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Submitted
May 22, 2019
Accepted
August 16, 2019
Published
July 1, 2018
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Abstract

Closeness in teachers-child relationship in early childhood education has a positive impact in increasing the involvement of children with school, improve academic achievement, prosocial behavior and reduce child problem behavior. This study aims to improve closeness in teacher-child relationship in early childhood education through active empathic listening skills training. Participants are four early childhood education teachers. Teacher-child relationships are measured based on teachers' perceptions of their relationship with children. Teachers fill the questionnaire by her perception of her relationship with 5 children. This research uses quasi
experimental method with one group pretest-posttest design. The results of statistical data processing showed a very significant change in the increase of closeness level of teacher-child relationship between pretest and post test 1 (z = -3.560, p = 0.000 < 0,01), and post test 1 with post
test 2 (z = -3.220, p = 0.001 < 0,05). Active empathic listening skill showed significant improvement between pre test and post test 1 (z = -1.826, p = 0.34 < 0,05) and no significant improvement between post test 1 and post test 2 (z = -1.342, p = 0.090 > 0,05).


Keywords: active empathic listening skill, closeness, teacher-child relationships, early childhood education teachers, early childhood

Keywords

active empathic listening skill closeness teacher-child relationships early childhood education teachers early childhood

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How to Cite
Mahanani, I. S., Pudjiati, S. R. R., & Patricia, P. (2018). Pelatihan Ketrampilan Mendengarkan Empatik Aktif Untuk Meningkatkan Kedekatan Guru dan Anak. JIP (Jurnal Intervensi Psikologi), 10(1), 1–28. https://doi.org/10.20885/intervensipsikologi.vol10.iss1.art1
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