BERMAIN PERAN BERPENGARUH TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL PADA ANAK USIA PRASEKOLAH

Abstract

It is important to stimulate children's social-emotional development with role-playing, especially preschool children because they are in the “golden period” where all aspects of development play an important role in subsequent developmental tasks. 70% of children in Dharma Husada Cimahi Kindergarten are still unable to control their emotions well such as getting angry when their toys are taken away and being afraid of new people. This study aims to determine the effect of role playing on social emotional development in preschool children in kindergarten. This type of research is quantitative with a pre-experimental research design with a one group pretest-posttest design. The sample size was 35 preschool children using total sampling. Data collection using a questionnaire. Data analysis was carried out, namely univariate and bivariate (Marginal Homogeneity). Based on the results of univariate analysis, it was found that 77.1% had a category of social emotional development that needed further handling by professionals before role playing. And 77.1% have a category of low risk social emotional development after role playing. The results of statistical tests with Marginal Homogeneity obtained a p value of 0.007 (<0.05), this means that there is a significant difference in social emotional development before and after role playing in preschool children in kindergarten. There is an effect of role playing on social emotional development in preschool children in kindergarten. It is expected that children can often do role-playing activities, it is expected to be a learning material at home for parents to stimulate children's social emotional development, and for Dharma Husada Kindergarten it is expected to be an input for teaching materials to improve social emotional development in children.