833
Views
761
PDF Downloads
31
XML Views
Open Access
Parental Engagement in Emotional Regulation: A Case Study of Kindergarten Children in Yogyakarta
Main Article Content
Abstract
This research aimed to investigate the role of parents in managing their kindergarten-aged children's negative emotions. Utilizing a descriptive, qualitative case study approach, the study was conducted in Yogyakarta, involving six parents, six teachers, and three children. Data collection comprised in-depth interviews and non-participant observation, analyzed using an interactive model by Miles et al. (2014). The results revealed that parents act as supporters, teachers, students, counselors, and guardians in their children's emotional development. Case studies of children, namely AD, NK, and AT, highlighted strategies like modeling positive behavior, teaching problem-solving and dynamic management, and providing comfort. Parents should enhance their knowledge and expertise and motivate their children to learn practical negative emotion management skills. Negative emotion management enhances kindergarten children’s well-being and aids in their adjustment to their surroundings. The implications of these findings emphasize the importance of a supportive, responsive, and involved parenting approach, particularly in emotional development during early childhood. This aligns with Bandura's observational learning theory and resonates with findings from Hornby and Epstein on parental education and involvement. However, the study acknowledges limitations, including its small sample size and qualitative focus, suggesting the need for further research with broader, more diverse samples and quantitative methods. Overall, this study underscores the significant impact of parental involvement on children's emotional resilience and intelligence, highlighting the need for effective parental guidance programs and enhanced teacher-parent collaboration in early childhood education settings.
Keywords:
Downloads
Metrics
Introduction
Parents' role in shaping children's emotional development is an increasingly vital topic in contemporary society, psychology, and education. Early childhood emotional competence significantly predicts long-term social, academic, and psychological outcomes. This competence is greatly influenced by parental interaction and guidance in managing negative emotions, a crucial aspect of child development. Understanding and addressing this dynamic is essential for fostering healthier, more resilient future generations. The effective management of childhood emotions not only benefits the individual child but has broader implications for societal well-being.
Emotions develop due to children’s growth and their exposure to diverse experiences. All children exhibit emotional dynamics, which significantly affect their personality and behavior. Developing emotional understanding in children promotes empathy, prosocial behavior, and leadership skills(Dariyo, 2017). Social interactions are vital in nurturing emotional development. Studies show that certain parenting styles, when applied in educational settings, can influence children's development in areas like sensitivity, responsiveness, comfort, aggression, warmth, and control(Berzenski & Yates, 2013). Thus, it is crucial to support children in managing their emotions and developing prosocial skills. Effective emotion management forms the basis for social and academic learning and is pivotal for a child's school adjustment and future academic success(Denham et al., 2002).
As children grow, they may face emotional challenges. Early studies indicate that some children require help with dynamic management to address such issues. This is evident in behaviors like tantrums when desires are unmet, aggression due to unfulfilled immediate needs, and other harmful actions such as yelling, throwing things, and physical aggression(Eisenberg et al., 2001). Emotional issues in children may arise from factors like abusive family environments, parental rejection, immature or inadequate parenting skills, early loss of a loved one, parental incapacity to express love, uncontrolled jealousy, unpreparedness for new situations, bullying, peer hostility, and physical disabilities affecting their confidence and self-esteem(Allen & Marotz, 2010).
Studies reveal that various factors, including separation, conflicts with parents or friends, vaccinations, and challenges in completing tasks during physical injuries, can trigger negative emotions in children. Without proper management, these emotions can lead to destructive behaviors. This emphasizes the importance of adult guidance, particularly from parents, in managing children's emotions(Palts & Harro-Loit, 2015). Emotional support is vital for children's self-concept and for modeling positive emotions Atom. However, harmful emotional exposure at home, often from parents, impedes children's adaptability(Caspi & Shiner, 2006). Marital anger and conflicts cause emotional distress in the home(Cummings & Davies, 2002), leading children to mimic family members' behaviors. Bandura's theory on imitation and modeling explains the significant impact of this behavior replication.
Children exposed to marital conflict show more distress, behavioral problems, and sensitivity compared to their peers. Research also indicates that parental belittling and criticism can cause embarrassment in children, and strict, harsh parenting often results in poor behavior and emotional and cognitive management. Epidemiological studies indicate that internalizing problems like anxiety and depression affect up to 20 percent of children.
Children acquire social-emotional competence through parental modeling, providing feedback about emotions, and discussing them(Eisenberg et al., 2005). They are influenced by adult emotions and expressions, including those of caregivers, parents, and teachers. Positive emotional expression by parents leads to children mirroring this positivity at home and in social interactions(Denham, 2006). A research supports that children learn emotional management from their parents.
CHOC (Children’s Health of Orange County) has identified various techniques for managing childhood emotions, such as abdominal breathing, guided imagery, journaling, physical activity, positive self-talk, gratitude expression, muscle relaxation, paying it forward, acupressure, and aromatherapy. These strategies include actively addressing issues, seeking comfort, problem-solving, positive thinking, and seeking support and guidance. However, some children may use unproductive coping mechanisms, feeling lost and unsure how to proceed. Additional stress management techniques include drawing or coloring, deep breathing exercises, religious practices, staying hydrated, stepping out of one's comfort zone, reading, exercising, embracing loved ones, recalling happy memories or peaceful places, seeking support through conversation or asking for help, and playing with pets.
Despite some children continuing to struggle with controlling negative emotions, they often expressed through crying, yelling, swearing, retaliating, or damaging belongings, proficient negative emotion regulation has been observed in children aged 5 to 6 years, namely AD, NK, and AT. Initial observations indicate that children can regulate their emotions using strategies like ignoring bullies, avoiding uncomfortable friends, engaging in different activities, standing up to bullies, hydrating when anxious, and expressing their feelings to teachers and parents. The support of parents is crucial in helping children manage negative emotions, underscoring the need for ongoing research in this area.
Research on marital conflict underscores the relationship between family dynamics and children’s emotional well-being.(Denham et al., 2002)found that marital anger and conflict contribute to emotional distress in children.(Salkind, 2004)discusses Bandura’s theory of imitation and modeling, suggesting that children often mimic the emotional expressions of their family members, which significantly influences their emotional development and management.
However, there are still gaps and controversies in understanding all the factors affecting children's emotional management. Current research often misses the subtle interplay between parenting styles, external factors, and children's emotional responses. The role of positive emotional support in children's emotional regulation remains underexplored. This study aims to fill these gaps by providing a comprehensive view of the factors affecting children’s emotional management, focusing on the role of parents.
This research delves into the
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Allen, K. E., & Marotz, R. L. (2010). Profil perkembangan anak : Prakelahiran hingga usia 12 tahun edisi 5. PT indeks.
Berzenski, S. R., & Yates, T. M. (2013). Preschoolers’ emotion knowledge and the differential effects of harsh punishment. Journal of Family Psychology, 27(3), 463–472. https://doi.org/https://doi.org/10.1037/a0032910
Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22(4), 737–748.
Bradley, R. H., & Corwyn, R. F. (2002). NoSocioeconomic status and child development. Title. Annual Review of Psychology, 53(1), 371–399. https://doi.org/https://doi.org/10.1146/annurev.psych.53.100901.135233
Brody, L. (2000). The socialization of gender differences in emotional expression: Display rules, infant temperament, and differentiation. In A. Fischer (Ed.). In Gender and Emotion: Social Psychological Perspectives (pp. 24–47). Cambridge University Press. https://doi.org/doi:10.1017/CBO9780511628191.003
Campo, A., Mathai, S. C., Pavec, J. Le, Zaiman, A. L., Hummers, L. K., Boyce, D., Housten, T., Lechtzin, N., Chami, H., Girgis, R. E., & Hassoun, P. M. (2011). Outcomes of hospitalisation for right heart failure in pulmonary arterial hypertension. European Respiratory Journal, 38(2), 369–367. https://doi.org/https://doi.org/10.1183/09031936.00148310.
Caspi, A., & Shiner, R. L. (2006). Personality development. In ndbook of child psychology: social, emotional and personal development (p. pp 300-365). NJ: John Wiley & Sons.
Chairani, M., Wiendijarti, I., & Novianti, D.dynamicdynamicfeelings Komunikasi interpersonal guru dan orang tua dalam mencegah kenakalan remaja pada siswa (Studi deskriptif pada siswa kelas xi sma kolombo sleman). Jurnal Ilmu Komunikasi, 7(2), 143-152. https://doi.org/https://doi.org/10.31315/jik.v7i2.17
Chang, L., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17(4), 598–606. https://doi.org/https://doi.org/10.1037/0893-3200.17.4.598.
Coleman, J. S. (2015). Dasar-dasar teori sosial (foundation of social theory). Nusa Media.
Cummings, E. M., & Davies, P. T. (2002). Effects of marital conflict on children: Recent advances and emerging themes in process‐oriented research. Journal of Child Psychology and Psychiatry, 43(1), 31–63. https://doi.org/https://doi.org/10.1111/1469-7610.00003
Dariyo, A. (2017). Psikologi perkembangan anak tiga tahun pertama. PT Refika Aditama.
Davidov, M., & Grusec, J. E. (2006). Untangling the links of parental responsiveness to distress and warmth to child outcomes. Child Development, 77(1), 44–58. https://doi.org/https://doi.org/10.1111/j.1467-8624.2006.00855.x
Denham, S. A. (2006). The emotional basis of leaming and development in early childhood education. In Handbook of research on the education of young children (pp. 85–103). Erlbaum.
Denham, S. A., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S., & Al, E. (2002). Preschool understanding of emotions: Contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43(1), 901–916. https://doi.org/https://doi.org/10.1111/1469-7610.00139
Eisenberg, N., Gershoff, E. T., Fabes, R. A., Shepard, S. A., Cumberland, A. J., Losoya, S. H., Guthrie, I. K., & Murphy, B. C. (2001). Mother’s emotional expressivity and children’s behavior problems and social competence: Mediation through children’s regulation. Developmental Psychology, 37(4), 475–490. https://doi.org/https://doi.org/10.1037/0012-1649.37.4.475
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76(5), 1055–1071. https://doi.org/https://doi.org/10.1111/j.1467-8624.2005.00897.x
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701–712.
Epstein, J. L. (2010). School, family and community partnerships: preparing educators and improving schools. Westview Press.
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/https://doi.org/10.1016/j.jsp.2006.09.002.
Grindal, T., Bowne, J. B., Yoshikawa, H., Schindler, H. S., Duncan, G. J., Magnuson, K., & Shonkoff, J. P. (2016). The added impact of parenting education in early childhood education programs: A meta-analysis. Children and Youth Services Review, 70(2), 238–249. https://doi.org/https://doi.org/10.1016/j.childyouth.2016.09.018
Grolnick, W. S., & Farkas, M. (2022). Parenting and the development of children’s self-regulation (In M. H. B). Lawrence Erlbaum Associates Publishers.
Hamama, L., & Arazi, Y. (2011). Aggressive behaviour in at-risk children: contribution of subjective well-being and family cohesion. Child & Family Social Work, 17(3), 284–295. https://doi.org/. https://doi.org/10.1111/j.1365-2206.2011.00779.x
Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnerships. Springer.
Kerr, M., & Schneider, B. (2007). Anger expression in children and adolescents: a review of the empirical literature. Clinical Psychology Review, 28(4), 559–577. https://doi.org/. https://doi: 10.1016/j.cpr.2007.08.001
Kraft, & Dougherty. (2013). The Effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6(3), 199–222. https://doi.org/https://doi:10.1080/19345747.2012.743636.
Maschi, T., Bradley, C., & Ward, K. (2009). Forensic social work; Diverse practice setting. Springler Publishing Company.
Menheere, A., & Hooge, E. H. (2010). Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents. Journal of the European Teacher Education Network JETEN, 6, 144–157.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. In Jurnal Penelitian Pendidikan Guru Sekolah Dasar (3rd ed., Vol. 6, Issue August). SAGE.
Moffitt, T. E. (2006). Life-course-persistent versus adolescence-limited antisocial behavior (In D. Cicc). Developmental psychopathology: Risk, disorder, and adaptation.
Palts, K., & Harro-Loit, H. . (2015). Parent-teacher communication patterns concerning activity and positive-negative attitudes. Trames, 19 (69/64)(2), 139–154.
Park, H., Byun, A., & Kim, K. (2011). Parental involvement and students’ cognitive outcomes in korea: Focusing on private tutoring. Sociology of Education, 84(1), 3–22. https://doi.org/https://doi.org:10.1177/0038040710392719.
Salkind, N. J. (2004). An introduction to theories of human development. Sage Publications.
Sawyer, M. G., Arney, F. M., Baghurst, P. A., Clark, J. J., Graetz, B. W., Kosky, R. J., & Zubrick, S. R. (2001). The mental health of young people in Australia: key findings from the child and adolescent component of the national survey of mental health and well-being. Australian & New Zealand Journal of Psychiatry, 35(6), 806–914. https://doi.org/https://doi.org/10.1046/j.1440-1614.2001.00964
Sitnick, S., D. S Shaw, Gill, A., & TJ Dishion. (2015). arenting and the Family Check-Up: Changes in observed parent-child interaction following early childhood intervention. Journal of Clinical Child & Adolescent Psychology, 44(6), 97–984. https://doi.org/https://doi:10.1080/15374416.2014.940623.
Toth, S. L., Maughan, A., Manly, J. T., Spagnola, M., & Cicchetti, D. (2002). The relative efficacy of two interventions in altering maltreated preschool children’s representational models: Implications for attachment theory. Development and Psychopathology, 14(4), 877–908. https://doi.org/https://doi.org/10.1017/S095457940200411X
Turner, B. . (2012). Teori sosial: Dari klasik sampai postmodern. Pustaka Belajar.
Waters, S., Lester, L., Wenden, L., & Cross, D. (2012). A theoretically grounded exploration of the social and emotional outcomes of transition to secondary school. Journal of Psychologists and Counsellors in Schools, 22(2), 190–205. https://doi.org/https://doi.org/10.1177/0004944114523371
Zedan, R. F. (2011). Parent involvement according to education level, Socio-economic situation, and number of family members. Journal of Educational Enquiry, 11(1).