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All Journal Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Fauziyah Rizkika
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Pendidikan Indonesia, Tasikmalaya, Indonesia
Education

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Kecerdasan Emosional Pendidik PAUD dalam Membangun Lingkungan Belajar yang Positif Fauziyah Rizkika; Aini Loita; Nazwa Nabila; Shifa Nur Rohmah; Zahra Aulia Hidayati
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1083

Abstract

The emotional intelligence of early childhood educators is a key factor in creating a positive learning environment that supports early childhood development. This study aims to analyze the role of teachers’ emotional intelligence in fostering a safe, comfortable, and conducive learning atmosphere. The method used was a literature review examining various research findings related to the emotional intelligence of early childhood educators. The results of the review indicate that teachers’ emotional intelligence which encompasses self-awareness, self-regulation, motivation, empathy, and social skills plays a significant role in enhancing the quality of teacher-child interactions, classroom management, and children’s social-emotional development. Furthermore, teachers’ emotional intelligence is also linked to their psychological well-being and children’s learning motivation. The implementation of emotional intelligence in learning can be achieved through empathetic communication, the use of affective language, positive reinforcement, and collaborative play activities. However, there are several challenges, such as high emotional workload and limited teacher-to-student ratios. Therefore, support in the form of training, institutional policies, and the integration of social-emotional learning into the curriculum is needed. Thus, strengthening the emotional intelligence of early childhood educators is a strategic step in creating a learning environment that is not only academically effective but also supports children’s emotional and social development
Keterlibatan Ayah Dalam Aktivitas Bermain di Lingkungan Keluarga Terhadap Perkembangan Otak Anak Usia 3-5 Tahun Fauziyah Rizkika; Krismayasari Krismayasari; Budi Iskandar
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1160

Abstract

Early childhood is considered a golden age period in which brain development is highly influenced by environmental stimulation, including play activities. Fathers’ involvement in play can support children’s cognitive, socio-emotional, language, and motor development. This study aimed to examine the relationship between fathers’ involvement in play activities and the development of brain function in children aged 3–5 years from a neuroscience perspective. The study employed a quantitative approach with a correlational design involving 30 fathers who had children aged 3–5 years in Tasikmalaya and surrounding areas. Data were analyzed using descriptive statistics, normality tests, linearity tests, and Pearson correlation analysis. The results showed a positive and significant relationship between fathers’ involvement in play activities and children’s brain function development (r = 0.412; p = 0.033 < 0.05), with a moderate correlation category. These findings indicate that fathers’ involvement in play contributes to children’s brain function development, although other factors such as mothers’ roles, nutrition, and educational environment also influence children’s development
Co-Authors Aini Loita Budi Iskandar Krismayasari Krismayasari Nazwa Nabila Shifa Nur Rohmah Zahra Aulia Hidayati