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Abstract
This research aims to observe how the emotion coaching training improve the skill of teachers on Education for Early-Age Children (known as PAUD). It uses the design of nonrandomized pretest-posttest control group design. Twelve teachers of PAUD were involved as the participants in this research and they were divided into two groups: 6 of those 12 teachers included in experimental and control group. The measurement tools used in this research were the scale of the skill of teacher response and observation on checklist behavior made by the researcher based upon the theory of Swartz and Mcelwain (2012).. The test of hypothesis used the Friedman analysis. The results of the research showed that the training of emotion coaching can improve the skill of teachers in responding the emotion of early age children before and after giving the training to the experiment group at (p = 0.002 where p< 0.05).
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References
- Ahn, H. J. (2005). Child care teacher’s strategies in children’s socialization of emotion. Early child Development and Care. 175(1), pp 49-61. DOI: 10.1080/0300443042000230320.
- Ashiabi, G., S. (2000). Promoting the emotional development of preschoolers. Early Childhood Education Journal. Vol 28, No. 2.
- Astinah. (2017). Oppositional defiant disorder (ODD).Laporan Praktik Kerja Profesi Psikologi: Kasus Individu Jenjang Taman Kanak-Kanak (TK). Magister Psikologi Profesi UII: Tidak diterbitkan.
- Berns, R., M. (2004). Child, family, school, community, socialization, and support. 6th edition. USA: Thomson Wadsworth
- Cooper, B. (2004). Empathy, interaction and caring:Teachers’ roles in a constrained environment. USA. Blackwell Publishing.
- Denham, S. A., Basset, H. H., & Zinsser, K. (2012). Early childhood teachers as social of young children’s emotional competence. Early Childhood Education Journal. 40: 137-143. DOI 10.1007/s10643-012-0504-2.
- Departemen Pendidikan Nasional. (2007). Peraturan menteri pendidikan nasional nomor 16 tahun 2007 tanggal 4 Mei 2007 standar kualifikasi akademik dan kompetensi guru.Jakarta: Departemen Pendidikan Nasional.
- Elwan. T., K., P. (2017). Hambatan perkembangan sosial-emosi.Laporan Praktik Kerja Profesi Psikologi:Kasus Individu Jenjang Taman Kanak-Kanak (TK). Magister Psikologi Profesi UII: Tidak diterbitkan.
- Fitriana, R. (2017). Regulasi emosi rendah.Laporan Praktik Kerja Profesi Psikologi: Kasus Individu Jenjang Taman Kanak-Kanak (TK). Magister Psikologi Profesi UII: Tidak diterbitkan.
- Gottman, J. & DeClaire, J. (1997). The heart of parenting. London: Bloomsbury Publishing.
- Gus, L., Rose, J. & Gilbert, L. (2015). Emotion coaching: Auniversal strategy for supporting and promoting sustainable emotional and behavioral well-being. Educational & child psychology, 32(1).
- Gus, L., Rose, J., Gilbert, L., & Kilby, R. (2017). The introduction of emotion coaching as a whole school approach in a primary specialist emotional and mental health setting: positive outcomes for all. The open family studies journal. 9 (Suppl-I, M3) 95 –110.
- Intan, R., Kurniawati, F., & Handayani, E. (2017). Pelatihan emotion coaching untuk meningkatkan pengetahuandan keterampilan orangtua dalam merespon momen emosi anak usia 4 –5 tahun. Jurnal Psikogenesis. 2 (5), 188-198.
- Kiliç, Ş. (2015). Preschool teachers’s emotional socialization responses to 4 –6 years-old turkish preschoolers’ emotional expressions. Euroupean Journal of Research on Education. 3 (1), 53-63. ISSN: 2147-6284.
- Kloes, K. (2015). Emotion coaching in an inclusive setting: Training preschool special educators. Thesis. Master of Education: University of Washington.
- LaBass, E. (2016). Does teaching parents emotion-coaching strategies change parental perception of children’s negative emotions?Dissertation. Doctor of Psychology. Antioch University Seattle.
- Latipun. (2017). Psikologi eksperimen. Edisi keenam.UMM Press: Malang
- Silberman, M. & Biech, E. (2015), Active learning; A handbook of technique,designs, case examples and tips, (4th Ed.),Wiley Tomlinson.
- Stojiljković, S., Djigić, G., & Zlatković, B. (2012). Empathy and teachers’ role. Procedia -Social and Behavioral Sciences. 69. 960 –966.
- Swartz, R. A., & Mcelwain, N. L., (2012). Preservice teacher’s emotion-regulated regulation and cognition: Associations with teacher’s response to children’s emotions in early childhood clasroom. Early Education and Development.23: 202-226
References
Ahn, H. J. (2005). Child care teacher’s strategies in children’s socialization of emotion. Early child Development and Care. 175(1), pp 49-61. DOI: 10.1080/0300443042000230320.
Ashiabi, G., S. (2000). Promoting the emotional development of preschoolers. Early Childhood Education Journal. Vol 28, No. 2.
Astinah. (2017). Oppositional defiant disorder (ODD).Laporan Praktik Kerja Profesi Psikologi: Kasus Individu Jenjang Taman Kanak-Kanak (TK). Magister Psikologi Profesi UII: Tidak diterbitkan.
Berns, R., M. (2004). Child, family, school, community, socialization, and support. 6th edition. USA: Thomson Wadsworth
Cooper, B. (2004). Empathy, interaction and caring:Teachers’ roles in a constrained environment. USA. Blackwell Publishing.
Denham, S. A., Basset, H. H., & Zinsser, K. (2012). Early childhood teachers as social of young children’s emotional competence. Early Childhood Education Journal. 40: 137-143. DOI 10.1007/s10643-012-0504-2.
Departemen Pendidikan Nasional. (2007). Peraturan menteri pendidikan nasional nomor 16 tahun 2007 tanggal 4 Mei 2007 standar kualifikasi akademik dan kompetensi guru.Jakarta: Departemen Pendidikan Nasional.
Elwan. T., K., P. (2017). Hambatan perkembangan sosial-emosi.Laporan Praktik Kerja Profesi Psikologi:Kasus Individu Jenjang Taman Kanak-Kanak (TK). Magister Psikologi Profesi UII: Tidak diterbitkan.
Fitriana, R. (2017). Regulasi emosi rendah.Laporan Praktik Kerja Profesi Psikologi: Kasus Individu Jenjang Taman Kanak-Kanak (TK). Magister Psikologi Profesi UII: Tidak diterbitkan.
Gottman, J. & DeClaire, J. (1997). The heart of parenting. London: Bloomsbury Publishing.
Gus, L., Rose, J. & Gilbert, L. (2015). Emotion coaching: Auniversal strategy for supporting and promoting sustainable emotional and behavioral well-being. Educational & child psychology, 32(1).
Gus, L., Rose, J., Gilbert, L., & Kilby, R. (2017). The introduction of emotion coaching as a whole school approach in a primary specialist emotional and mental health setting: positive outcomes for all. The open family studies journal. 9 (Suppl-I, M3) 95 –110.
Intan, R., Kurniawati, F., & Handayani, E. (2017). Pelatihan emotion coaching untuk meningkatkan pengetahuandan keterampilan orangtua dalam merespon momen emosi anak usia 4 –5 tahun. Jurnal Psikogenesis. 2 (5), 188-198.
Kiliç, Ş. (2015). Preschool teachers’s emotional socialization responses to 4 –6 years-old turkish preschoolers’ emotional expressions. Euroupean Journal of Research on Education. 3 (1), 53-63. ISSN: 2147-6284.
Kloes, K. (2015). Emotion coaching in an inclusive setting: Training preschool special educators. Thesis. Master of Education: University of Washington.
LaBass, E. (2016). Does teaching parents emotion-coaching strategies change parental perception of children’s negative emotions?Dissertation. Doctor of Psychology. Antioch University Seattle.
Latipun. (2017). Psikologi eksperimen. Edisi keenam.UMM Press: Malang
Silberman, M. & Biech, E. (2015), Active learning; A handbook of technique,designs, case examples and tips, (4th Ed.),Wiley Tomlinson.
Stojiljković, S., Djigić, G., & Zlatković, B. (2012). Empathy and teachers’ role. Procedia -Social and Behavioral Sciences. 69. 960 –966.
Swartz, R. A., & Mcelwain, N. L., (2012). Preservice teacher’s emotion-regulated regulation and cognition: Associations with teacher’s response to children’s emotions in early childhood clasroom. Early Education and Development.23: 202-226