<![CDATA[Penelitian ini bertujuan menganalisis perkembangan aspek sosial-emosional AUD (Temperamen dan strategi Reward Punishment) pada siswa TK Negeri Pembina Kartasura, mengingat pentingnya fondasi ini bagi kesuksesan anak. Menggunakan metode deskriptif kualitatif (observasi, wawancara, dan dokumentasi), studi ini menemukan bahwa perkembangan sosial-emosional siswa berjalan baik, meski terdapat variasi temperamen. Temperamen siswa, yang diklasifikasikan menjadi tipe (mudah, sulit dan lambat), yang hal ini dapat memengaruhi interaksi dan respons mereka. Implementasi strategi Reward Punishment oleh guru terbukti efektif. Pemberian Reward (pujian, contoh: dengan pemberian stiker) meningkatkan motivasi dan kepatuhan, sedangkan Punishment yang bersifat mendidik (dengan metode time-out, teguran lembut) diterapkan konsisten untuk menetapkan batas perilaku.Kesimpulannya, sinergi antara pemahaman guru terhadap karakteristik temperamen dan penerapan Reward dan Punishment yang tepat berkontribusi signifikan pada optimalisasi perkembangan sosial-emosional anak. Penelitian ini merekomendasikan pelatihan berkelanjutan bagi guru untuk mengidentifikasi dan merespons berbagai tipe temperamen serta menyempurnakan teknik Reward Punishment yang lebih personal dan relevan. Kunci Kunci : Temperamen, Sosial emosional, Anak usia dini. Project to analyze the development of the social-emotional elements of Early Childhood Education (The Reward-Punishment Temperament Strategies) in young learners of TK Negeri Pembina Kartasura, as the foundation of students’ achievement. By conducting classroom observation, semi-structured interview, and document analysis rooted in a qualitative study design with the descriptive study, this research is conducted thoroughly. The findings reveal that, besides the divergence of temperament, every students show a good progress in social-emotional development. Split into three major types, which are easy, difficultm and slow, every type can make a different connection and reaction towards stimuli, while the techniques of reward and punishment have been effective. Some action such as positive affirmation and a rewarding sticker, turned out to elevate students’ obidience and willingness. In the other hand, implemented regularly to form boundaries, punitive treatment such as soft negotiation and time-out technique is used during the process. In summary, it is effective to shape the students’ social-emotional development by giving the accurate treatment of the reward-punishment method simultaneously accompanied by the teachers’ comprehension of the temprament issue within students. For future study, the limitations of this study lead to the suggestion that more personalized reward-punishment methods as a classroom intervention should be cultivated in a mentorship for teachers. Keywords: Temprament, Social emotional, Early childhood]]>
