Social Skills-Facilitated Play untuk Stimulasi Keterampilan Sosial Anak Usia Dini yang Menunjukkan Reticent Behavior
Aksoy, P., & Baran, G. (2020). The effect of story telling-based and play-based social skills training on social skills of kindergarten children: An experimental study. Egitim ve Bilim-Education and Science, 45(204), 157-183. https://doi.org/10.15390/EB.2020.8670.
Amiliya, R., & Giantara, F. (2021). Dampak pandemi Covid pada anak usia dini. Al-Abyadh, 4(2), 116-125. https://doi.org/10.46781/al-abyadh.v4i2.385.
Asendorpf, J. B. (1990). Development of Inhibition during childhood: evidence for situational specificity and a two-factor model.Developmental Psychology, 26(5), 721–730. https://doi.org/10.1037/%2F0012-1622.214.171.1241.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.
Barstead, M. G., Danko, C. M., Chronis-Tuscano, A. O'Brien, K. A., Coplan, R. J., & Rubin, K. H. (2018). Generalization of an early intervention for inhibited preschoolers to the classroom setting. Journal of Child and Family Studies, 27(9), 2943-2953. https://doi.org/10.1007/s10826-018-1142-0
Chen, X., Zhang, G., Liang, Z., Zhao, S., Way, N., Yoshikawa, H., & Deng, H. (2014). Relations of behavioural inhibition with shyness and social competence in chinese children: Moderating effects of maternal parenting. Infant and Child Development, 23, 343-352. https://doi.org/10.1002/icd.1852
Coplan, R. J., Schneider, B. H., Matheson, A., & Graham, A. (2010). "Play skills" for shy children: Development of a social skills facilitated play early intervention program for extremely inhibited preschoolers. Infant and Child Development, 19(3), 223-237. https://doi.org/http://dx.doi.org/10.1002/icd.668.
Coplan, R. J., Rubin, K. H., Fox, N. A., Calkins, S. D., & Stewart, S. L. (1994). Being Alone, playing alone, and acting alone: Distinguishing among reticence and passive and active solitude in young children. Child Development, 65(1), 129–137. https://doi.org/10.2307/1131370.
Coplan, R. J., Prakash, K., O'Neil, K., & Armer, M. (2004). Do you "want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40(2), 244–258. https://doi.org/10.1037/0012-16126.96.36.199
Coplan, Robert J., Ooi, L. L., Rose-Krasnor, L., & Nocita, G. (2014). 'I want to play alone': Assessment and correlates of self-reported preference for solitary play in young children. Infant and Child Development, 23, 229-238. https://doi.org/10.1002/icd.1854
Egan, S. M., Pope, J., Moloney, M., Hoyne, C., & Beatty, C. (2021). Missing early education and care during the pandemic: The socio-emotional impact of the COVID-19 crisis on young children. Early Childhood Education Journal, 49(5), 925-934. https://doi.org/10.1007/s10643-021-01193-2.
Calkins, S. D., & Perry, N. B. (2016). The development of emotion regulation: Implications for child adjustment. In D. Cicchetti (Ed.), Developmental Psychopathology: Maladaptation and Psychopathology (pp. 187–242). John Wiley & Sons, Inc.. https://doi.org/10.1002/9781119125556.devpsy306
Lau, E. X., Rapee, R. M., & Coplan, R. J. (2017). Combining child social skills training with a parent early intervention program for inhibited preschool children. Journal of Anxiety Disorders, 51(August), 32-38. https://doi.org/10.1016/j.janxdis.2017.08.007
Li, Y., Coplan, R. J., Wang, Y., Yin, J., Zhu, J., Gao, Z., & Li, L. (2016). Preliminary evaluation of a social skills training and facilitated play early intervention programme for extremely shy young children in China. Infant and Child Development, 25(6), 565-574. https://doi.org/10.1002/icd.1959
Loukatari, P., Matsouka, O., Papadimitriou, K., Nani, S., & Grammatikopoulos, V. (2019). The effect of a structured playfulness program on social skills in kindergarten children. International Journal of Instruction, 12(3), 237-252. https://doi.org/10.29333/iji.2019.12315a
Ma, F., Heyman, G. D., Jing, C., Fu, Y., Compton, B. J., Xu, F., & Lee, K. (2018). Promoting honesty in young children through observational learning. Journal of Experimental Child Psychology, 167, 234-245. https://doi.org/10.1016/j.jecp.2017.11.003
Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147-162. https://doi.org/10.1016/j.ecresq.2015.01.006
Oktariana, R., & Nurfajani. (2021). Analisis permasalahan anak pemalu pada anak usia 5-6 tahun di TK FKIP UNSYIAH Banda Aceh. Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian, 2(3), 67-82. https://doi.org/10.24114/jbrue.v6i2.23214
Pekdogan, S. (2016). Investigation of the effect of story-based social skills training program on the social skill development of 5-6 year-old children. Egitim ve Bilim, 41(183), 305-318. https://doi.org/10.15390/EB.2016.4618
Santrock, J. W. (2018). Educational psychology (6th ed.). McGraw-Hill Education.
Santrock, J. W. (2019). Life-span development: Seventeenth edition. Mc-Graw Hill Education.
Sette, S., Baldwin, D., Zava, F., Baumgartner, E., & Coplan, R. J. (2019). Shame on me? Shyness, social experiences at preschool, and young children's self-conscious emotions. Early Childhood Research Quarterly, 47, 229-238. https://doi.org/10.1016/j.ecresq.2018.12.012
Sette, S., Baumgartner, E., & Schneider, B. H. (2014). Shyness, child-teacher relationships, and socio-emotional adjustment in a sample of italian preschool-aged children. Infant and Child Development, 23, 323-332. https://doi.org/10.1002/icd.1859Sette, S., Zava, F., Baumgartner, E., Baiocco, R., & Coplan, R. J. (2017). Shyness, unsociability, and socio-emotional functioning at preschool: The protective role of peer acceptance. Journal of Child and Family Studies, 26(4), 1196-1205. https://doi.org/10.1007/s10826-016-0638-8
- There are currently no refbacks.
Copyright (c) 2023 Gadjah Mada Journal of Professional Psychology (GamaJPP)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.