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All Journal ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini
Zusy Ariyanti
Uin Jurai Siwo, Lampung, Indonesia
Religion Humanities Physics Other

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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.
Landasan Teori Perkembangan Sosial Emosional Anak Usia Dini Asti Sugiarti; 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.v5i1.5159

Abstract

Social-emotional development is one of the most important aspects of early childhood education, as it plays a crucial role in shaping children's ability to interact with others, regulate emotions, adapt to their environment, and build positive social relationships. Understanding the theoretical foundations of social-emotional development is essential for designing appropriate educational practices and developmental stimulation that align with children's developmental characteristics. This study aims to analyze and examine the major theoretical foundations of early childhood social-emotional development and to explain their relevance and implementation in supporting children's holistic growth and education. The study employed a qualitative descriptive approach through a literature review method. Data were collected and analyzed from 30 scholarly articles related to early childhood social-emotional development. The findings revealed that Erik Erikson’s Psychosocial Theory, Albert Bandura’s Social Learning Theory, and Lev Vygotsky’s Sociocultural Theory are the primary theoretical foundations explaining social-emotional development in early childhood. Furthermore, the study found that play activities, traditional games, storytelling, as well as support from families and teachers play significant roles in fostering children's social-emotional competencies. The study concludes that early childhood social-emotional development is influenced by the interaction between individual factors and the social environment. Therefore, the implementation of social-emotional development theories should be integrated into educational and parenting practices to promote children's holistic development. 
Co-Authors Asti Sugiarti Dwi Enggal Wahyuni Dwi Enggal Wahyuni Meri Lusia Anggraini