Strategi Pengembangan Kompetensi Sosial-Emosional Bagi Guru Paud
DOI:
https://doi.org/10.70134/pedasud.v2i1.335Keywords:
social-emotional competence, ECE teachers, training, classroom management, child developmentAbstract
This study aims to analyze the strategies for developing social-emotional competencies among Early Childhood Education (ECE) teachers and their impact on teaching quality and classroom management. A qualitative approach with a case study design was employed, involving in-depth interviews, participatory observations, and document analysis. The findings show that social-emotional training attended by ECE teachers significantly enhanced their ability to manage emotions, communicate effectively, and create a classroom climate that supports children's social-emotional development. However, challenges such as limited time and crowded classrooms posed barriers to the consistent application of the skills learned. This study suggests the need for ongoing evaluation and a strong school culture to optimize the development of teachers' social-emotional competencies. In conclusion, the development of social-emotional competencies for ECE teachers has been shown to improve teaching quality, teacher-child relationships, and create a more inclusive learning environment that supports overall child development.
Downloads
References
Abrams, L. A., & Gaskin, R. L. (2017). The importance of social-emotional learning in early childhood education. Early Childhood Education Journal, 45(4), 507-515.
Albrecht, J. R. (2021). Social-emotional competence in early childhood education: Theory and practice. Routledge.
Barron, B., & Darling-Hammond, L. (2019). Social-emotional learning: The case for integrating social and emotional development with academic learning. Learning Policy Institute.
Beland, K., & Seligman, M. (2020). Positive psychology and social-emotional learning in early childhood. Oxford University Press.
Brown, C. A., & Smith, J. M. (2020). Teacher emotional intelligence in early childhood education. Journal of Early Childhood Teacher Education, 41(1), 25-41.
CASEL. (2020). Social and emotional learning: Core competencies. Collaborative for Academic, Social, and Emotional Learning.
Cohen, J. (2013). Social-emotional learning and academic achievement. National Education Association.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). Social and emotional learning: Core competencies. CASEL.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of school-based social-emotional learning programs. Child Development, 81(4), 935-948.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of school-based social-emotional learning programs. Child Development, 81(4), 935-948.
Elias, M. J., & Arnold, H. (2006). Social-emotional learning: A critical pathway to academic success. Educational Leadership, 63(4), 36-39.
Gardner, H. (2006). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Greenberg, M. T., & Domitrovich, C. E. (2009). The role of social-emotional learning in children's early development. In R. S. Zeidner & S. Matthews (Eds.), Handbook of emotional intelligence. Wiley.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure?. Child Development, 76(5), 949-967.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
Jones, S. M., & Kahn, J. (2017). Promoting social and emotional learning: Guidelines for educators. Teachers College Press.
Jones, S. M., & Kahn, J. (2017). Promoting social and emotional learning: Guidelines for educators. Teachers College Press.
Kankaraš, M., & Spasova, S. (2018). Social-emotional learning and its impact on children’s behavior and achievement. European Journal of Education, 53(4), 554-571.
Kauer, L., & Hebert, S. (2019). Teacher well-being and its impact on the social-emotional development of young children. Early Childhood Research Quarterly, 48(1), 92-103.
Koster, M. A., & Jong, M. D. T. (2020). Supporting teacher development in emotional intelligence for classroom management. Educational Psychology Review, 32(2), 389-409.
Ladd, G. W. (2005). Social competence and social development in early childhood education. In N. S. Mistry & P. J. Diamond (Eds.), Handbook of early childhood education (pp. 247-268). Wiley.
Ladd, G. W. (2005). Social competence and social development in early childhood education. In N. S. Mistry & P. J. Diamond (Eds.), Handbook of early childhood education. Wiley.
Li, Y., & Wang, Z. (2018). Effects of social-emotional learning training on early childhood educators: A meta-analysis. Educational Psychology Review, 30(4), 973-1001.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation and academic achievement: The role of social-emotional learning. Educational Psychologist, 37(3), 201-208.
McNally, R., & Horwitz, A. (2018). Integrating social-emotional learning into early childhood curriculum. Journal of Early Childhood Education, 43(2), 125-135.
Mitchell, C. D. (2020). The role of social-emotional competence in early childhood education and school readiness. Early Childhood Education Review, 48(3), 258-276.
Mulder, M., & Swierstra, D. (2019). Social-emotional learning and early childhood teacher preparation programs. Journal of Education for Teaching, 45(3), 297-312.
O'Connor, C. (2017). Emotional regulation in the classroom: A guide for early childhood educators. Springer.
Pasi, R. (2021). The importance of teacher emotional competence for child development. Journal of Early Childhood Development, 44(2), 205-215.
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the role of emotional support in early education. Early Childhood Research Quarterly, 15(4), 547-568.
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the role of emotional support in early education. Early Childhood Research Quarterly, 15(4), 547-568.
Saarni, C. (1999). The development of emotional competence. Guilford Press.
Zinsser, K. M., & Bierman, K. L. (2017). Teaching social-emotional skills to children in early childhood education. Journal of Early Childhood Teacher Education, 38(2), 148-162.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Florensius Paur Gun (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
