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Exploring the Power of Hide-and-Seek: A Promising Approach to Foster Social Skills Development in Children at TK Al-Fadlilah Yogyakarta
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Abstract
This scientific article investigates the potential of the game "Hide and Seek" in promoting children's social skills. While past research has extensively examined other facets of child development, the impact of "Hide and Seek" on children's social development remains underexplored and vaguely defined. Thus, this study aims to fill this knowledge gap. The research uses a quantitative experimental method, employing a "Pre-Experimental One Group Pretest Post-test Design" without a control group. A non-probability sampling technique with a saturated sample type is used. Findings reveal that "Hide and Seek" significantly enhances social skills among children at TK Al-Fadlilah, Yogyakarta, with teachers serving as essential facilitators in this process. Data analysis demonstrates a significant increase in social skills, represented by a Wilcoxon test score of 0.000, under the 0.05 threshold. However, the limitations of this study include a relatively small sample size and a single educational setting, restricting the generalization of the results. Future research involving larger, diverse samples and a focus on understanding the best ways "Hide and Seek" and similar activities can support early childhood social development is strongly recommended.
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Introduction
Children are individuals with great potential for development, and one of the developmental tasks that children need to master is social skills to adapt to everyday life(Rudi Hartono & A, 2022). The decline in children's social abilities is often associated with increased exposure to technology(Downey & Gibbs, 2020). However, proving this claim empirically is challenging due to the difficulties in measuring "social abilities" with certainty and the need for nationally representative data from various cohorts. Comparative research evaluating teachers' and parents' assessments of children's social skills in the Early Childhood Longitudinal Study cohorts of 1998 and 2010 did not provide evidence that teachers or parents rated face-to-face social abilities as declining in newer cohorts(Amato & Anthony, 2014). Family characteristics, screen time usage, and other factors have been considered. Children with heavy screen exposure show similar trajectories of social skills compared to children with minimal screen exposure(Jennings & DiPrete, 2010). However, there is an important exception - lower social skills are found in children who access online games and social networks frequently(Rendiyawati & Lestari, 2021). These findings challenge the dominant narrative that social skills decline due to technological changes.
The most crucial period for stimulating the growth and development of children is early childhood, where children are more receptive to various stimuli provided by the environment, and their curiosity is greater. One aspect of development that educators can foster is the social skills of young children. Social skills encompass a child's ability to communicate, cooperate, share, and participate in problem-solving according to the rules of society. Meanwhile, according to(Sudarmiani & Dkk, 2022), social skills are needed to live in a multicultural, democratic, and global society. Social skills include aspects related to oral and written communication and cooperation with others in large or small groups. Social competence enables children to express their opinions and emotions confidently. Furthermore, according to Hartup and Moore, if a 6-year-old child has not developed their social skills, they are at risk of problems(Sudarmiani & Dkk, 2022).
Social skills are crucial in a child's life and should be fostered early on. Children frequently interact with their environment, including their peers at school, and eventually with a wider range of individuals. Therefore, developing social skills is essential to help them effectively engage with others. In early childhood education institutions like TK Al-Fadlilah Yogyakarta, social skills can be cultivated through peer interactions, such as providing assistance and support to friends, demonstrating patience while waiting in line, and showing respect towards others. By developing good social skills, children also shape their character and cultivate positive social behavior for the future. Furthermore, strong social skills enable children to handle interpersonal issues more constructively, empathize with others' feelings, and collaborate effectively. To explore the power of hide-and-seek as a promising approach to fostering social skills development, TK Al-Fadlilah Yogyakarta aims to provide children with ample opportunities for meaningful social interactions(Kusumawati, 2022).
Hide and Seek is a popular traditional Indonesian game among children. This game involves a "seeker" who counts to ten and then tries to find the other hiding players. The first player found by the seeker becomes the next seeker(Goliah et al., 2022). The rules require the losing player to close their eyes and count while others hide. Additionally, there is a concept of a "home base" where players can be safe from being found if they touch it(Desmariani, 2020). Hide and Seek is not just a game but also a way for children to interact and learn about moral values(Lestiyanawati, 2017). This game trains social skills, makes children more active, helps them understand rules, and expands their knowledge of the surrounding environment. Furthermore, the game strengthens the body and mind, enhances memory and attentiveness, and develops cognitive and gross motor skills(Harahap et al., 2022). Playing Hide and Seek provides numerous educational benefits that support children's development in various aspects, such as physical, motor, cognitive, logical, mathematical, linguistic, religious, moral, social, emotional, and artistic domains(Yusti & Dewi, 2018).
After conducting an observational study at TK Al-Fadlilah in Yogyakarta, researchers identified issues with the social skills of early childhood students. Among the 28 children in group A, 20 continued to experience difficulties with social skills, such as playing with peers, sharing learning materials, and lacking cooperation during play. The primary reason behind these problems was the teachers' repetitive use of the same teaching media, which caused the children to become indifferent and bored. Additionally, the prevalent issue of gadget addiction in society has significantly impacted children's overall development. The rapid proliferation of technology exposes children to a wide range of new information and expands their view of the world. Although it is acknowledged that certain online games can be educational, gadgets have substantial effects on children's physical, social, and emotional well-being. In light of these findings, the researchers introduced an enjoyable game, Hide and Seek, as a potential solution. Hide and Seek is a well-known traditional game in Indonesia that involves searching for hiding friends. At least two people can play it, and it is typically played outdoors. This game has gained popularity in Indonesia and worldwide and continues to be enjoyed by individuals of all ages, including children, teenagers, adults, and even older individuals. Hide and Seek has become familiar to the general public through
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