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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
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References
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- Ashokan, V.. (2014). Thematic approach for effective communication in ECCE. International Journal of Education and Psychological Research. 3 (3).
- Berns, R., M. (2013). Child, family, school, community: socialization and support. Ninth edition. Wadsworth: Cengage Learning.
- Birch, S. H. & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1),61-79.
- Bodie, G.D. (2011). The Active-Empathic Listening Scale (AELS): Conceptualization and evidence of validity within the interpersonal domain. Communication Quarterly, 59,
- –295.Doi:10.1080/01463373.2011.583495
- Bodie, G. D., Vickery, A. J., Cannava, K., dan Jones S. M. (2013). The role of “Active Listening” in informal helping conversations: Impact on perceptions of listener helpfulness, sensitivity, and supportiveness and discloser emotional improvement. Western Journal of Communication, 79(2), 151-173, DOI: 10.1080/10570314.2014.943429
- Cannata, A. & Garringer, M. (2006), Preparing participants for mentoring. USA: The Mentoring Resource Centre.
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- Demirkaya, P. N. dan Bakkaloglu, H. (2015). Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory and Practice. 15 (1), 159-175. DOI 10.12738/estp.2015.1.2590
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- Kourmousi N., Amanaki E., Tzavara C., & Koutras, V. (2017). Active Listening Attitude Scale (ALAS): Reliability and validity in a nationwide sample of Greek educators. Social Sciences. doi:10.3390/socsci6010028
- Lloyd, K.J., Boer, D., & Voelpel, S.C. (2015). From listening to leading: Toward an understanding of supervisor listening
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- Lynch, S. A. & Warner, L. (2013). Preschool: How adults foster young children's intellectual development. YC Young Children, 68(2), 86-91.
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- /Permendikbud137-2014StandarNasionalPAUD.pdf
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- Nurmi, J.E. (2012). Students’ Characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review , 7, 177–197. http://dx.doi.org/10.1016/j.edurev.2012.03.001
- Papalia, D., Old, S., dan Feldman, R. (2001).
- Perkembangan Manusia. Jakarta: Salemba Humanika.
- Peck N. F., Maude S. P. and Brotherson M. J. (2015). Understanding preschool teachers’ perspectives on empathy: A qualitative inquiry. Early Childhood Education Journal, 43, 169-179.
- Pence, M. E. dan Vickery, A. J. (2012). The Roles of personality and trait emotional intelligence in the active- empathic listening process: Evidence from correlational and regression analyses. International Journal of Listening. https://doi.org/10.1080/
- 2012.712810
- Pianta, R. C. (2001). Student–teacher relationship scale: professional manual. Lutz: Psychological Assessment Resources.
- Pianta, R. C., Downer, Jason., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children,
- (2),119-137
- Rahiem, M. D. H., Abdullah, M. N. S. dan Rahim, H. (2012). School culture and the moral development of children. International Proceedings of Economics Development and Research. DOI: 10.7763/IPEDR. 2012. V56. 23
- Rudasill, K. M., Reio, T. G. R., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Educational Psychology Papers and Publications. 120. University of Nebraska – Lincoln. http://digitalcommons.unl.edu/edpsy chpapers/120
- Santrock, J, W. (2011). Educational psychology, 5th ed. New York: McGraw- Hill.
References
Allison, C., Baron-Cohen, S., Wheelwright, S.J., Stone, M. H., dan Muncer, S. J. (2011). Psychometric analysis of the Empathy Quotient (EQ). Personality and Individual Differences, 51, 829–835.
Ashokan, V.. (2014). Thematic approach for effective communication in ECCE. International Journal of Education and Psychological Research. 3 (3).
Berns, R., M. (2013). Child, family, school, community: socialization and support. Ninth edition. Wadsworth: Cengage Learning.
Birch, S. H. & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1),61-79.
Bodie, G.D. (2011). The Active-Empathic Listening Scale (AELS): Conceptualization and evidence of validity within the interpersonal domain. Communication Quarterly, 59,
–295.Doi:10.1080/01463373.2011.583495
Bodie, G. D., Vickery, A. J., Cannava, K., dan Jones S. M. (2013). The role of “Active Listening” in informal helping conversations: Impact on perceptions of listener helpfulness, sensitivity, and supportiveness and discloser emotional improvement. Western Journal of Communication, 79(2), 151-173, DOI: 10.1080/10570314.2014.943429
Cannata, A. & Garringer, M. (2006), Preparing participants for mentoring. USA: The Mentoring Resource Centre.
Commodari, E. (2013). Preschool teacher attachment, school readiness and risk of learning difficulties. Early Childhood Research Quarterly, 28, 123 – 133.
Demirkaya, P. N. dan Bakkaloglu, H. (2015). Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory and Practice. 15 (1), 159-175. DOI 10.12738/estp.2015.1.2590
Drollinger, T., Comer, L. B., & Warrington, P.T. (2006). Development and validation of the Active Empathetic Listening Scale. Psychology and Marketing, 23, 161–180. Doi:10.1002=Mar.20105
Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The Effective communication in teaching: Diagnostic study regarding the academic learning motivation to students. Procedia - Social and Behavioral Sciences, 186, 1007-1012 https://doi.org/10.1016/j.sbspro.2015.04.064
Fauzi, A. I. K. (2011). Mengelola pelatihan partisipatif. Bandung: Alfabeta
Gearhart, C. C., dan Bodie, G. D. (2011). Active-empathic listening as a general social skill: Evidence from bivariate and canonical correlations. Communication Reports, 24, 86–98. Doi:10.1080=08934215.2011.610731
Koomen, H.M.Y., Verschueren, K., van Schooten, E., Jak, S., Pianta, R.C., et al. (2012). Validating the student-teacher relationship scale: Testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of Social Psychology, 5(2), 215-234.
Kourmousi N., Amanaki E., Tzavara C., & Koutras, V. (2017). Active Listening Attitude Scale (ALAS): Reliability and validity in a nationwide sample of Greek educators. Social Sciences. doi:10.3390/socsci6010028
Lloyd, K.J., Boer, D., & Voelpel, S.C. (2015). From listening to leading: Toward an understanding of supervisor listening
within the framework of Leader-Member Exchange Theory. International Journal of Business Communication, 54(4), 431-451. https://doi.org/10.1177/2329488415572778
Lynch, S. A. & Warner, L. (2013). Preschool: How adults foster young children's intellectual development. YC Young Children, 68(2), 86-91.
Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2014a). Permendikbud Nomor 137 Tahun 2014 Tentang Standar Nasional Pendidikan Anak Usia Dini. Diunduh 10 Oktober 2018, dari https://luk.staff.ugm.ac.id/atur/bsnp
/Permendikbud137-2014StandarNasionalPAUD.pdf
Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2014b). Permendikbud No. 146 Tahun 2014 Tentang Kurikulum 2013 Pendidikan Anak Usia Dini. Diunduh 10 Oktober2018, dari http://paud.kemdikbud. go.id/wp-content/uploads/2016/04/
Permendikbud-146-Tahun-2014.pdf.
Mertens, D. M. (2014). Research and evaluation in education and psychology, 4th Edition. Thousand Oaks: Sage Publication Inc.
Myers, S. & Morris, A. (2009). Examining associations between effortful control and teacher-child relationships in relation to head start children’s socio emotional Adjustment. Early Education and Development, 20(5), 756–774. Doi:10.1080/10409280802571244
Nurmi, J.E. (2012). Students’ Characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review , 7, 177–197. http://dx.doi.org/10.1016/j.edurev.2012.03.001
Papalia, D., Old, S., dan Feldman, R. (2001).
Perkembangan Manusia. Jakarta: Salemba Humanika.
Peck N. F., Maude S. P. and Brotherson M. J. (2015). Understanding preschool teachers’ perspectives on empathy: A qualitative inquiry. Early Childhood Education Journal, 43, 169-179.
Pence, M. E. dan Vickery, A. J. (2012). The Roles of personality and trait emotional intelligence in the active- empathic listening process: Evidence from correlational and regression analyses. International Journal of Listening. https://doi.org/10.1080/
2012.712810
Pianta, R. C. (2001). Student–teacher relationship scale: professional manual. Lutz: Psychological Assessment Resources.
Pianta, R. C., Downer, Jason., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children,
(2),119-137
Rahiem, M. D. H., Abdullah, M. N. S. dan Rahim, H. (2012). School culture and the moral development of children. International Proceedings of Economics Development and Research. DOI: 10.7763/IPEDR. 2012. V56. 23
Rudasill, K. M., Reio, T. G. R., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Educational Psychology Papers and Publications. 120. University of Nebraska – Lincoln. http://digitalcommons.unl.edu/edpsy chpapers/120
Santrock, J, W. (2011). Educational psychology, 5th ed. New York: McGraw- Hill.