The Development of Social-Emotional Intelligence in Early Childhood Through Group Activities at Handayani Kelanjuh Kindergarten
DOI:
https://doi.org/10.58258/jhyfpp16Keywords:
Social-emotional intelligence, early childhood, group activities, social interaction, teacher's role.Abstract
This study aims to describe and analyze the development of social-emotional intelligence in early childhood through group activities at Handayani Kelanjuh Kindergarten. Social-emotional intelligence is a crucial aspect of child development, encompassing the ability to interact, cooperate, manage emotions, and understand both one's own feelings and those of others. The study employs a qualitative approach using a descriptive method. Data collection involved observation, interviews, and documentation regarding teachers and students. The results indicate that group activities—such as playing together, simple discussions, collaborative tasks, and role-playing—enhance children's abilities in communication, sharing, empathy, and emotional control. Furthermore, the teacher's role as a facilitator is vital in creating an environment conducive to supporting children's social interactions. Thus, group activities prove to be an effective strategy for developing social-emotional intelligence in early childhood at Handayani Kelanjuh Kindergarten.References
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