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Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia

Yıl 2018, , 69 - 73, 14.07.2018
https://doi.org/10.24331/ijere.443852

Öz


Social
skill is the most important aspects in the children development to determine
them for starting to and getting social interaction to among others. An Early
Childhood Education is a strategic place to develop children’s social skill.
Each of Early Childhood Education levels has some ways and own methodologies
to emerge social values including stimulation of social skill.This research
uses qualitative methodology. Collect the data using interview, observation,
documentation as well as validate data using triangulation and resource. Data
analysis include data collection, data reduction, data serving, data
concluding and verification. The result of this research shows that (1)
Stimulation of social skill is given through daily activity in the school
according to own types of institution; (2) Teachers are able to arrange
timetable, have an authority to determine what type of stimulation are needed
as well as supervise and control the implementation of it. Suggestion for this
research are proposed to: (1) Institutions are hopefully facilitating more
proper to stimulate social skills in the children; (2) Teachers are hopefully
making a varied timetable and making an outstanding activity to stimulate
social skills in the children; (3) Parents are hopefully cooperating with the
teachers to emerge independence in their children.

Kaynakça

  • Arikunto, S. (2006). Prosedur penelitian. Jakarta: PT Rineka Cipta. Bachri, S.T.M. (2010). Psikologi pendidikan berbasis analisis empiris aplikatif. Jakarta: Kencana Prenada Media Group. Çevik, G. B. (2017). Examining pre-school teachers’ and parents’ views on counseling and guidance services in pre-school education. International Journal of Evaluation and Research in Education (IJERE), 207-215. Fatmawati, E. (2011). Implementasi Pendekatan Selaras Perkembangan (DAP) dalam Pembelajaran Keterampilan Sosial Anak Usia 4 Sampai 6 Tahun (Studi Deskriptif Pada TK Negeri Pembina dan TK Kemala Bhayangkari Kabupaten Brebes), 2011. Skripsi PG PAUD Unnes: Unpublished. Hasan, I. (2002). Pokok-Pokok materi metodologi penelitian dan aplikasinya. Jakarta: Ghalia Indonesia. Hurlock, E. B. (1980). Psokologi perkembangan suatu pendekatan sepanjang rentang kehidupan. Jakarta: Erlangga. Kaelan. (2005). Metode penelitian bidang filsafat. Yogyakarta: Paradigma. Kamus Besar Bahasa Indonesia Edisi Ketiga. (2002). Jakarta: Balai Pustaka. Greenberg,M.,Domitrovich,C.,Karabay,S.O,,Tunçdemir,T.B.A. & Gest,S.(2018). Focusing on teacher-children relationship perception and children’s social emotional behaviors - the paths preschool program. International Journal of Evaluation and Research in Education (IJERE) , 3(1),8-20. Mutmainah, S. (2012). Perilaku sosial anak usia dini berambuat gimbal di daerah dataran tinggi dieng kabupaten wonosobo. Indonesian Journal of Early Childhood Education Studies (IJECES), 50. Moeloeng, L.J. (2009). Metode penelitian kualitattif. Bandung: PT Remaja Rosdakarya. Ormrod, J. E. (2008). Edisi keenam psikologi pendidikan membantu siswa tumbuh dan berkembang. Jakarta: Penerbit Erlangga. Purwanto. (2008). Metodologi penelitian kuantitatif untuk psikologi dan pendidikan. Yogyakarta: Pustaka Pelajar. Setiani, T. (2014). Peningkatan keterampilan sosial siswa melalui penerapan metode simulasi pada pembelajaran ips kelas v sd negeri pakem 2 sleman. Skripsi PGSD UNY: Unpublished. Silalahi, U. (2009). Metode penelitian sosial. Bandung: PT Refika Aditama. Sugiyono, P. (2009). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta. Sukasih. (2015). Social studies introduces "Good Citizen" since kindergarten.Indonesian Journal of Early Childhood Education Studies (IJECES), 60. Suyadi. (2014). Teori pembelajaran anak usia dini dalam kajian neurosains. Bandung: PT Remaja Rosdakarya Offset. Trianto, M. (2011). Desain pengembangan pembelajaran tematik bagi anak usia dini TK/RA & Anak Usia Kelas Awal SD/MI. Jakarta: Kencana Prenada Media Group. Wiyani, N.A. (2014). Psikologi perkembangan anak usia dini panduan bagi orang tua dan pendidik PAUD dalam memahami serta mendidik anak usia dini. Yogyakarta: Gava Media. Yamin, M.M., & Sanan J.S.M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada (GP) Press.
Yıl 2018, , 69 - 73, 14.07.2018
https://doi.org/10.24331/ijere.443852

Öz

Kaynakça

  • Arikunto, S. (2006). Prosedur penelitian. Jakarta: PT Rineka Cipta. Bachri, S.T.M. (2010). Psikologi pendidikan berbasis analisis empiris aplikatif. Jakarta: Kencana Prenada Media Group. Çevik, G. B. (2017). Examining pre-school teachers’ and parents’ views on counseling and guidance services in pre-school education. International Journal of Evaluation and Research in Education (IJERE), 207-215. Fatmawati, E. (2011). Implementasi Pendekatan Selaras Perkembangan (DAP) dalam Pembelajaran Keterampilan Sosial Anak Usia 4 Sampai 6 Tahun (Studi Deskriptif Pada TK Negeri Pembina dan TK Kemala Bhayangkari Kabupaten Brebes), 2011. Skripsi PG PAUD Unnes: Unpublished. Hasan, I. (2002). Pokok-Pokok materi metodologi penelitian dan aplikasinya. Jakarta: Ghalia Indonesia. Hurlock, E. B. (1980). Psokologi perkembangan suatu pendekatan sepanjang rentang kehidupan. Jakarta: Erlangga. Kaelan. (2005). Metode penelitian bidang filsafat. Yogyakarta: Paradigma. Kamus Besar Bahasa Indonesia Edisi Ketiga. (2002). Jakarta: Balai Pustaka. Greenberg,M.,Domitrovich,C.,Karabay,S.O,,Tunçdemir,T.B.A. & Gest,S.(2018). Focusing on teacher-children relationship perception and children’s social emotional behaviors - the paths preschool program. International Journal of Evaluation and Research in Education (IJERE) , 3(1),8-20. Mutmainah, S. (2012). Perilaku sosial anak usia dini berambuat gimbal di daerah dataran tinggi dieng kabupaten wonosobo. Indonesian Journal of Early Childhood Education Studies (IJECES), 50. Moeloeng, L.J. (2009). Metode penelitian kualitattif. Bandung: PT Remaja Rosdakarya. Ormrod, J. E. (2008). Edisi keenam psikologi pendidikan membantu siswa tumbuh dan berkembang. Jakarta: Penerbit Erlangga. Purwanto. (2008). Metodologi penelitian kuantitatif untuk psikologi dan pendidikan. Yogyakarta: Pustaka Pelajar. Setiani, T. (2014). Peningkatan keterampilan sosial siswa melalui penerapan metode simulasi pada pembelajaran ips kelas v sd negeri pakem 2 sleman. Skripsi PGSD UNY: Unpublished. Silalahi, U. (2009). Metode penelitian sosial. Bandung: PT Refika Aditama. Sugiyono, P. (2009). Metode penelitian kuantitatif kualitatif dan R&D. Bandung: Alfabeta. Sukasih. (2015). Social studies introduces "Good Citizen" since kindergarten.Indonesian Journal of Early Childhood Education Studies (IJECES), 60. Suyadi. (2014). Teori pembelajaran anak usia dini dalam kajian neurosains. Bandung: PT Remaja Rosdakarya Offset. Trianto, M. (2011). Desain pengembangan pembelajaran tematik bagi anak usia dini TK/RA & Anak Usia Kelas Awal SD/MI. Jakarta: Kencana Prenada Media Group. Wiyani, N.A. (2014). Psikologi perkembangan anak usia dini panduan bagi orang tua dan pendidik PAUD dalam memahami serta mendidik anak usia dini. Yogyakarta: Gava Media. Yamin, M.M., & Sanan J.S.M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada (GP) Press.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Aulia Rohmawati Bu kişi benim

Yayımlanma Tarihi 14 Temmuz 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Rohmawati, A. (2018). Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia. International Journal of Educational Research Review, 3(3), 69-73. https://doi.org/10.24331/ijere.443852
AMA Rohmawati A. Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia. IJERE. Temmuz 2018;3(3):69-73. doi:10.24331/ijere.443852
Chicago Rohmawati, Aulia. “Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia”. International Journal of Educational Research Review 3, sy. 3 (Temmuz 2018): 69-73. https://doi.org/10.24331/ijere.443852.
EndNote Rohmawati A (01 Temmuz 2018) Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia. International Journal of Educational Research Review 3 3 69–73.
IEEE A. Rohmawati, “Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia”, IJERE, c. 3, sy. 3, ss. 69–73, 2018, doi: 10.24331/ijere.443852.
ISNAD Rohmawati, Aulia. “Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia”. International Journal of Educational Research Review 3/3 (Temmuz 2018), 69-73. https://doi.org/10.24331/ijere.443852.
JAMA Rohmawati A. Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia. IJERE. 2018;3:69–73.
MLA Rohmawati, Aulia. “Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia”. International Journal of Educational Research Review, c. 3, sy. 3, 2018, ss. 69-73, doi:10.24331/ijere.443852.
Vancouver Rohmawati A. Children’s Social Skills Stimulation Viewed From Early Childhood Education Unit in Indonesia. IJERE. 2018;3(3):69-73.

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