The Effect of Science Learning Model Based on Multisensory-Ecology to Social Emotional Children in Kindergarten

DOI

10.2991/assehr.k.220602.054How to use a DOI?

Keywords

instructional model; science; multisensory-ecology; kindergarten

Abstract

This study aims to describe the effect of multisensory-ecology-based science learning that can improve the cognitive, social-emotional and physical abilities of Kindergarten children. This research uses a mix method research method. Data were collected through observation, interviews, and literature study. The data were analysed descriptively using Miles and Huberman. For quantitative data were analysed statistically using t-test. The results of interview data with teachers and open observations can be seen that children become more orderly in queues, complete work/tasks to completion, and dare to appear in front of the class or in front of friends. The conclusion of the study is that multisensory-ecology-based science learning can improve the socio-emotional skills of group A children at Aisyiyah Kindergarten Busthanul Athfal 86 Cipayung, Jakarta.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Yaswinda Yaswinda
AU  - Yufiarti Yufiarti
PY  - 2022
DA  - 2022/06/20
TI  - The Effect of Science Learning Model Based on Multisensory-Ecology to Social Emotional Children in Kindergarten
BT  - Proceedings of the 6th International Conference of Early Childhood Education (ICECE-6 2021)
PB  - Atlantis Press
SP  - 266
EP  - 269
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220602.054
DO  - 10.2991/assehr.k.220602.054
ID  - Yaswinda2022
ER  -