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Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari
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Abstract
This qualitative study explores digital media's impact on children's social-emotional development at TK Kartika XX-46 Kendari, particularly emphasizing its educational utility and influence on educators' motivation and teaching efficacy. Employing a multi-phase approach involving planning, implementation, and assessment, the research reveals that digital media positively affects children’s social-emotional growth, as evident through heightened enthusiasm and positive behaviors like empathy. The study also discovered an enhancement in educators' motivation and diversification in teaching methods. Initial limitations, such as low digital literacy among teachers and insufficient infrastructure, have been progressively mitigated through concerted efforts involving multiple stakeholders. In a broader context, these findings offer valuable implications for educational practices and public policy by laying the groundwork for future research to refine pedagogical strategies. The study's limitations include its restricted scope, which is confined to one educational institution. Future studies should investigate varied educational settings and examine the complex effects of different digital platforms on children's social-emotional development.
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Introduction
Social and emotional development in early childhood has emerged as a critical issue of relevance to the world, the field of Education, and society at large. Research on this topic is significant because social and emotional aspects profoundly influence the character and personality of a child in the long term(Kadarharutami, 2011). This, in turn, contributes to the formation of high-quality individuals and community members. The rapid brain development between the ages of 0-6 years, which comprises 80% of the adult brain, underscores the importance of educational interventions during this stage(Suyadi, 2016). Consequently, understanding and intervening in early childhood's social and emotional development is urgently necessary.
A considerable body of research exists regarding the importance of early childhood education. For example, this period is often called the "Golden Age," which allows children to explore their intellectual potential, creativity, and attitudes to the fullest extent(Watini, 2020). However, children require substantial adult stimulation to achieve optimal development(Green et al., 2020). At ages 5-6 or in kindergarten group B, children are being prepared for elementary school and require enhancements in both physical and non-physical aspects(Budiarti et al., 2022). Moreover, Erik Erikson emphasized the importance of emotional development involving various feelings, ranging from fear to curiosity(dkk, 2004).
A child's social competence can be assessed by their kindergarten teachers, who observe numerous instances where children must manage relationships with peers and adults. School settings offer opportunities to keep a child's interpersonal abilities as they collaborate with others to complete daily tasks and resolve conflicts. Such skills are crucial for successful early development in the classroom(Jones et al., 2015). Even as society continues to address modifiable causes of early childhood difficulties, attention must be given to creating positive experiences that reflect and foster resilience within children, families, and communities(Bethell et al., 2019).
While varying among individuals, social-emotional development in early childhood plays a critical role in determining future life outcomes(Amka, 2014). Though often simplistic, the distinction between cognitive and non-cognitive skills reveals the need for a holistic educational approach(Jones et al., 2015). Non-cognitive factors such as self-regulation and social skills collaborate with cognitive skills to determine academic and professional success(Duckworth & Schoon, 2010). In this context, digital-based learning offers a flexible and adaptive medium to facilitate the development of social-emotional skills in alignment with cognitive skills. Therefore, integrating digital-based methods in early childhood education is relevant and crucial for nurturing a comprehensive set of skills(Berger et al., 2012).
In the era of globalization and the Industrial Revolution 4.0, paradigm shifts have occurred in education, including early childhood education, due to rapid advancements in Information and Communication Technology (ICT). Educators, therefore, must adapt, and digital-based learning can serve as one solution to enhance the quality of teaching competencies and improve children's learning experiences through educative and inspirational games(Sukmawati et al., 2022). According to(Munir, 2017), digital-based learning involves the innovative use of digital tools and technology during the teaching and learning process, also referred to as e-learning. Teachers play a highly respected role in the success of educational learning(Cohen et al., 2009). While children may have different habits at home, when they attend school, they should be able to follow the instructions provided by the teacher(Kuswanto et al., 2023).
Based on the preceding discussion, the significance of cultural change and technological advances in young children's social-emotional development is a crucial aspect that influences their future psychological well-being and social interactions. In today's digital age, digital-based learning is an effective tool for facilitating this development. Digital technologies, such as educational applications and interactive platforms, can be customized to stimulate social-emotional skills, including empathy, emotion recognition, and stress management(Tu et al., 2021). Moreover, using digital media in education allows children to interact in a broader social environment, thereby aiding them in understanding and appreciating diversity(Zastrow et al., 2019). Therefore, integrating digital-based learning methods in early childhood education holds significant potential for enriching social-emotional development.
Previous research needs to adequately focus on methods for social-emotional development through digital-based education, especially in early childhood education. The paradigm shift resulting from the Industrial Revolution 4.0 has urged educators to adapt to more modern learning approaches, such as digital learning(Sukmawati et al., 2022)(Munir, 2017)(Prasojo & R, 2011)(Budiarti et al., 2022).
While numerous studies have explored these aspects, gaps and unresolved controversies remain. For instance, preschool teachers often assess children's social competencies, who may need help to observe all facets of a child's interpersonal abilities(Jones et al., 2015). Additionally, individual differences related to genetic and psychological factors influence children's pace and manner of social-emotional development(Amka, 2014).
The present study focuses on Social-Emotional Development Through Digital-Based Learning in Group B of TK Kartika xx – 46 Kendari. This study aims to fill research gaps by considering the application of technology in children's social-emotional development. It is anticipated that the findings of this study will provide new insights and contribute to the field of Education, specifically in the context of early childhood education in the digital era.
Methods
This study employs a qualitative research design analyzed through a descriptive approach, enabling a comprehensive interpretation of the findings(Creswell & Guetterman, 2019). The research explicitly targets children in groups B1 and B6
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