PENDEKATAN HYBRID SELF TRAINING DALAM PENGEMBANGAN SOSIAL-EMOSIONAL ANAK USIA DINI

Abstrak

This study explores the potential of the Hybrid Self-Training approach in the social-emotional development of young children. Employing a library research method, this investigation analyzes the concept, implementation, potential advantages, and challenges of this approach. The findings indicate that Hybrid Self-Training integrates play-based learning, responsive scaffolding, metacognitive reflection, digital technology, and contextual learning. Potential advantages include learning personalization, enhancement of intrinsic motivation, development of metacognitive skills, integration with academic learning, and adaptability to digital contexts. Implementation involves stages of initial assessment, learning environment design, facilitation of play-based activities, responsive scaffolding, reflection and feedback, technology integration, as well as continuous evaluation and adjustment. Identified challenges encompass the need for educator training, balance between freedom and structure, assessment complexity, resource limitations, and variations in children's readiness. This research concludes that Hybrid Self-Training has significant potential to optimize the social-emotional development of young children, yet requires a comprehensive and adaptive approach in its implementation. This study contributes to the theoretical and practical understanding of innovative approaches in early childhood education, while highlighting areas for further research.