Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 213 USE OF MEDIA STIMULATION OF BEAM HOUSING TO INCREASE CHILDREN'S EMOTIONAL SOCIAL EMOTIONALITY Neng Dewi YusrinaSanggar Kegiatan Belajar (SKB) Kabupaten Garutd3why.iwieyusrina@gmail.com ABSTRACTEarly childhood has several aspects of development that need to beimproved. Developing children's emotional social influenced by stimulifrom the surrounding environment, through teacher school environmentscan facilitate and provide stimulation to develop children's emotional socialoptimally. To be able to interact with the surrounding environment,emotional social ability is an initial ability that must be owned by the child.For children to interact with their wider environment. The learning processconducted in Kartina Kindergarten Garut Regency to improve the emotionalsocial intelligence of early childhood using the media stimulation of thebeam house. This is because the emotional social aspect of children stillneeds to be improved. This study focuses on the use of home media blocksto improve children's emotional social intelligence. This research wasconducted by using qualitative approach of case study method. Datacollection techniques used are observation, interview, and documentation.With the subject of the study of students B1 grade 5-6 years of age, teachersand parents. The results obtained from this study show that: (1) thelearning process in Katrina Kindergarten Garut Regency has basically beentaken through the stages of programmed and systematic planning in theform of RKH (Daily Activity Plan) that produce teaching materials andmedia used to be an implemented teacher; (2) The use of house block beamstimulation media in children aged 5-6 years in Kartina KindergartenTarogong Kidul District Garut Regency quite effective in improvingemotional social intelligence; (3) increased emotional social intelligence ofchildren in realizing the development of the child in terms of empathy(sensitivity to the feelings of others); express feelings, restrain anger;independent; can adapt; able to solve personal problems; perseverance;solidarity; courtesy; and respect. Keywords: Media Stimulation Home Beam, Emotional Social Intelligence,Early Childhood PRELIMINARYCharacter education is present to answer and improve the moral crisis that occurred inIndonesia. Associated with character education in Kindergarten needs to be done verycarefully as early childhood is a child who is in the stage of concrete pre-operationaldevelopment. Hasan in Enceng Mulyana (2015: 41-49) presents 18 values of culturaleducation and national character, namely: religious, honest, tolerance, discipline, hard Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 214 work, creative, independent, democratic, curiosity, nationalism, water, appreciateachievement, friendly / communicative, love peace, love to read, care environment,social care, and responsibility.The immediate environment is necessary to optimize all aspects of child development.Early childhood has several aspects of development that need to be improved. Wortham(M. Ramli, 2005: 50) states that aspects of child development include physical-motordevelopment, cognitive development, language development, and socio-emotionaldevelopment. The development of all these aspects affect each other. Therefore, it takesan educational effort to develop all aspects of child development through the design oflearning that is fun for children.The child's emotional behavior is strongly influenced by social reactions to the child'semotional behavior. How to develop children's emotional social that is by providingstimulus, such stimuli include auditory stimuli, stimuli touch, social stimuli, visualstimuli. From that opinion it can be seen that in developing the emotional social ofchildren influenced by the stimulation of the surrounding environment, through theschool environment the teacher can facilitate and provide stimulation to develop thechild's emotional social optimally. To be able to interact with the surroundingenvironment, emotional social ability is an initial ability that must be owned by thechild. for children to interact with their wider environment. This is why many familiesand early childhood educators emphasize the importance of emotional socialdevelopment during early childhood or preschool years. Thus, emotional socialdevelopment in children, it is appropriate to remember in this period the child enters anew environment that requires the ability to adapt to himself.Based on the results of observations by researchers in 2017 in the process of learning inKartina Kindergarten Garut regency, researchers obtain information about theemotional social development of children, it is known that the emotional social aspectsof children still need to be improved. This can be seen from the development and theemotional social learning outcomes of children. There are behaviors that show thechild's emotional social needs to be improved. This can be seen from the developmentand the emotional social learning outcomes of children. There are behaviors thatindicate the emotional social of children who need to be upgraded. There are still 20%of children who want to win themselves and get angry, this is seen when the child isplaying together not willing to give up to take turns with his friend, 2% of children whoare still waiting for his parents, because he felt not familiar with the environment.Besides it still looks emotional social capability of children that need to be improved,there are 10% of children who have not been able to control emotions, that is whenchildren get the learning outcomes that have been given by teachers in children who getsatisfactory learning outcomes then the child is too proud and show to his friend, 10%of children who do not want to help friends when there are friends who are cleaning uptoys, and there are 5% of children who do not want to share lend his stationery to hisfriends. Children whose emotional social development is still low, when the learningprocess feel inferior and do not want to answer the teacher's questions.Based on the results of observations and interviews conducted by researchers who havedescribed above, researchers collaborate with teachers to improve emotional socialskills in early childhood 5-6 years in Kartina Kindergarten Garut Regency by usingmedia that can attract the attention of children. The media in question is a beam house. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 215 House of beams is one of the media used by teachers to develop children's social skills.As a medium, house blocks become a messenger tool for children to develop theiremotional social potential. The use of home media beams can provide an opportunityfor children to observe the various forms in the House of Beams consisting of cubeblocks, rectangles, tubes, prisms and cones, and observing the rooms and furnishings.More specifically, through home media beams, values developed in children, amongothers: cooperation; fair; and learners. METHODThis research uses qualitative approach with descriptive study method. A qualitativeapproach is basically an approach used to observe how humans interact with theirenvironment, understanding their language and opinions about the world around them.In this study, subjects to be studied consisted of two parts, first, as a source ofinformation, ie respondents consisting of children aged 5-6 years class B1. Second, thesource of the informant, the other data sources that can provide complementaryinformation about the things that are not revealed from the research subject, andsimultaneously as triangulation to ensure data accuracy. This informant was theheadmaster as manager and teacher. Data collection techniques used are: (1)observation, (2) interview, and (3) documentation. In this study data were collectedthrough 3 methods. Qualitative data collection, namely: in-depth interviews, directobservation or observation and study or documentation study. RESULTS AND DISCUSSION A. Social Emotional Learning in Kartina Kindergarten Garut Regency Using House Stimulation Media BeamDescription of learning activities conducted at Kartina Kindergarten about learningemotional social development in group B1 through media stimulation of block housedesigned by teacher to optimize learning activity. The data obtained by the authors arethe results of interviews and observations on respondents ie 1 person principal, 1teacher B1 class, 16 children.The results of the observation there is no child behavior that needs to be improved,there are still 20% of children who want to win themselves and quickly angry, 2% ofchildren who are still waiting for his parents, because he felt not familiar with theenvironment. Besides it still looks emotional social capability of children that need to beimproved, there are 10% of children who have not been able to control emotions, that iswhen children get the learning outcomes that have been given by teachers in childrenwho get satisfactory learning outcomes then the child is too proud and show to hisfriend, 10% of children who do not want to help friends when there are friends who arecleaning up toys, and there are 5% of children who do not want to share lend hisstationery to his friends. Children whose emotional social development is still low,when the learning process feel inferior and do not want to answer the teacher'squestions.The description of learning in Kartina Kindergarten Garut regency to improve theemotional social intelligence of children through the media stimulus home blocks beginwith the planning of learning by a teacher when will do the learning process. Becausethe planning in learning is done for the purpose of learning can be achieved well andcan meet various aspects of child development. According to Abdul Majid (2005: 17) Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 216 that the planning of learning as the process of preparation of learning devices in a timeallocation that will be implemented at certain times in achieving the goals that havebeen determined.The results of interviews and observations, that the learning process in Kartinakindergarten implemented based on the syllabus as a reference learning activities thathave been prepared previous educators. The preparation of a lesson plan developed byKartina Kindergarten educators refers to the 2013 curriculum in accordance with theMinister of Education and Culture of the Republic of Indonesia Number 146 Year 2014,syllabus and described in the Promes, Weekly Activity Plan (RKM), Activity Plans Daily(RKH). According to Oemar Hamalik (2007: 24-25) in learning elements of teaching andlearning process is a vital role that is the teaching and learning process is done verydetermine the students in achieving the success of a learning done by the teacher.From the interview with TM as the principal explained that the implementation oflearning as in general that before the learning begins first made RKH as a reference ofteachers to teach that learning can be implemented properly. The Syllabus and theSemester Program (Promes), as well as the Weekly Activity Plan (RKM) are prepared atthe beginning of the school year. As for the weekly activity plan (RKH) Kartinakindergarten educators compose it every week once every Saturday. The reason,compiling every Saturday is when the children off the educators to prepare teachingmaterials and media calmly, and so as not to disrupt the learning activities of children.This shows that the learning process in Kartina kindergarten is done well in accordancewith the planning of learning. This learning planning is a process of discussion resultwith teachers and head of sekola which done routinely every week.The data on the learning process planning process mentioned above which isimplemented in Kartina Kindergarten is the obligatory agenda for the head and theeducator in every new academic year till the time of the implementation of childassistance. All educators in Kartina kindergarten are required to make RKH and prepareAPE that will be used according to the theme to be delivered to their students.The result of the researcher interview with the MS teachers related to the themedetermination made that the learning planning in Kartina kindergarten that thedevelopment of activity plan based on the theme because the theme is the material foropening the child's insight.From the results of daily discussions, then used as a reference for making learningplanning in the next week and for improvement in terms of teaching. This is doneroutinely conducted in Kartina kindergarten. The activity plan is carried out inaccordance with the agreement of the results of the discussion to achieve the objectivesthat KKANA Kartina will achieve in optimizing the potential of the child in every aspectof development as stated in Permendikbud No.137 of 2014.Based on the results of observation, learning activities in Kartina Kindergarten class B1in the data about the process of implementation of learning activities that educators dolearning in accordance with the previous lesson plan. The process of teaching andlearning activities in kindergarten Kartina is the result realized from the learningplanning that has been prepared previously. Learning activities begin with a prayertogether, the implementation of learning tailored to the theme that will be given, rest, Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 217 eat together, and then performed the central activities in accordance with the specifiedschedule.The result of interview with MS class teacher B1 about the implementation of learningactivities that teaching and learning activities in Kartina Kindergarten conducted from08.00 WIB until 12.10 WIB which allocated the learning time with details as follows:a. Opening Activity: 08.00 - 08.10b. Activity gathering: Hours 08.10 - 08.30c. Foothold before play: 08.30 - 09.30d. Foothold while playing (core): at 09.30 - 10.30e. Foothold after play (cover): at 10.30. - 11:00f. End activities: 11 am - 12:10 pmImplementation of learning activities by using learning media in the block beam insocial emosiaonal early childhood in Kartina kindergarten, in general opening activity isan activity for heating and implemented by classical. In this opening activity that can bedone, among others, pray, say greetings, convey the theme and sub theme.The gathering activities are held like row and sports activities. With the aim of the childto do activities of heating exercise besides exercise is also taught to exercise in order tomaintain fitness.Initial activities for learning activities begin with sub story telling activities to bedelivered. This storytelling activity was conducted with the aim that the child at thetime of the teacher deliver the material the child listens and can receive the messagedelivery well. As the teacher of class B1 explained, explained that the implementation oflearning usually begins with the method of storytelling with the aim that children easilyunderstand what material will be delivered by the teacher and familiarize the child tobe able to listen to others well and answer when others ask.From the initial activities, that the initial activity is a step to curb the classroomatmosphere so that children can focus on following the lessons and materials submittedby the teacher to be easily received well. Furthermore, core activities or footingactivities while playing is an activity that can make children become active in followingthe learning.Based on interviews with B1 class teachers that the core activities in KartinaKindergarten learning are done differently each day. This activity is done with activitiesthat provide opportunities for children to explore and experiment so that children candevote their opinions in accordance with his thoughts. This can lead to independenceand will increase creativity in the work. The core activity by using learning media ofhouse of beam to improve children's emotional social intelligence is activity whichcarried out by group. The objectives are carried out in groups as they are in accordancewith the theme and development goals that will be achieved in the activity of increasingthe emotional social intelligence of children in Kartina Kindergarten by providingopportunities to explore, experiment and train children's concentration and buildcooperation with peers and creativity through cooperation, mutual respect in opinionaccording to the age of child development. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 218 After the core activities are delivered well, then there is the foothold activity afterplaying. This activity is an activity expected children can focus on one activity and canfinish the activity until complete. In addition, the teacher can teach the skills through bygiving the opportunity to share stories of the play experiences that had been done in acircle after the child played. This activity can also discipline the child to clean up thetools that have been used to be stored and reorganized in place that has been prepared.In this way the child is expected to learn how to group and manage the playenvironment appropriately.The final activity held in Kartina Kindergarten is a resting activity where the childrenwill do a joint meal. This activity is expected to give each other children food to friendswho do not bring food. after finishing meal together, this activity continued withpractice activity of prayer. Practice practice is done to teach children early on to carryout their obligations to worship and improve faith and devotion in accordance with themission of Kartina kindergarten is to be a good student. B. The Use of Learning Media Beam House to Improve Child Emotional Social IntelligenceReferring to Permendikbud Number 137 of 2014 on Early Childhood EducationStandards, Standards of Achievement Level of Child Development. Stimulation is anactivity performed to provide stimulation to children with the aim to developintelligence in children. Stimulation in this research activity is effort to grow emotionalsocial aspect through media of house of beam. According to Izartin (2016: 272-278)explains that by applying the method of playing the beam the children's participation toperform the activity will be more creative and better in displaying his imagination.Based on the description of the research and development process that researchers do,from planning, design, and development to the evaluation stage, the final result of thisresearch and development is the resulting product is a home media stimulation mediablock that serves as a medium to stimulate emotional social intelligence early childhood.This product is suitable for children aged 5-6 years, because the material contained inthe outline has been adjusted to the standards of achievement of development andemotional social intelligence of early childhood.The curriculum structure in the development of learning media for early childhoodmade by Kartina Kindergarten Garut Regency, refers to the structure of the curriculum,as follows; Table 4.7 Curriculum Structure of Learning Media Development Level of progress Basic Competence1. Self-awareness 1. Demonstrate self-ability to adapt.2. Showing vigilance to strangers3. Know your own feelings and manage them fairly(control yourself fairly)2. Sense ofResponsibility foryourself and 1. Know the rights.2. Obey class rules Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 219 Level of progress Basic Competenceothers. 3. Organize yourself4. Responsible for his behavior for his own good3. ProsocialBehavior 1. Playing with peers2. Empathize3. Share with others4. Respect the rights / opinions / works of others.5. Using ways to cooperate in solving problems (usingthoughts to solve problems)6. Be cooperative with friends.7. Show tolerant attitude8. Expressing emotions that fit the conditions9. Know about etiquette and courtesy in accordance withsocio-cultural values. Learning Media Home Beams are used by teachers in the playroom / class whenpresenting he theme of the house as a medium that can be played by children in thefollowing way:1) The child sits in his / her own place which is provided by the teacher.2) The teacher conveys the theme of "my neighborhood" and proceeds to discuss thesub theme of "my house".3) Teacher shows Balok House media to all children consisting of 5 beams (cube,rectangle, tube, prism, and cone)4) The teacher gives the child the opportunity to observe and then open theconversation by discussing the benefits of the house, the space available at home,the usual house kit, and the various home furnishings5) The teacher chooses 5 children who dare to play the role of being an architect. Eachchild chooses one of the forms of House Beams, and the children work together tohouse the beams according to their creativity.6) The teacher gives opportunity to all children to play the role of architect in group.7) This activity is done to develop aspects of empathy (sensitivity to the feelings ofothers); express and understand feelings; allocate anger; independence; ability to fitin; ability to solve interpersonal problems; perseverance; solidarity; courtesy; andrespect.In the process of learning that is done sometimes there are always obstacles orobstacles experienced. This can hinder the performance of teachers. Stimulation of thechild makes sense for every teacher to provide insight and insight for each child.Classroom control so conducive is the main priority of learning in providing studentsknowledge. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 220 The use of learning media is one component of learning to assist each teacher in thedelivery of materials, because according to the ability of young children who are young,the media that became easy they catch and understand.Classroom environment as a place to learn students to be a place to note, so that thenecessary steps in the management. Centralized management in question is themanagement focus on one object, where the object is learners. Giving children freedomand control during the teaching and learning activities, to provide confidence andresponsibility for each child.The use of learning media is used in every learning material, so what teachers can getfrom various trainings can be channeled into it. In addition, approaches are also oftendone in dealing with students who are less focused and do not even pay attention toteacher instruction and avoid the monotonous way of teaching. Likewise with theincreasing and growing learning media can reduce the monotonous learning. Learningis considered successful if students understand or understand even can followtheinstructions given by the teacher.Thus, researchers can conclude that teachers who can choose and use appropriatelearning media for their students, will have implications for the stimulation ofemotional social development, one of them. This can be seen from the achievement ofthe ability of children who have the attitude: empathy (sensitivity to the feelings ofothers); express and respect others; managing emotions; independence; adaptability;ability to solve problems in cooperation; perseverance; solidarity; courtesy;and respect.Utilization of media and learning resources for students is required even consideredobligatory to improve understanding of children. The real media learning and learningresources are useful in the ongoing process of teaching and learning in the classroom.Based on the above statement, it can be concluded that the teacher has used media thatis considered very effective for teaching and learning activities. This can help teachersmake it easier for students to more quickly understand the teaching materials. Themedia and learning resources used are also very helpful for teachers in providingteaching materials because it is considered more effective and efficient and practical inits utilization. Learning resources are increasingly easy to get as wellas the source of theinternet increasingly multiply the knowledge and resources of teaching materials forteachers.Classroom as a place of teaching and learning activities to be a factorsupporting the continuity of educational activities, as well as coupled with the medialearning is increasingly supportive.The enthusiasm of students in teaching materials in the classroom is more easilyfollowed by the use of teaching media by teachers. Based on the above statement, it canbe concluded that the students are very enthusiastic and focused when teachers use theteaching media. However, teachers also try to practice so that students are moreinterested. Therefore, the use of media helps teachers to attract students to be morefocused and active in learning. With the teaching media can also attract studentsto trynew things, as students have never experienced it.Evaluation and assessment are important tasks of the teacher at the end of the materialor learning, in which each teacher must have a special note to convey. The following isan interview about how the teacher can know the student's learning outcomes.Writing Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 221 progress reports of children as the most important data collection in the evaluation ofchildren's activities during the learning process takes place.Based on the above statement, it can be concluded that regular evaluation, monitoringevery time and recording of child development reports during one full period is aneffective way and a material for the value of each Kindergarten students.Child development reports that include narratives on many aspects of childdevelopment and progress make teachers' tools in evaluating and evaluating. Inaddition to reporting the development of children's teachers also observed the work ofstudents, where the students do not know up to students understand and can work is amore achievement for these students. A child development report is a tool forunderstanding student progress. Therefore, assessment or evaluation to students can beused by writinga progress report. C. The results of the use of home media stimulation block in improving children's emotional social intelligence in Kartina Kindergarten Tarogong Kidul District Garut Regency.Results from the use of media stimulation of house blocks in improving emotional socialintelligence of children aged 5-6 years in Kartina Kindergarten obtained observations ofobservations during learning activities. According to Goleman (2006) argued that socialintelligence is a measure of a person's ability to socialize with the surroundingcommunity environment. While emotional development includes self-control, provision,and a capacity for self-motivation. As the expert states that EQ is also called intelligenceto behave. Hurlock (1980: 141) argues that the development of emotions follows apredictable pattern, there is still diversity because of the level of intelligence, family,education and so on. Conny, R. Semsubjekwan (2000: 149) in Nurjanah (2017: 50-61)that early social emotional children have some very essential aspects that need to bedeveloped, these aspects include the development of emotions and relationships, thedevelopment of self-identity, the development of consciousness gender identity, andmoral development.The use of home learning media beams can boost the emotional social intelligence ofchildren in accordance with its development. Further activities of children's work iscoloring the picture of the house. This activity is intended to train and stimulate thecreativity of children to express themselves. This is in accordance with the opinion ofDjuniartiningsih (2012: 1-20) that in the teaching process in the classroom teachersbegin to be able to motivate students in playing blocks, play blocks with groups, askquestions to students by utilizing props for early childhood development.Based on the level of the effectiveness of children with imagination, children are able toshow success so that the application of the method of playing the beam is very good toimprove the creativity of early childhood. With the cooperation and good preparationbetween the child and the teacher when the learning activities play by using the mediastimulation of the children's beam house can know the shape of space in the media ofthe building blocks and can form a simple build, build up rather difficult, skillfully buildup the beam can increase creativity. Even experienced an increase in the good categoryin listening to an explanation of the method of playing the beam. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 222 In addition, learning by using children's house block stimulation media can increasesocial and emotional aspects. This is seen when children follow the learning activitiesthrough the media of the house with the spirit and happy in doing this activity until theend of the activity. With the media stimulation of this block house the child is able tosocialize and cooperate with peers, and able to control his emotions by respectingothers.In line with that opinion, the result of learning by using media of house block beam atKK. TK Kartina got the result of research of children who want to win their own and fastanger berukurang to 8% of children can control their emotions when solving problemswith peers. Children who are still waiting for their parents was not awaited, childrenhave started to dare to socialize with others. There is a child 3% of children have startedhelping their friends and storing toys to the place, and there are 2% of children whowant to share. CONCLUSIONThe use of learning media "house blocks" in children aged 5-6 years in KartinaKindergarten Garut regency is quite effective in improving children's emotional socialintelligence. The use of media stimulation of house blocks in children aged 5-6 years inKartina Kindergarten Tarogong Kidul District Garut regency quite effective in improvingemotional social intelligence.Emotional social intelligence in early childhood is not owned by children naturally, butmust be grown and developed by parents and PAUD educators by developing social andemotional aspects of early childhood. Because Factors that can influence thedevelopment of emotional social intelligence in early childhood are hereditary factors,environmental and public. In developing the emotional social intelligence of earlychildhood required various methods that can be used to develop it. One method thatPAUD educators can use in developing the emotional social aspect of early childhood,through the stimulation media of the block house.Increased emotional social intelligence of children embodies the development of thechild in terms of empathy (sensitivity to the feelings of others); express and understandfeelings. managing emotions; independence; adaptability; ability to solve problems incooperation; perseverance; solidarity; courtesy; and respect. BIBLIOGRAPHYAkhyadi, A. S., & Mulyono, D. (2018). PROGRAM PARENTING DALAM MENINGKATKANKUALITAS PENDIDIKAN KELUARGA. ABDIMAS SILIWANGI, 1(1), 1-8.Djuniartiningsih. (2012). Application of Playing Beam Methods Can Improve Creativityof Group B Children in Kindergarten Merpati Pos Surabaya. 1-20.Goleman, D. (2017). Eemotional Intelligence. Jakarta: PT Gramedia Pustaka Utama.Hamalik, O. (2007). Curriculum Development Management. Bandung: PT RemajaRosdakarya.Hurlock, E. (2003). Developmental Psychology: An Approach Along the Range of Life.Jakarta: Erland. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 223 Izartin. (2016). Application of Playing Methods To Improve Children Creativity In PAUDCountry Pembina Palu Utara. Creative Journal of Tadulako Online Vol.4 No.7 ISSN2354-614X, 272-278.Majid, A. (2005). Learning Planning Developing Standards. Bandung: PT RemajaRosdakarya.Mulyana, E. (2015). Character Education in the Framework of National Development.Bandung: Journal of Empowerment, Vol. 3 No. 1, February 2015, ISSN no. 2252-4738.Mulyono, D. (2017). Menegaskan Karakter Pendidikan Nonformal. Empowerment, 1(1).Nurjanah. (2017). Developing Emotional Social Intelligence of Early Childhood ThroughExemplary. Journal of Counseling Guidance and Islamic Da'wah Vol. 14 No.1, 50-61.Ramli, M. (2005). Assistance of Early Childhood Development. 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