, parents tend to like to buy toys andfacilitate the child in play using a high-tech gamesand did not consider the implications for thedevelopment of social competence of children'semotions further. They think that is importantchildren sitting quietly at home, do not go anywherewhen home from school. Whereas tool - a toy hebought for children often bring a negative impact,especially for the development of children'semotions social competence.

5 CONCLUSIONS

Based on the results of research and discussion thathas been described, it can be concluded that:1. Planning made the teacher has not shown that

social emotional competence is one of thecapabilities that are developed in the learning

activities, but are only associated in variousactivities no special activity to it.

2. In the implementation of learning activitiesteachers do not have some kind of specificguidance modules on child's emotionaldevelopment of social competence

3. Seen from a variety of activities that do not yethave the social competence of children ofemotions as social characteristics that must betheir own emotion.

4. Parents in the house likes to buy toys andfacilitate the child in playing the game of high-tech and less into account the implications forthe development of social competence ofchildren's emotions further.Parents and teachers have an important role in

emotional develop the social competence of childrenfrom an early age. These competencies should bedeveloped as early as possible in preparation for thechild to their future as members of the communityare expected to someday bring benefits to theenvironment. Children need to have the ability tocooperate, able to adapt, interact in a positive, ableto control themselves, are able to develop empathytowards friends, have the ability to comply with therules and be able to appreciate others, all of which itis the capital of its role as a social creature.

From this conclusion it is suggested that (1)Parents need to pay more attention to children,providing adequate and quality time with the child,selective in providing tools for the game and knowthe negative impact of advanced equipment andhigh-tech game for the development of socialcompetence of their long term emotional. (2)Teachers need to be more committed and creative indeveloping social competence children's emotions.Teachers need to establish cooperation orcollaboration with the parents in order to developsocial competence of children's emotions.

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the development of children’s social-emotional competences

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