The Effect of Rocking Board Play on The Social-Emotional Development of Children Aged 4–5 Years
DOI:
https://doi.org/10.54723/ejpaud.v4i2.656Keywords:
rocking board game; social-emotional development; early childhood; cooperative play; emotional regulationAbstract
This study aimed to analyze the effect of rocking board play on the social-emotional development of children aged 4–5 years. The study employed a quantitative approach using a quasi-experimental method with a one-group pre-test and post-test design. The participants were eight children from Group A at an Early Childhood Education institution. Data were collected through observation using a social-emotional development instrument that had met validity and reliability requirements. The observed indicators included emotional maturity, interaction and cooperation, as well as independence and responsibility. The results showed that rocking board activities combined with block play improved children's social-emotional abilities across all observed indicators. The t-test results revealed that the calculated t-value (2.61) was higher than the critical t-value (2.365) at a 5% significance level, indicating a significant effect of rocking board play on children's social-emotional development. These findings suggest that rocking boards can serve as an alternative learning medium to stimulate young children's social-emotional development.
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