The Effect of Implementation Social Emotional Competence Module on Preschool Children Social Skills
Kesan Implementasi Modul Kompetensi Sosioemosi terhadap Kemahiran Sosial Kanak-Kanak Prasekolah
Keywords:
social emotional competence, preschool children, social skillsAbstract
The effect of social emotional competency implementation of social skills preschoolers. The study involved three preschool teachers and 40 students from three preschool classes. Data were analyzed using t-tests to determine whether there is a significant difference in mean scores for social skills before and after the implementation of the module. The findings were processed using SPSS software with t-test showed a significant difference, t (78) = 11:16, k <0.05 for social cooperation, t (78) = 9:26, k <0.05 for social interaction and t (78) = 10:03, k <0.05 for social freedom. The analysis showed that there were significant differences in social skills in terms of social cooperation, social interaction and social freedom. This study shows the effect of the implementation of socio competency can improve social skills among preschool children. This study suggests that implementation of social competency should be increased so that teachers can educate preschool children more effectively to suit their social emotional form in society.
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References
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Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for
early school readiness. Social Policy Report of the Society for Research in Child Development, 16(3), 1-20.
Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to
kindergarten. Early Childhood Research Quarterly, 15(2), 147–166.
Schultz, Betsy L; Richardson, Rita Coombs; Barber, Catherine R; Wilcox, Daryl (2011). A preschool pilot study of
connecting with others: Lessons for teaching social and emotional competence. Early Childhood Education
Journal, 39, 143-148.
Squires, J., & Bricker, D. (2007). An activity-based approach to developing young children’s social emotional
competence. Baltimore: Brookes.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social
competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology,
30(3), 283-302.
Webster-Stratton, C., & Reid, M. J. (2003). Treating conduct problems and strengthening social emotional
competence in young children (ages 4-8 years): The Dina Dinosaur treatment program. Journal of Emotional
and Behavioral Disorders, 11, 130-143.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems:
Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent
Psychology, 33(1), 105. 124.
William H. Brown & Maureen A. Conroy. (2011). Social-emotional competence in young children with
developmental delays: Our reflection and vision for the future. Journal of Early Intervention, 33, 310-320.
Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional
learning to school success. In J. Zins, R. Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic
success on social and emotional learning: What does the research say? (pp. 1-22). New York: Teachers Press,
Columbia University.
Barbarin, O., Bryant, D., McCandies, T., Early, D., Pianta, R., & Howes, C. (2006). Children enrolled in public
pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence.
American Journal of Orthopsychiatry, 76(2), 265 – 276.
Berk, L. (2010). Development through the lifespan (edisi ke-5). Boston, MA: Pearson, Allyn & Bacon Publishers.
Bornstein, M. H., Hahn, C., & Haynes, O. M. (2010). Social competence, externalizing and internalizing behavioral
adjustment from early childhood through early adolescence: Developmental cascades. Development and
Psychopathology, 22, 717 –735.
Campbell, S. B. (2002). Behavior problems in preschool children: Clinical and developmental issues (edisi ke-2).
New York, NY: Guilford.
Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young
children with developmental delays: A historical perspective. Infants & Young Children, 23, 73-83.
Hyman, I.A.(1997). School discipline & school violence, the teacher variance approach. Boston. Allyn & Bacon.
Incredible Years. (2007). Incredible years: Parents, teachers, and children training series. Diambil daripada: http://www.incredibleyears.com (diakses pada 15/2/13).
Johan Jaaffar. Peningkatan kes jenayah juvana membimbangkan. (4.5.2014). Berita Harian.
Kementerian Pelajaran Malaysia. (2010). Kurikulum standard prasekolah kebangsaan. Kuala Lumpur. Bahagian
Pembangunan Kurikulum.
Mohd. Majid Konting (1998). Kaedah penyelidikan pendidikan. (Edisi ke-4). Kuala Lumpur: Dewan Bahasa dan
Pustaka.
McCabe, P., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of
preschool children. Psychology in the Schools.48 (5), 513-540.
Merrell, K. W. (2002). Preschool and kindergarten behavior Scales (edisi ke-2). Austin, TX: Pro-ED.
Ormrod J.E. 2008. Educational psychology developing learnners (edisi ke-6). Uppersaddle River, New Jersey:
Pearson Prentice Hall.
Pesakit mental meningkat 15.6 peratus tahun lalu, (18.1.2011). Berita Harian.
Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in
Practice, 15 (4), 261-278.
Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for
early school readiness. Social Policy Report of the Society for Research in Child Development, 16(3), 1-20.
Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to
kindergarten. Early Childhood Research Quarterly, 15(2), 147–166.
Schultz, Betsy L; Richardson, Rita Coombs; Barber, Catherine R; Wilcox, Daryl (2011). A preschool pilot study of
connecting with others: Lessons for teaching social and emotional competence. Early Childhood Education
Journal, 39, 143-148.
Squires, J., & Bricker, D. (2007). An activity-based approach to developing young children’s social emotional
competence. Baltimore: Brookes.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social
competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology,
30(3), 283-302.
Webster-Stratton, C., & Reid, M. J. (2003). Treating conduct problems and strengthening social emotional
competence in young children (ages 4-8 years): The Dina Dinosaur treatment program. Journal of Emotional
and Behavioral Disorders, 11, 130-143.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems:
Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent
Psychology, 33(1), 105. 124.
William H. Brown & Maureen A. Conroy. (2011). Social-emotional competence in young children with
developmental delays: Our reflection and vision for the future. Journal of Early Intervention, 33, 310-320.
Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional
learning to school success. In J. Zins, R. Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic
success on social and emotional learning: What does the research say? (pp. 1-22). New York: Teachers Press,
Columbia University.
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Published
2015-10-26
How to Cite
Osman, Z. (2015). The Effect of Implementation Social Emotional Competence Module on Preschool Children Social Skills: Kesan Implementasi Modul Kompetensi Sosioemosi terhadap Kemahiran Sosial Kanak-Kanak Prasekolah. EDUCATUM Journal of Social Sciences, 1(1), 75–82. Retrieved from https://ojs.upsi.edu.my/index.php/EJOSS/article/view/86
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