Ferry Novliady, Emilia Ramadhani, Safrin, Hafiza Adlina

Shaping Children’s Self-Concept Through Storytelling: An Analysis of Interpersonal Communication Interactions at Bunga Tanjong Kindergarten, Tanjung Morawa Subdistrict, Deli Serdang Regency

Introduction

Shaping children’s self-concept through storytelling: an analysis of interpersonal communication interactions at bunga tanjong kindergarten, tanjung morawa subdistrict, deli serdang regency. Discover how storytelling at Bunga Tanjong Kindergarten shapes early childhood self-concept through interpersonal communication. Boosts confidence, language skills, and emotional bonds.

Abstract

This article aims to explain how storytelling can shape the self-concept of early childhood through interpersonal interactions between teachers and students as well as between parents and children. This study is part of a community service activity conducted at TK Bunga Tanjong, Tanjung Morawa District, Deli Serdang Regency. The analysis uses the Interpersonal Communication Theory (Devito, 2019) to explore the communication dynamics that occur during storytelling activities. The results show that storytelling serves as an effective medium to enhance children's self-confidence, foster two-way communication, and build emotional bonds between teachers and students, and between parents and children. This activity not only improves children's language skills but also gradually strengthens their self-image, self-esteem, and ideal-self.

Review

The article, "Shaping Children’s Self-Concept Through Storytelling: An Analysis of Interpersonal Communication Interactions at Bunga Tanjong Kindergarten, Tanjung Morawa Subdistrict, Deli Serdang Regency," addresses a highly pertinent and impactful area within early childhood education and developmental psychology. The study's clear aim to elucidate how storytelling influences self-concept through interpersonal interactions between key figures (teachers and parents) is commendable. By situating the research within a community service activity and employing Devito's (2019) Interpersonal Communication Theory, the authors provide a practical context for examining theoretical constructs in a real-world setting. The abstract highlights several significant and positive findings, positioning storytelling as a remarkably effective medium for fostering crucial developmental outcomes. The study identifies that storytelling successfully enhances children's self-confidence, promotes two-way communication, and strengthens emotional bonds, which are vital for healthy child development. Furthermore, the research indicates that this activity not only improves linguistic abilities but also progressively reinforces children's self-image, self-esteem, and their understanding of an ideal-self. These findings collectively underscore the multifaceted benefits of integrating storytelling into early childhood settings for holistic development. While the abstract offers a compelling summary of the study's contributions, a full review of the methodology in the complete paper would be invaluable. Further elaboration on the specific analytical methods used to observe and interpret "interpersonal communication interactions," and how these align with Devito's theory, would strengthen the empirical basis of the claims. Given its foundation in a community service activity, insights into the specific nature of the storytelling interventions and their frequency would also be beneficial. Future research could explore the sustainability of these impacts over longer periods or investigate the generalizability of these findings across different demographic or educational contexts to further enrich the understanding of storytelling's role in self-concept formation.

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