Krisnawati Patikan, Maria Titik Windarti

Refleksi Guru dalam Pembelajaran Sosial Emosional Bagi Anak Usia Dini dan Anak Berkebutuhan Khusus di TK Kristen Gamaliel Palu

Introduction

Refleksi guru dalam pembelajaran sosial emosional bagi anak usia dini dan anak berkebutuhan khusus di tk kristen gamaliel palu. Pelajari bagaimana refleksi guru meningkatkan pembelajaran sosial emosional anak usia dini & ABK di TK Kristen Gamaliel Palu. Dorong perkembangan holistik dalam lingkungan inklusif.

Abstract

Teacher reflection plays an important role in improving the quality of social-emotional learning for early childhood, including children with special needs. Through continuous reflection, teachers can evaluate and improve learning practices by paying attention to the emotional, social, and developmental aspects of children holistically. At Palu Christian Kindergarten, integrated and experience-based social-emotional learning, such as STOP exercises, collaborative activities, and simple reflection, has been proven to support children's self-awareness, emotion management, empathy, and responsibility. The success of this learning is influenced by a safe, inclusive, accepting environment, as well as support from families and schools. Although it has been running well, learning can still be developed through the use of technology and innovative activities. Thus, consistent teacher reflection and a conducive environment are key to optimizing the social-emotional development of early childhood and children with special needs.

Review

The submitted work, titled "Refleksi Guru dalam Pembelajaran Sosial Emosional Bagi Anak Usia Dini dan Anak Berkebutuhan Khusus di TK Kristen Gamaliel Palu," addresses a highly pertinent topic in early childhood education: the critical role of teacher reflection in enhancing social-emotional learning (SEL) for all children, including those with special needs. The abstract clearly articulates the significance of continuous teacher reflection as a mechanism for evaluating and improving pedagogical practices, ensuring a holistic approach to child development. Focusing on the context of Palu Christian Kindergarten, the abstract posits that integrated and experience-based SEL strategies, such as STOP exercises and collaborative activities, have demonstrably fostered key social-emotional competencies in children. A significant strength highlighted in the abstract is the paper's emphasis on practical, experience-based learning strategies and their positive outcomes, including improved self-awareness, emotion management, empathy, and responsibility. The inclusion of children with special needs within an inclusive framework further underscores the paper's relevance and potential impact, advocating for a universally beneficial approach to SEL. The abstract commendably identifies crucial enabling factors for successful SEL implementation, such as a safe and accepting environment, alongside robust support from both families and the school community. This acknowledgement of a multi-stakeholder ecosystem is vital for understanding effective educational interventions. While the abstract presents a compelling case for the success of these SEL practices, it also opens avenues for deeper exploration. The mention of potential development through "technology and innovative activities" suggests forward-thinking, but the full paper would benefit from elaborating on the specific forms and frequencies of "continuous reflection" employed by teachers. Furthermore, as an abstract, it naturally lacks methodological detail. A full review would look to understand how the "proven" success was measured, the specific challenges encountered during implementation, and the mechanisms by which family and school support were operationalized. Addressing these points would provide a more comprehensive understanding of the intervention's replicability and generalizability.

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