The Role Of Teachers In Guiding The Emotional Development Of 4–5-Year-Old Children At Al Khuzamy Kindergarten

Authors

  • Umratul Utami STKIP HAMZAR
  • Tuti Alawiyah STKIP HAMZAR
  • Lalu Marzoan STKIP HAMZAR

DOI:

https://doi.org/10.58258/q7wfkf39

Abstract

Children aged 4-5 years are in a critical phase of emotional development, yet many early childhood education institutions still focus predominantly on cognitive aspects. This study aims to comprehensively describe the teacher's role in guiding children's emotional development, identify supporting and inhibiting factors, and analyze their impact on children's behavior. Using a qualitative descriptive approach, data were collected through participatory observation, semi-structured interviews, and documentation at TK Al Khuzamy. The results showed that teachers actively perform five main roles: as a model, motivator, facilitator, evaluator, and guide. Main supporting factors include support from the principal, colleague collaboration, parent participation, and high teacher commitment. Meanwhile, inhibiting factors include inconsistent parenting styles, limited school facilities, and parents' lack of emotional literacy. The impact of structured emotional guidance is highly positive on emotion regulation, social interactions, self-confidence, empathy growth, and children's learning readiness. In conclusion, the teacher's role is crucial in laying the foundation for the emotional intelligence of children aged 4-5 years.
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Published

2026-09-09

Issue

Vol. 11 No. 3 (2026): JUPE : Jurnal Pendidikan Mandala (September)

Section

Articles

License

Copyright (c) 2026 Umratul Utami, Tuti Alawiyah, Lalu Marzoan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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How to Cite

The Role Of Teachers In Guiding The Emotional Development Of 4–5-Year-Old Children At Al Khuzamy Kindergarten. (2026). JUPE : Jurnal Pendidikan Mandala, 11(3), 570-576. https://doi.org/10.58258/q7wfkf39