THE INCREASE OF EARLY CHILDHOD’S SOCIAL EMOTIONAL DEVELOPMENT WITH THEMATIC APPROACH

1. THE INCREASE OF EARLY CHILDHOD’S SOCIAL
EMOTIONAL DEVELOPMENT WITH THEMATIC
APPROACH
By: Dr. Drs. H. Hendra Sofyan, M.Si

2. 1. ABSTRACT
3. AIMS & METHOD
5. CONCLUSION
2. INTRODUCTION
4. RESEARCH FINDINGS
AND DISCUSSION
6. REFERENCES
EXIT

3. The objective of this research is to increase early childhood’s development by using
of thematic approach. This action research conducted at Nakkia Kindergarten Group
B Jatiwaringin Pondok Gede. This research used in which 15 childhood of six years
old were participated. The development by Kemmis and Tegart which two cycles and
each cycle has four steps. They are as follow: (1) plan, (2) action, (3) observe, and (4)
reflect. The action research applied to research methods they where qualitative and
quantitative research, data analized by using Spradley data analysis model.
The research result shows the applying thematic approach wich involved various
methods, media and activities increase the development of the children of six years
old especialy in social emotional development. Futher more, the research result can
be applied to increase early childhoods social emotional development with thematic
approach, mainly for learning planning, learning development for teachers, and
curricullum in higher education.
Keywords: early childhood’s social emotional development, thematic approach

4. Golden Age kindergarten
Children Like a white paper
Issues
There are still a lot of kindergarten children who do not develop
optimally,
The success of teachers to achieve the learning objectives many
have not prepared the learning process (Curriculum, Program,
weekly and daily activity unit), give homework
Thematic learning, still limited
Emotional aspects of social development that has not been
optimized.
Early Childhood
Education to assist
optimal child
development (all
aspects of
development)
Learning in
kindergarten are using
Thematic
The success of formal
early childhood
influenced by many
factors, including:
infrastructure,
readiness of teachers in
the learning process
Kindergarten one
where formal
education in Early
Childhood.
Early Childhood
Education learn
while playing
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BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

5. Thematic Learning with very helpful teachers and
students in the teaching and learning process to better
focus, concentration, which is designed based
curriculum, programs, daily and weekly activity units,
supported play so in accordance with the social
emotional development of Early Childhood
BACK
BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

6. “How to increase the aspect
social emotional development of early childhood with
a thematic approach.”
The focus of this study is limited to an increase in
social emotional development
early childhood with a thematic approach
BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

7. “How do I increase the aspect
Social emotional development of young
children with
thematic approach.”
BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

8. A Early Childhood Development
Early Childhood Development
Play
Thematic
• Erikson (Children's fastest growing social
development)
• Hurlock aspects of development
• Mulyono Abdurahman (Child Development
Optimization success is influenced by many factors)
• Conny R Semiawan (Understanding the problem of
child development, self help)
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BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

9. B Play
Early Chilhood Development
Play
Thematic
Catron Allen (enhance the developmental aspects)
 Sandra J Stone (Playing improve development)
 Soe Robson (fun, happy, democratic)
 BCCT (4-7 th play very significant for the growth and development of children)
Martini Jamaris (play increases children's development, can assess a child's
development)
Conny R Semiawan (Playing train the child's ability)
 Yuliani Nurani Sujiono (play can increase creativity and develop emotional aspects of
social development)
Kurikulum TK Diknas
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BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

10. C Thematic
Early Chilhood Development
Play
Thematic
M. J Kostelnik (Using the theme of learning increases the emotional aspects of social
development).
Dewey (Developing the theme of selecting interesting topics and relevant curriculum,
develop a central idea)
Piaget (Oriented and developmental needs of children)
Judy Herr (Development Themes and sub-themes)
Martini Jamaris (By using the theme of the profits for the children in the learning
process)
Yuliani Nurani Sujiono (The theme is a tool or container to introduce various concepts
to the students as a whole)
Curikulum
BACK
BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

11. BACKGROUND
FOCUS AREA IDENTIFICATION AND
RESEARCH
STUDY
THEORY
 Conceptual development measures in this study, based on the spiral
model Chemish and Taggart 1998.
 Four-step implementation, namely: planning, action and observation
and reflection.
 Then these four steps will be as much as two cycles. The second cycle
was designed based on the results of the first cycle
CONCEPTUAL DEVELOPMENT ACTION
FORMULATION OF
THE PROBLEM

12. GENERAL PURPOSE OF RESEARCH PLACE AND TIME OF RESEARCH
METHODS AND DESIGN CYCLE
INTERVENTION MEASURES
SPECIAL PURPOSE
RESEARCH
The aim in general in this study is to improve
early childhood development with a thematic
approach.

13. GENERAL PURPOSE OF RESEARCH PLACE AND TIME OF RESEARCH
 Early childhood development on the emotional aspects of
social development prior to the action.
 How to improve early childhood development with a
thematic approach.
 Improvement of early childhood development with a
thematic approach.
METHODS AND DESIGN CYCLE
INTERVENTION MEASURES
SPECIAL PURPOSE
RESEARCH

14. GENERAL PURPOSE OF RESEARCH PLACE AND TIME OF RESEARCH
 School Kindergarten Nakkia, Pondok Gede. Gambrit. Jakarta
Research time: 6 months
METHODS AND DESIGN CYCLE
INTERVENTION MEASURES
SPECIAL PURPOSE
RESEARCH

15. GENERAL PURPOSE OF RESEARCH PLACE AND TIME OF RESEARCH
Metode Action Research
Thursday and Taggart, 1998. The principal activities of action
research consists of four stages as follows:
(1) Planning
(2) Acting
(3) Observing
(4) Reflecting
Do as much as 2 cycles
(The chart on page 4)
METHODS AND DESIGN CYCLE
INTERVENTION MEASURES
SPECIAL PURPOSE
RESEARCH

16. GENERAL PURPOSE OF RESEARCH PLACE AND TIME OF RESEARCH
BACK
METHODS AND DESIGN CYCLE
INTERVENTION MEASURES
SPECIAL PURPOSE
RESEARCH
Early Asesment:
Test competence development is done
before the implementation of the action
PLAN
1. Studying aspects of development that will be developed in kindergarten
2. Study the kindergarten curriculum
3. Develop thematic according to the child's development
4. Prepare the game with the theme
5. Make a Weekly Activity Unit
6. Making Unit Daily Activity
7. Prepare the necessary instructional media appropriate theme
8. Setting up the learning resources
9. Develop observation format
10. Develop evaluation format

17. DATA ANALYSIS
Action Planning
PLANNING AND IMPLEMENTATION OF
ACTION
Increased Focus Analysis of Socia A l Emotional Development Early Childhood Thematic approaches
B Emotional aspects of social development in Early Childhood
C Weekly Activity Unit Plan
D Unit Plan daily activities, plan worksheet in each Area
ETHNOGRAPHIC RESEARCH
PROCEDURE OF SPRADLEY
QUALITATIVE ANALYSIS
PLANNING AND IMPLEMENTATION OF ACTION
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18. DATA ANALYSIS
PLANNING AND IMPLEMENTATION OF
• Descriptive data are presented with the
form: tables, drawings, diagrams.
• Qualitative Data Analysis Using
ethnographic research procedures of
Spreadley
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ACTION
DATA ANALYSIS
ETHNOGRAPHIC RESEARCH
PROCEDURE OF SPRADLEY
QUALITATIVE ANALYSIS

19. ETHNOGRAPHIC RESEARCH PROCEDURE OF SPRADLEY
PLANNING AND IMPLEMENTATION OF
A Determine informants
B Interview informants
C Make field notes
D Asking questions descriptive
E Analyzing the results of the interview
F Creating domain analysis
G Asking questions structural
H Make taxonomic analysis
I Asking questions of contrast
J Make komponensial analysis
K Finding theme
L Write a report ethnography
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ACTION
DATA ANALYSIS
ETHNOGRAPHIC RESEARCH
PROCEDURE OF SPRADLEY
QUALITATIVE ANALYSIS

20. QUALITATIVE ANALYSIS
PLANNING AND IMPLEMENTATION OF
 Initial assessment
Located on the first level category is still low due to the development
of schools do not have a complete set of daily activities (planning) in
learning, to enhance the child's development is structured and
planned.
The teacher does not give the child the freedom to choose the area
that match their interests, and in choosing an area that determines
the teacher. Cleared area is very limited
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ACTION
DATA ANALYSIS
ETHNOGRAPHIC RESEARCH
PROCEDURE OF SPRADLEY
QUALITATIVE ANALYSIS

21. Anak
Score Early Childhood Development in Early Cycle
Skor

22. Anak
Skor
Scores Improved Aspect Early Childhood Development at the beginning of the cycle and the cycle I

23. Anak
Graph Scores aspect Child Development in Cycle I and Il
Skor

24. Anak
Graph Improved Aspect Score Early Child Development in Cycle and Cycle II
Skor

25. Anak
Score Graph Cycle Aspects Child Development at the beginning of Cycle I and II
Skor

26. Skor
Anak
Bar Chart emotional aspects of social development

27. RESULTS OF CYCLE I
RESULTS OF CYCLE I RESULTS OF CYCLE II IMPLICATIONS PRACTICAL POLICY LEVEL
 The first cycle of action consists of eight meetings. The findings of the
study was obtained from the observation field notes written on the
implementation of the thematic approach using animal themes

28. RESULTS OF CYCLE II
RESULTS OF CYCLE I RESULTS OF CYCLE II IMPLICATIONS PRACTICAL POLICY LEVEL
 Second cycle action consists of eight meetings. The findings of the
study was obtained from the results of the first cycle, used as a
guideline for the second cycle.

29. RESULTS OF CYCLE I RESULTS OF CYCLE II IMPLICATIONS PRACTICAL POLICY LEVEL
 theoretical
IMPLICATIONS
. one semester
. Various Themes
. The incorporation of various kinds of theories
. The design of the daily activities

30. 1. Improvement of Early Childhood Development Thematic Approach in Early
Childhood education institutions, including the development in
accordance with the theme of the development aspects of early childhood
development, Development Unit noticed Daily Activity Child Development,
Development Worksheet in each Learning Area by using themes.
Development in providing motivation for the results of performance in
order to provide stimulation to develop aspects of child development.
2. Media
3. Area
4. Teacher
PRACTICAL
RESULTS OF CYCLE I RESULTS OF CYCLE II IMPLICATIONS PRACTICAL POLICY LEVEL

31. 1. Institute for Labor Education Teacher Training
2. Government and especially the Directorate of Early
Childhood Education
3. Organizations Association of Teachers of early childhood
education
POLICY LEVEL
RESULTS OF CYCLE I RESULTS OF CYCLE II IMPLICATIONS PRACTICAL POLICY LEVEL

32. CONCLUSION
CONCLUSION ADVICE
1. Early childhood development level students Kindergarten Nakia, Jati Waringin
Bekasi on the emotional aspects of social development before given action is in the
category enough.
2. Implementation of Improved Early Childhood Development is done by designing:
1. Activity
2. Method
3. Media
Thematic Learning with animal themes, actions carried out by two cycles.
3. Early Childhood Development can be improved with a thematic approach, can be
evidenced by an increase in the average value of the social aspects of the child's
emotional development before and after learning the Thematic approach.

33. ADVICE
CONCLUSION ADVICE
1. Teacher
2. Business Childhood
Education
3. Researcher
4. Student

34. REFERENCES
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Practical Construct: An Account of The Work of The Ford Teaching
Project. Victoria: Deakin, 1982.
• Hopkins, David. A Teachers Guide to Classroom Research.
Philadelphia: Open University Press, 2002.
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35. REFERENCES
• Izzaty, Rita. Mengenali Permasalahan Perkembangan Anak Usia TK,
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• Kostelnik. Teaching Youngs Children Using Themes: Age 2 to 6. New
York: Harper Collin Publishers, 1991.
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36. REFERENCES
• Kuppermic, Leadbeater. “School Social Climate and Individual
Differences in Vulnerability to Psychopathology.” Journal of School
Psychology, Vol. 39, No. 2, 2011: 21-23.
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37. REFERENCES
• Trawick, Jeffrey. Early Childhood Development: A Multicultural
Perspective. New Jersey: Merill Prentice Hall, 2003.
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