Teacher srategies in developing self-regulation in hyperactive children
DOI:
https://doi.org/10.26555/jecce.v8i1.12317Keywords:
early childhood education, hyperactive children, inclusive learning, self-regulation, teacher strategiesAbstract
Research on hyperactive children in early childhood education (PAUD) generally focuses on the effectiveness of strategies in general but has not examined how teachers actually interpret and apply these strategies in specific learning contexts to develop self-regulation. This study seeks to investigate teacher strategies in developing self-regulation in children with hyperactive characteristics at RA Amanah Bunda Sungai Liuk Seberang. The study used a qualitative approach with a descriptive design. The research subjects consisted of three teachers who were purposively selected based on their direct involvement in assisting hyperactive children. Data were collected through semi-structured observations and in-depth interviews, then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and drawing conclusions. The results showed that teacher strategies included an individual approach, the use of structured physical activities to channel children's energy, modifications to the learning environment, and the application of positive reinforcement. These strategies play a role in helping children improve their self-regulation skills, particularly in controlling attention, impulses, and behavior. In addition, collaboration between teachers and parents is an important factor in supporting the consistent development of self-regulation. Challenges faced include limited concentration and a tendency for impulsive behavior. This research emphasizes the importance of an adaptive, contextual, and sustainable pedagogical approach in supporting the development of self-regulation in early childhood with hyperactive characteristics.
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