TEACHER'S EFFORTS IN DEVELOPING EARLY CHILDHOOD SOCIAL - EMOTIONAL SKILLS THROUGH THE CULTIVATION OF DISCIPLINE AT TK NEGERI MELATI LAMPEONG

Abstract

Discipline is crucial to be taught to children from an early age so they can achieve optimal social and emotional development. Nowadays, teachers play a prominent role in shaping children's discipline at school because many parents lack the skills. This qualitative study aims to describe the efforts made by teachers in instilling values of discipline in children at Melati Lampeong State Kindergarten so that their social and emotional development can flourish optimally. The informants in this study were 7 teachers, 1 school principal, and 28 parents of students. Data collection techniques were conducted through participatory observation, semi-structured interviews, and document analysis. Qualitative data were analyzed using data reduction, data presentation, and conclusion drawing (Miles & Hubberman). Data were presented in themes identified through the analysis process. Data validation was conducted through source triangulation, member checks, and the use of data collection tools. The research findings indicate that teachers at Melati Lampeong State Kindergarten implement various efforts such as modeling disciplined behavior, establishing clear routines, and using positive reinforcement to foster children's discipline. Consistency and modeling by teachers are important. This study's findings recommend further research on the relationship between discipline cultivation and social-emotional well-being involving collaboration between schools and families.