Strategi Guru dalam Mengimplementasikan Perkembangan Sosial Emosional pada Kelompok Usia 4-5 Tahun

Elsa Ratu Maryam (Universitas Bani Saleh)
Azahra Septya Putri (Universitas Bani Saleh)
Alfiyanti Nurkhasyanah (Universitas Bani Saleh)

Ash-Shobiy: Jurnal Pendidikan Islam Anak Usia Dini dan al-Qur'an
Vol 5 No 2 (2026): Juli

This study aims to describe teachers’ strategies in implementing social–emotional development for children aged 4–5 years in early childhood education settings. The research employed a descriptive qualitative method using observations, interviews, and documentation of daily learning activities. The findings reveal that teachers apply several key strategies, including modeling positive behaviors, establishing classroom routines, facilitating cooperative play, and using emotion coaching to help children recognize and regulate their feelings. Teachers also build warm and responsive communication to create a sense of security for the children. These strategies proved effective in enhancing children’s abilities to cooperate, share, express emotions, and resolve simple conflicts within the classroom.