Examining self-awareness through drawing activity among preschoolers with high socio emotional development
DOI:
https://doi.org/10.37134/saecj.vol9.no2.5.2020Keywords:
self-awareness, socio emotional development, preschoolers, children's painting, drawing activityAbstract
Socio emotional development is an important element in the development of preschoolers. This study aims to identify a high level of socio emotional development among preschoolers. This is a qualitative case study and data were collected through interviews and document analysis. The study involved three participants who were chosen through purposive sampling technique. All three preschoolers were interviewed based on the drawings they made during the drawing activity at school. The study found that high socio emotional development in preschoolers fulfil the characteristics of early childhood development through the themes highlighted in this study, namely; (i) self-confidence; and (ii) ability to interpret emotions. Socio emotional development reflects the learning that a child acquired. In this regard, socio emotional competence is evident when a child reaches the desired level of achievement. Good socio emotional development plays an important role in the development of preschoolers and will help shape their lives in the future. Overall, good socio emotional development among preschoolers contribute to their development and promote good behaviour.
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References
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Pellitteri, J., & Smith, B. (2007). Building academic success on social and emotional learning: What does the research say? Reading & Writing Quarterly, 23(2), 197-202. https://doi.10.1080/10573560600992837
Poulou, M. S., Bassett, H. H., & Denham, S. A. (2018). Teachers’ perceptions of emotional intelligence and social-emotional learning: Students’ emotional and behavioural difficulties in U.S. and Greek preschool classrooms. Journal of Research in Childhood Education, 32(3), 363-377. https://doi.10.1080/02568543.2018.1464980
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137-155.
Shechtman, Z., & Abu Yaman, M. (2012). SEL as a component of a literature class to improve relationships, behaviour, motivation, and content knowledge. American Educational Research Journal, 49(3), 546-567. https://doi.10.3102/0002831212441359.
Silverman, D. (2017). Doing qualitative research. A practical handbook (5th ed.). Sage Publication.
Anning, A., & Ring, K. (2004). Making sense of children’s drawings. Open University Press.
Anthony, L. G, Anthony, B. J., Glanville, D. N., Naiman, D. Q., Waanders, C. and Shaffer, S. (2005). The relationships between parenting stress, parenting behaviour and preschool children’ social competence and behaviour problems in the classroom. Infant and Child Development, 14,133-154.
Aubrey, C. & Ward, K. (2013). Early years practitioners’ views on early personal, social, and emotional development. Emotional and Behavioural Difficulties, 18(4), 435-447. https://doi.10.1080/13632752.2013.807541
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663. http://dx.doi.org/10.1111/j.1467-8624.2007.01019.x.
Christensen, P. (2004). Children’s participation in ethnographic research: Issues of power and representation. Children & Society, 18, 165-176.
Clark, A. (2011). Breaking methodological boundaries? Exploring visual, participatory methods with adults and young children. European Early Childhood Education Research Journal, 19(3), 321-330.
Coates, E., & Coates, A. (2011). The subjects and meanings of young children’s drawings. In D. Faulkner & E. Coates (Eds.), Exploring children’s creative narratives. (pp. 86-110). Routledge.
Collaborative for Academic, Social, and Emotional Learning. (2016). Effective social and emotional learning programs: Preschool and elementary school edition.
Cox, M. (1993). Children’s drawings of the human figure. Lawrence Erlbaum.
Cox, M. (2005). The pictorial world of the child. Cambridge University Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. Sage Publication.
Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschool children’ social-emotional learning predicts their early school success: Developing Theory-Promoting, Competency-Based Assessments. Infant and Child Development, 23(4), 426-454. https://doi:10.1002/icd.1840
Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children's perspectives expressed through drawings. Early Child Development and Care, 179(2), 217-232.
Elias, M. J., & Moceri, D. C. (2012). Developing social and emotional aspects of learning: The American experience. Research Papers in Education, 27(4), 423-434. https://doi.10.1080/02671522.2012.690243
Grazzani, I. & Ornaghi, V. (2016). How to foster toddlers’ mental-state talk, emotion understanding, and prosocial behavior: A conversation-based intervention at nursery school. Infancy, 21(2), 199-227. https://doi.10.1111/infa.12107.
Im, T., King, E., & Othman, A. R. (2014). Promoting environmental education in Malaysian preschools. Southeast Asia Early Childhood Journal, 3, 12-23. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/947.
James, A., & Prout, A. (1997). Introduction. In A. James & A. Prout (Eds.), Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (2nd ed.), (pp. 1-6). Routledge Falmer.
Kementerian Pendidikan Malaysia. (2017). Kurikulum Standard Prasekolah Kebangsaan (KSPK). Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia. https://www.moe.gov.my
Lintunen, T., & Gould, D. (2015). Developing social and emotional skills. In Routledge Companion to Sport and Exercise Psychology. Routledge. https://doi.org/10.4324/9781315880198.ch40
Maguire, L. K., Niens, U., McCann, M. & Connolly, P. (2015). Emotional development among early school-age children: Gender Differences in the role of problem behaviors. Educational Psychology: An International Journal of Experimental Educational Psychology. https://doi.org/10.1080/01443410.2015.1034090.
Majita Ahmad Sultan, Abdul Halim Masnan, Noor Aizal Akmal Rohaizad & Mad Ithnin Salleh. (2016). Tahap pemahaman kanak-kanak terhadap konsep bentuk dalam lukisan. Jurnal Pendidikan Awal Kanak-Kanak Jilid, 5, 61-77.
Matthews, J. (1997). The 4-dimensional language of infancy: the interpersonal basis of art practice. International Journal of Art & Design, 16(3), 285-293.
Matthews, J. (2003). Drawing and painting: Children and visual representation. (2nd ed.). Sage Publication.
McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136-142.
M Nael, M. (2019). The effects of the emotion happy as induced by colors on the performance of grade 1 pupils in addition. Southeast Asia Early Childhood Journal, 8(2), 1-15.
Mohd Kamal Mohd Ali, Norasmah Mohd Noor, Rashidah Elias & Rosliza A. Aziz. (2013). Interpretasi lukisan awal kanak-kanak: Panduan kepada pendidik awal kanak-kanak. Pusat Penyelidikan Perkembangan Kanak-kanak Negara, Universiti Pendidikan Sultan Idris.
Muhamad Firdaus Ramli & Rofidah Musa. (2020). Ekplorasi seni visual melalui aktiviti lakaran asas terhadap kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 9(1), 35-47.
O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., Romm, H., (ED), R. E. L. M.-A., & International, I. C. F. (2017). A review of the literature on social and emotional learning for students ages 3-8: Characteristics of effective social and emotional learning programs (Part 1 of 4). REL 2017-245. Regional Educational Laboratory Mid-Atlantic. Regional Educational Laboratory Mid-Atlantic. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED572721&site=ehost-live
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behaviour in children and youth. Journal of School Health, 70(5), 179–185. https://doi.10.1111/j.1746-1561.2000.tb06468.x
Pellitteri, J., & Smith, B. (2007). Building academic success on social and emotional learning: What does the research say? Reading & Writing Quarterly, 23(2), 197-202. https://doi.10.1080/10573560600992837
Poulou, M. S., Bassett, H. H., & Denham, S. A. (2018). Teachers’ perceptions of emotional intelligence and social-emotional learning: Students’ emotional and behavioural difficulties in U.S. and Greek preschool classrooms. Journal of Research in Childhood Education, 32(3), 363-377. https://doi.10.1080/02568543.2018.1464980
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137-155.
Shechtman, Z., & Abu Yaman, M. (2012). SEL as a component of a literature class to improve relationships, behaviour, motivation, and content knowledge. American Educational Research Journal, 49(3), 546-567. https://doi.10.3102/0002831212441359.
Silverman, D. (2017). Doing qualitative research. A practical handbook (5th ed.). Sage Publication.
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Published
2020-10-28
How to Cite
Zakaria, M. Z., Yunus, F., & Mohamed, S. (2020). Examining self-awareness through drawing activity among preschoolers with high socio emotional development. Southeast Asia Early Childhood Journal, 9(2), 73–81. https://doi.org/10.37134/saecj.vol9.no2.5.2020
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