Improving Social-Emotional Development Through Cooperative Games in Group B of RA Al Hidayah
Keywords:
Social-Emotional Development, Cooperative Games , Early Childhood Education, Classroom Action ResearchAbstract
Social-emotional development is a crucial domain in early childhood education, as it forms the foundation for children’s ability to interact, empathize, and adapt in social environments. Children who develop strong social-emotional skills tend to be more successful both academically and in life. This classroom action research aims to enhance early childhood social-emotional development through the application of cooperative games. The study was conducted in group B of RA Al Hidayah, involving 24 children aged 5–6 years. The research employed the Classroom Action Research (CAR) design using the Kemmis and McTaggart spiral model, which consists of four stages: planning, implementing action, observing, and reflecting, carried out across two cycles. Data collection was carried out using observation sheets, interviews, documentation, and field notes. The results showed a significant improvement across both cycles. Pre-cycle data indicated that 30.31% of children were at the BB (not yet developed) stage. By Cycle II, BSH (developing as expected) increased to 27.60% and BSB (very well developed) reached 3.13%, demonstrating a marked improvement in children’s abilities to cooperate, take turns, express emotions, and show empathy. Cooperative games are an effective and enjoyable strategy to foster children’s social-emotional growth. The implementation of cooperative game activities in an inclusive and well-structured learning environment can serve as a practical approach for early childhood educators in stimulating positive social-emotional development and character formation
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