PERKEMBANGAN SOSIAL-EMOSIONAL ANAK USIA DINI DAN TATA TERTIB DI TK AL-GHIFARI MUARO JAMBI

Aulia Delofa (program studi administrasi pendidikan, fakultas keguruan dan ilmu pendidikan, universitas jambi)
Chalita septiya Ningrum (program studi administrasi pendidikan, fakultas keguruan dan ilmu pendidikan, universitas jambi)
Anggun Dwi Cahyati (program studi administrasi pendidikan, fakultas keguruan dan ilmu pendidikan, universitas jambi)
Andaffa Favian Nugraha (program studi administrasi pendidikan, fakultas keguruan dan ilmu pendidikan, universitas jambi)
Riscky Fitri Wahyuni (program studi administrasi pendidikan, fakultas keguruan dan ilmu pendidikan, universitas jambi)

Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published

Social-emotional development in early childhood is an important aspect in supporting the success of the learning process in school. Children are not only expected to develop cognitively, but also to manage emotions, interact socially, and follow established rules. This study aims to analyze children’s social-emotional development and the implementation of school rules at Al-Ghifari Kindergarten, Muaro Jambi. The method used is a qualitative approach with a descriptive research design. Data collection techniques were carried out through interviews, observations, and documentation. The results show that children’s social-emotional development is still unstable, indicated by behaviors such as easily getting bored, lack of focus, and mood changes that affect participation in learning activities. In addition, in implementing school rules, children still require repeated guidance and reminders due to limited self-control ability. Teachers overcome these challenges by applying varied learning methods and providing patient and consistent guidance. Therefore, support from teachers and parents is needed to optimize children’s social-emotional development.