<![CDATA[This study aims to describe the management of "outing class" learning activities in supporting the socio-emotional development of early childhood children at KB Yasmin Jember. The scope of the research covers the stages of managing these activities: planning, organizing, and implementation. A qualitative approach with a descriptive research design was employed. The research site was selected using a purposive area technique, while informants were chosen via purposive sampling, comprising two teachers as key informants, along with the school principal and three parents as supporting informants. Data were collected through interviews, observation, and documentation, and subsequently analyzed through the stages of data collection, data reduction, data presentation, and conclusion drawing. Data validity was verified through prolonged observation, increased persistence, and triangulation of sources and techniques. The results indicate that the management of outing class activities at KB Yasmin Jember is carried out systematically across three stages. The planning stage involves establishing objectives, locations, schedules, facilities, learning media, and activity equipment, with the involvement of the school principal and parents. The organizing stage entails the division of tasks among teachers, assistants, and parents, the formation of student groups, and activity administration. The implementation stage utilizes the environment as a learning resource, involving teachers, students, parents, and assistants. Outing class activities provide direct learning experiences that support children's socio-emotional development by enhancing their abilities to interact, cooperate, communicate, demonstrate responsibility, and exhibit prosocial behavior. Thus, well-planned and organized management of outing class activities effectively supports the socio-emotional development of early childhood children.]]>
Copyrights © 2026
