Debi Cahya Damayanti, Elan, Purwati

ANALISIS LOVE LANGUAGE GURU TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI

Introduction

Analisis love language guru terhadap perkembangan sosial emosional anak usia dini. Temukan dampak love language guru terhadap perkembangan sosial emosional anak usia dini. Penelitian di RA Baiturrahman menunjukkan peningkatan kedekatan, percaya diri, dan empati.

Abstract

Penelitian ini mengangkat masalah kurangnya perhatian terhadap penerapan love language oleh guru dalam mendukung perkembangan sosial emosional anak usia dini. Tujuannya adalah untuk mendeskripsikan penerapan love language guru di RA Baiturrahman Tasikmalaya, dengan sasaran guru dan anak usia dini sebagai subjek utama dalam interaksi pendidikan berbasis kasih sayang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif dan metode studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi di RA Baiturrahman Kota Tasikmalaya. Penelitian ini menemukan bahwa penerapan love language oleh guru di RA Baiturrahman secara signifikan mendukung perkembangan sosial emosional anak. Pendekatan ini membangun kedekatan emosional, meningkatkan rasa percaya diri, dan mendorong empati anak. Meskipun terdapat tantangan, hasilnya menunjukkan dampak positif dalam pembentukan karakter sejak dini. Penelitian ini merekomendasikan agar lembaga PAUD mengintegrasikan pendekatan kasih sayang dalam pembelajaran dan pelatihan guru, guna memperkuat peran guru sebagai pendidik sekaligus pembimbing emosional anak.

Review

This paper addresses a crucial, yet often underappreciated, aspect of early childhood education: the impact of teacher love language on children's social-emotional development. Employing a qualitative descriptive case study approach at RA Baiturrahman Tasikmalaya, the research meticulously gathers data through observation, interviews, and documentation to understand this dynamic. The core finding is compelling, demonstrating that teachers' application of love languages significantly supports the social-emotional growth of young children, fostering emotional closeness, enhancing self-confidence, and cultivating empathy, thereby positively influencing early character formation. A significant strength of this study lies in its timely focus on the intersection of relational psychology and early childhood pedagogy, bridging a gap in current educational discourse. The qualitative case study methodology is well-suited for an in-depth exploration of the nuanced interpersonal dynamics within a specific educational setting, yielding rich, descriptive data. The findings offer practical and actionable insights for educators, reinforcing the vital role of emotional connection in holistic child development and advocating for a more comprehensive approach to teacher training and classroom interaction. While the study provides valuable insights, there are opportunities for further elaboration and future research. The abstract briefly mentions "challenges" in applying love languages, but a more detailed discussion of these obstacles and how they were navigated would offer a more complete picture for practitioners. Given the single-case study design, the generalizability of these findings to a broader population of early childhood institutions remains an open question, suggesting the need for replication or comparative studies across diverse settings. Future research could also delve into the specific types of love languages most frequently employed by teachers and their differential impacts on various facets of social-emotional development, as well as providing concrete examples of their application.

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