Implementasi Kegiatan Bermain Peran untuk Menstimulasi Perkembangan Sosial-Emosional Anak

Abstract

Socio-emotional development is a crucial aspect of early childhood education, as it forms the foundation for children to interact, adapt, and manage their emotions in a healthy manner. As social beings, children require learning experiences that can stimulate their social and emotional abilities in a balanced way. However, in reality, the emotional regulation of young children often remains unstable, necessitating appropriate pedagogical approaches. This study aims to analyze the implementation of center-based learning, particularly the role-playing center, in fostering the socio-emotional development of Group B children at RA Tiara Chandra Yogyakarta. The research employed a qualitative approach using a field research design. The participants included the principal, teachers, and Group B children. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings reveal that the role-playing activities at RA Tiara Chandra are implemented through a distinctive management model consisting of four learning areas: the opening area, library role-play, school role-play, and kitchen role-play. The main supporting factors derive from teachers’ roles in organizing the learning environment, selecting engaging activities, and providing motivation to children. Meanwhile, the inhibiting factors include the children’s unstable emotional states and the limited number of participants. Overall, the study highlights that role-playing centers can serve as an effective pedagogical strategy for enhancing children’s socio-emotional competencies when supported by conducive environments and responsive educators.