The Influence of Social-Emotional Development on Early Childhood Learning Outcomes During the Covid-19 Pandemic
DOI:
https://doi.org/10.51278/bec.v1i2.644Abstract
This article aimed to analyze the effect of social-emotional development on children's learning outcomes from 2019 until 2022. We shocked by the covid 19 virus, which requires parents to be more emotional to children and impact on children's social-emotional behavior. The research was conducted to determine the effects of social development on children's social-emotional behavior. The research used qualitative with case study approach through interviews with thematic analysis on twenty mothers who have children attending kindergarten in the East Lampung district. Using structural interview, the mothers were asked questions about the impact of children's social-emotional behavior through interviews. The results analysis shoed that that the children's socio-emotional behavior was less cooperative because children rarely play together, lack tolerance, lack socializing with friends was limited by studying at home, children's emotions sometimes feel bored and sad, children feel homesick for friends and teachers and children are also recorded as experiencing verbal violence because of the overall learning process.
Keywords: Social-Emotional Development, Learning Outcomes, childhood Education
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Bilfaqih, Y., & Qomarudin, M. N. (2015). Esensi Penyusunan Materi Pembelajaran Daring.
Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic. Australasian Journal of Early Childhood. https://doi.org/10.1177/1836939120966085
Diadha, R. (2015). Keterlibatan Orang Tua Dalam Pendidikan Anak Usia Dini Di Taman Kanak-Kanak. Edusentris, 2(1), 61. https://doi.org/10.17509/edusentris.v2i1.161
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118(June), 105440. https://doi.org/10.1016/j.childyouth.2020.105440
Drane, C., Vernon, L., & Shea, S. O. (2020). The Impact of ‘ Learning at Home ’ on The Educational Outcomes of Vulnerable Children in Australia during the COVID-19 Pandemic. Literature Review Prepared by the National Centre for Student Equity in Higher Education. Curtin University, Australia.
Eka Prawira, A. (2020). Hari ke-2 Bulan September, Kasus Positif COVID-19 di Indonesia Bertambah 3 Ribu Lagi. Liputan 6.
Erniwati, E., & Fitriani, W. (2020). Faktor-Faktor Penyebab Orang Tua Melakukan Kekerasan Verbal Pada Anak Usia Dini. Yaa Bunayya: Jurnal Pendidikan Anak Usia …, 4197. DOI: 10.31004/obsesi.v5i2.940
Fadlillah, M., & Pangastuti, R. (2022). Parenting style to support the cognitive development of early childhood. Jurnal Iqra': Kajian Ilmu Pendidikan, 7(1), 156-163. https://doi.org/10.25217/ji.v7i1.1614
https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/6680
Fadlilah, A. N. (2020). Strategi Menghidupkan Motivasi Belajar Anak Usia Dini Selama Pandemi COVID-19 melalui Publikasi. Jurnal Obsesi?: Jurnal Pendidikan Anak Usia Dini, 5(1), 373. https://doi.org/10.31004/obsesi.v5i1.548
Ferdian Utama, S. (2017). Keteladanan Orang Tua dan Guru Dalam Pertumbuhan Dan Perkembangan Anak Usia Dini (Perspektif Abdullah Nashih Ulwan Kajian Kitab Tarbiyyah Al-Aulad Fi Al-Islam). Elementary, 3(2), 107–119.
Hignasari, L. V. (2020). Impact Analysis of Online Learning Toward Character Education of Elementary School Students In The New Normal Era. New Normal?: Idealism and Implementation in Indonesia and Philippines, 225–244.
Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6
Kartikawati, E., Roni, M., Purwanti, S. N., & Islam Negeri Raden Intan Bandar Lampung, U. (2022). Parenting Education for Early Childhood Social-Emotional Development. Journal of Childhood Development, 2(1), 64–70. https://doi.org/10.25217/JCD.V2I1.3350
Kushendar, K., & Mayra, Z. (2021). The Role of Counseling Guidance in Early Childhood Education and Their Emotional Development. Journal of Childhood Development, 1(2), 97–101. https://doi.org/10.25217/JCD.V1I2.1826
Pendidikan, M., Kebudayaan, D. A. N., & Indonesia, R. (2016). Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia Nomor 23 tahun 2016 Tentang Setandar Penilaian Pendidikan.
Suyadi. (2014). Manajemen PAUD (TPA-KB-TK/RA). Yogyakarta: Pustaka Pelajar. Retrieved from https://scholar.google.com/scholar?cluster=5649591884708761697&hl=en&oi=scholarr
Tamprin Budi Santoso. (2020). Strategi Guru Akidah Akhlak dalam Mengembangkan Kecerdasan Emosional Peserta Didik Di Mtsn 5 Tulungagung. Retrieved from http://repo.uinsatu.ac.id/14704/
Undang-Undang Republik Indonesia (Sisdiknas). (2003).
Uswatun Hasanah, A. K. U., & Khusnul Muslimah, Aufilana Rahmatika, A. A. M. (2021). The Impact of Online Learning on Early Childhood Social Behavior in Tk Pertiwi 2 Sidodadi Pekalongan Lampung Timur. Journal of Childhood Development, 1(1), 46–52. https://doi.org/10.25217/JCD.V1I1.1484
Utama, F. (2018). ESQ Way 165: Alternatif Metode Pengembangan Kecerdasan Emosi dan Spiritual Anak. Journal of Early Childhood Care and Education , 1(1), 7–12. https://doi.org/10.26555/JECCE.V1I1.59
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Published
2022-12-31
How to Cite
(Imam Ghozali), T., Jannah, S. R., & Sugiarto, S. (2022). The Influence of Social-Emotional Development on Early Childhood Learning Outcomes During the Covid-19 Pandemic. Bulletin of Early Childhood, 1(2), 110–118. https://doi.org/10.51278/bec.v1i2.644
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