Increasing Early Childhood Resilience nn Social Change by Instilling Social-Emotional Skills

Abstract

This study aims to increase early childhood resilience in social change by instilling social-emotional skills. The method used is classroom action research conducted on 15 early childhood children at a kindergarten in Samarinda City. This research was conducted in two cycles, wherein in each cycle, three meetings were held for one hour each. Data was collected through observation and interviews with teachers and parents. The results showed that children showed increased resilience and ability to cope with social change after being given social-emotional skills training. Indicators of growing resilience observed include controlling emotions, solving problems, and communicating well. Teachers and parents also reported that children improved their social interaction with peers and family. It can be concluded that providing social-emotional skills training can increase early childhood resilience amid social change. This training can be carried out through a play approach and fun activities so that children can easily practice social-emotional skills in everyday life. Therefore, it is recommended that educators and parents pay more attention to developing children's social-emotional skills from an early age to increase their resilience in facing social changes in the future.