Strategi Guru Dalam Mengembangkan Sosial Emosional Anak Usia Dini Di PAUD Al-Hidayah

Abstract

This study aims to describe teachers’ strategies in developing the social–emotional abilities of early childhood students at PAUD Al-Hidayah, Serang City. Social–emotional development is a crucial dimension of early childhood growth because it influences character formation, emotional regulation, and the ability to interact positively within social environments. Although previous studies have discussed various methods for stimulating social–emotional skills, research that examines in depth how teachers implement these strategies in daily classroom practices along with the supporting and inhibiting factors remains limited. This study employed a descriptive qualitative approach, involving one class B teacher as the main informant and nine children as supporting informants. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings reveal that the teacher applied three main strategies: (1) creating a safe and comfortable learning environment to foster children’s self-confidence; (2) implementing positive habituation through routine activities that instill discipline, responsibility, and empathy; and (3) applying cooperative learning to develop teamwork skills and respect for others. These strategies were proven effective, despite challenges such as limited parental involvement and differences in children’s individual characteristics. The study highlights the crucial role of teachers as facilitators, mentors, and role models in fostering children’s social–emotional intelligence through planned, contextual, and developmentally appropriate learning activities