scholarly journals Konsep Pendidikan Informal Perspektif Ibnu Sahnun (Telaah Kitab Adab Al-Muallimin)

2020 ◽  
Vol 3 (1) ◽  
pp. 31-47
Author(s):  
Anisatun Nur Laili
Keyword(s):  
Emotional Development ◽  
Informal Education ◽  
Formal Education ◽  
Early Age ◽  
Successful Implementation ◽  
General Knowledge ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Library Research ◽  
The Family

The family is the holder of control in informal education, especially in shaping the religious character of children from an early age. The intellectual, social, and emotional development of children is very fast in the golden age so that parents as holders of an important role in children's development must have the readiness and knowledge that is qualified for the successful implementation of informal education. This research is a library research that focuses on examining the thoughts of Ibn Sahnun, a scholar in the field of education in the 2nd century H. Related to the concept of informal education which he wrote in the book of Adab al-Mu'allimin. According to Ibnu Sahnun the main curriculum in informal education is the education of the Qur'an so that it is integrated with the general knowledge acquired by children in formal education. The obligation to educate is absolutely the property of parents, in addition to preparing knowledge, parents must also form noble qualities in themselves as educators, including patience, sincerity, fairness, responsibility, and gentle in educating. However, if parents really are not able to educate their children, then they are obliged to find a teacher for their children and give a salary to the teacher, but still supervise and accompany their children

scholarly journals Perkembangan Sosial Emosional Anak Usia Dini di Pondok Pesantren Tahfidz Hidayatul Muta’allimin

2020 ◽  
Vol 3 (2) ◽  
pp. 179-193
Author(s):  
M Arif Khoiruddin ◽  
Susiati Alwy
Keyword(s):  
Emotional Development ◽  
Boarding School ◽  
Psychological Problem ◽  
Early Age ◽  
Data Sampling ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Boarding House

Parent plays an important role in children social and emotional development. Most of the parents lay the students education and taking care of the Islamic boarding school from an early age. Children who live in the boarding have a demanding schedule from memorizing, studying and Islamic practices continually in a long period. This could lead the children to a psychological problem. This research is aimed to know the psychology condition of the children who lived in a boarding house since early age troubled in social and emotional development. The research design and approach is descriptive qualitative. The research setting is Hidayatul Muta'alimin Islamic boarding School Gurah Kabupaten Kediri. Most of the students are children and the advanced program is tahfidz Al-Qur'an. The data sampling is the interview, observation, and some school documents. The research finding shows that no serious psychological problem for children. The social-emotional development of the children is also fine. It is caused by a friendly environment for the children and a free hand of playing on the spare time makes them away from feeling lonely, bored and they are also cheerful although live away from their parents. Moreover, the school management gives an example of how to interact socially to the students in the boarding school.

scholarly journals Maltreatment and Emotional Development

2020 ◽  
Author(s):  
Madeline Harms ◽  
Brian Leitzke ◽  
Seth Pollak
Keyword(s):  
Child Maltreatment ◽  
Family Environment ◽  
Emotional Development ◽  
Reward Processing ◽  
Clinical Implications ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Effective Interventions ◽  
The Family ◽  
High Degree

The family environment has strong impacts on children’s emotional development.Although children can adapt to a high degree of variation in the type of input they receive, child maltreatment is a species-atypical experience that disrupts the biological systems that underlie children’s social and emotional development. In this chapter we describe the consequences of maltreatment on children’s emotional development, focusing on alterations in 1) emotion perception, recognition, and attention, 2) emotion expression, 3) regulation of negative emotions and stress, and 4) reward processing. We consider several target mechanisms through which child maltreatment impacts these aspects of emotion processing, including behavioral, physiological, cognitive, and neurobiological, pathways. We also discuss clinical implications of this body of research, including the potential for designing effective interventions aimed at targeting specific emotional biases associated with the experience of maltreatment.

The Value of Play for Social and Emotional Development and Academic Learning

2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos
Keyword(s):  
Emotional Development ◽  
Academic Learning ◽  
Social And Emotional Development ◽  
Social And Emotional

Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

scholarly journals Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich
Keyword(s):  
Emotional Development ◽  
Evidence Synthesis ◽  
Social Robots ◽  
Human Robot Interaction ◽  
Emotional Engagement ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Best Evidence Synthesis ◽  
Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

Different Strokes: Perceptions of Social and Emotional Development among Early College Entrants

1998 ◽  
Vol 10 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Kathleen D. Noble ◽  
Tara Arndt ◽  
Tristan Nicholson ◽  
Thor Sletten ◽  
Arturo Zamora
Keyword(s):  
Emotional Development ◽  
Early College ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Early College Entrants
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