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All Journal ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini
Dwi Enggal Wahyuni
Uin Sunan Kalijaga, Yogyakarta, Indonesia
Religion Humanities Physics Other

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Perkembangan Emosi Anak Usia Dini Citra Dwi Sekar Sari; Zusy Aryanti; Dwi Enggal Wahyuni
ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 1 (2026): Jurnal Almurtaja: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/almurtaja.v5i1.5130

Abstract

Emotional development is a crucial aspect of early childhood development because it influences a child's ability to control feelings, interact socially, and adapt to their environment. Various factors, such as parenting styles, family environment, teacher roles, and learning experiences, can influence a child's emotional development. This study aims to comprehensively analyze and synthesize various previous research findings on early childhood emotional development to gain a deeper understanding of the factors that influence children's emotional development and its implications for the education and parenting process. The method used was a literature review, analyzing 30 relevant scientific articles on early childhood emotional development. Data were analyzed through a process of identifying, grouping, and synthesizing findings from various published studies. The results show that parental parenting styles are the most dominant factor in early childhood emotional development. In addition, a harmonious family environment, the role of teachers in enjoyable learning, and positive social interactions also support children's emotional development. Conversely, lack of parental attention and verbal abuse can negatively impact children's emotional development. The results also indicate that emotional development is closely related to children's social skills. Thus, early childhood emotional development requires optimal support from family and school to enable children to develop into confident, independent individuals who can interact positively with their environment.
Perkembangan Moral Dan Disiplin Positif Pada Anak Usia Dini Meri Lusia Anggraini; Zusy Ariyanti; Dwi Enggal Wahyuni
ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 1 (2026): Jurnal Almurtaja: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/almurtaja.v5i1.5131

Abstract

Moral development and positive discipline are important aspects of early childhood education as they serve as the foundation for character formation, social behavior, and children's ability to understand and apply values in their daily lives. However, the development of children's morality and discipline continues to face various challenges influenced by parenting styles, family environments, school settings, and social changes in society. This study aims to systematically review previous research on moral development and positive discipline in early childhood, analyze effective positive discipline strategies according to children's stages of moral development, and identify research gaps that can serve as a basis for future studies and educational practices in early childhood education. This study employed a Systematic Literature Review (SLR) method by analyzing 30 relevant scientific articles. Data were collected through the processes of identification, selection, analysis, and synthesis of articles that matched the research focus. The findings indicate that positive discipline is effective in fostering children's moral character through habituation, role modeling, positive communication, and reinforcement of desirable behaviors. Furthermore, parental and teacher role modeling, democratic parenting styles, and collaboration between families and schools were found to be crucial factors in supporting children's moral development and positive discipline. The review also revealed that studies examining the influence of digital technology and family-school collaboration models on children's moral development remain limited. Therefore, the consistent and collaborative implementation of positive discipline can serve as an effective strategy for promoting moral development and character building in early childhood.
Perkembangan Perilaku Sosial Dan Empati Anak Usia Dini Eka Zahra Nur Rahma; Zusy Aryanti; Dwi Enggal Wahyuni
ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 1 (2026): Jurnal Almurtaja: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/almurtaja.v5i1.5144

Abstract

Perkembangan perilaku sosial dan empati merupakan aspek penting dalam perkembangan sosial emosional anak usia dini karena berperan dalam membentuk kemampuan anak untuk berinteraksi, bekerja sama, memahami perasaan orang lain, dan menunjukkan perilaku prososial. Namun, perkembangan perilaku sosial dan empati anak dipengaruhi oleh berbagai faktor, seperti pola pengasuhan, metode pembelajaran, interaksi sosial, dan lingkungan sekitar. Penelitian ini bertujuan untuk mengetahui bagaimana perkembangan perilaku sosial dan empati anak usia dini ditinjau dari berbagai metode pembelajaran, pola pengasuhan, interaksi sosial, serta faktor lingkungan yang berperan dalam mendukung perkembangan sosial emosional anak. Penelitian menggunakan metode studi literatur dengan menganalisis 30 artikel ilmiah yang relevan mengenai perilaku sosial dan empati anak usia dini. Hasil penelitian menunjukkan bahwa interaksi sosial, pola asuh orang tua, storytelling, bermain dan bermain peran, serta pendidikan karakter dan pembiasaan sosial merupakan faktor yang berperan penting dalam mengembangkan perilaku sosial dan empati anak. Temuan penelitian juga menunjukkan bahwa lingkungan yang positif dan stimulasi yang tepat dapat membantu anak mengembangkan sikap peduli, kerja sama, toleransi, dan kemampuan memahami perasaan orang lain. Dengan demikian, pengembangan perilaku sosial dan empati anak usia dini memerlukan sinergi antara keluarga, sekolah, dan lingkungan sosial untuk mencapai perkembangan sosial emosional yang optimal.
Co-Authors Citra Dwi Sekar Sari Eka Zahra Nur Rahma Meri Lusia Anggraini Zusy Ariyanti Zusy Aryanti