Tahap Penyesuaian Tingkah Laku Kanak-Kanak Tadika Yayasan Islam Terengganu
Level of Children Behavioural Adjustment Terengganu Islamic Foundation Kindergarten
DOI:
https://doi.org/10.53840/attarbawiy.v1i1.113Keywords:
Masalah penyesuaian tingkah laku kanak-kanak, hiperakhtif-terganggu, permusuhan agresif, kebimbangan-ketakutanAbstract
Traditionally, the problem of children behavioural adjustment was linked to the factors of surrounding environment and biology. This universal phenomenon occurring all over the world is dubbed as endless and becoming even more complex up to recent. Behavioural adjustment problem faced during early childhood development period will influence the overall individual response towards social connection, personality, physical and mental health, numeracy and literacy skills, lingual ability, communicative skill, verbal ability, and academic success. This study intends to provide early exposure in relation to the level of children behavioural adjustment problem in Terengganu Islamic Foundation Kindergarten or Tadika Yayasan Islam Terengganu (TYIT). Children behavioural adjustment problems are assessed based on three categories which are hyperactive-distractible, hostile-aggressive, and anxious-fearful. A number of 380 TYIT children becomes the sample in this study. They are selected in a simple random manner from eight districts in the state of Terengganu. Overall finding of this study shows that the problem of behavioural adjustment amongst TYIT children is at low level. Hyperactivity, a form of children behavioural adjustment problem is at moderate level. Hostile-aggressive and anxious-fearful behavioural adjustment problems are at low level. Male children tend to show higher behavioural adjustment problems compared to female children. Itis suggested that teachers assess and prepares children‟s behavioural profiles so as to enable early intervention towards children whom are in need.
Abstrak
Secara tradisi masalah penyesuaian tingkah laku kanak-kanak dikaitkan dengan faktor persekitaran dan biologi. Fenomena universal yang berlaku di seluruh dunia ini bukan sahaja tiada bernoktah, malah semakin kompleks mutakhir ini. Masalah penyesuaian tingkah laku yang dialami semasa zaman awal perkembangan kanak-kanak mempengaruhi keseluruhan tindak balas individu terhadap hubungan sosial, personaliti, kesihatan mental dan fizikal, kemahiran literasi dan numerasi, kebolehan berbahasa, kemahiran komunikasi, motivasi. kesediaan belajar, kesediaan ke sekolah, kebolehan berbahasa dan kejayaan dalam akademik. Kajian ini bertujuan untuk memberi pendedahan awal berkaitan tahap masalah penyesuaian tingkah laku kanak-kanak Tadika Yayasan Islam Terengganu (TYIT). Masalah penyesuaian tingkah laku kanak-kanak dinilai berdasarkan tiga kategori masalah penyesuaian tingkah laku kanak-kanak iaitu hiperaktif-terganggu, permusuhan- agresif dan kebimbangan-ketakutan. Seramai 380 kanak-kanak TYIT menjadi sampel dalam kajian ini. Mereka dipilih secara rawak mudah dari lapan daerah di negeri Terengganu. Dapatan kajian menunjukkan keseluruhannya masalah penyesuaian tingkah laku kanak-kanak TYIT berada pada tahap yang rendah. Satu bentuk masalah penyesuaian tingkah laku kanak-kanak berada pada tahap sederhana iaitu hiperaktif-terganggu. Dua bentuk masalah penyesuaian tingkah laku kanak-kanak berada pada tahap rendah iaitu permusuhan-agresif dan kebimbangan-ketakutan. Kanak-kanak lelaki menunjukkan tahap masalah penyesuaian tingkah laku yang lebih tinggi berbanding kanak- kanak perempuan. Dicadangkan guru menilai dan menyediakan profil tingkah laku kanak-kanak agar intervensi awal dapat diberi kepada kanak-kanak yang memerlukan.
Downloads
References
Abdullah Nasih, U. (2015). Pendidikan peribadi anak menurut pandangan Islam. Kuala Lumpur: Penerbitan Seribu Dinar Sdn. Bhd.
Akgun, E., & Mellier, D. (2015). The Evaluation of Social Competence and Internalizing and Externalizing Problem Behaviors of French and Turkish Children by their Attachment Representations. Anthropologist, 20, 13–21. http://krepublishers.com/02-Journals/T-Anth/Anth-
-0-000-15
Altay, F. B., & Gure, A. (2012). Relationship among the Parenting Styles and the Social Competence and Prosocial Behaviors of the Children Who are Attending to State and Private Preschools. Educational Sciences, 12(4), 2712–2718.
Angelica, M. D., & Fong, Y. (2005). Relations Among Positive Parenting, Children‘s Effortful Control, and Externalizing Problems: A Three-Wave Longitudinal Study. Child Development, 76(5), 1055– 1071. http://doi.org/10.1016/j.surg.2006.10.010.
Angelica, M. D., & Fong, Y. (2013). Relations over Time among Children‘s Shyness, Emotionality, and Internalizing Problems. Social Development, 21(1), 109–129. http://doi.org/10.1111/j.1467- 9507.2011.00618.x.
American Psychiatric Association (APA). (2010). Disruptive Behaviour Disorders - Dr Motayne, 1–13. papers2://publication/uuid/92CFC900-9775-4255-9695-9A237EDCD591
Badri, M., Qubaisi, A. Al, Rashedi, A. Al, & Yang, G. (2014). The causal relationship between parental involvement and children‘s behavioural adjustment to KG-1 schooling. International Journal of Child Care and Education Policy, 8(1), 3. http://doi.org/10.1007/s40723-014-0003-6
Bagner, D. M., Boggs, S. R. & Eyberg, S. M. (2010). Evidence-based school behavior assessment of externalizing behavior in young children. Education and Treatment of Children, 33(1), 65–83. http://doi.org/10.1353/etc.0.0084
Bayer, J. K., Ukoumunne, O. C., Mathers, M., Wake, M., Abdi, N., & Hiscock, H. (2012). Development of children‘s internalising and externalising problems from infancy to five years of age. Australian and New Zealand Journal of Psychiatry, 46(7), 659–668. http://doi.org/10.1177/0004867412450076
Behar, L. & Stringfield, S. (1974). A behaviour rating scale for the pre-school child. Developmental Psychology, 10(5), 601-610.
Berk, R. A. & Trieber, R. H. (2009). Whose classroom is it, anyway? Improvisation as a teaching tool.
Journal on Excellence in College Teaching, 20(3), 29-60.
Bornstein, M. H. & Bradley, R. H. (2010). Socioeconomic status, parenting and child development. New Jersey: Erlbaum.
Broidy, L. M., Nagin, D. S., Tremblay, R. E., Bates, J. E., Brame, B., Dodge, K. A., et al. (2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six- site, cross-national study. Developmental Psychology, 39, 222- 245.
Caitlin E. S. (2009). Co-occurring, externalizing, and internalizing symptoms in early childhood: child and contextual factors. (Unpublished doctoral dissertation). University of North Carolina at Greensboro.
Caitlin E. S. (2009). Co-occurring, externalizing, and internalizing symptoms in early childhood: child and contextual factors. (Unpublished doctoral dissertation). University of North Carolina at Greensboro.
Dockett, S. & Perry, B. (2007). Transitions To School: Perceptions, Expectations, Experiences. Sydney: University of New South Wales Press.
Duncan, G. J., Dowsett, C. J. & Claessens, A. (2007). School readiness and later achievement.
Developmental Psychology, 43(6), 1428-1446.
Dougherty, L. R., Bufferd, S. J., Carlson, G. A., Dyson, M., Olino, T. M., Durbin, C. E. & Klein, D. N. (2011). Preschoolers' observed temperament and psychiatric disorders assessed with a parent diagnostic interview. Journal of Clinical Child & Adolescent Psychology, 40, 295–306.
Dreikurs, R. (1964). Children: The Challenge. Plume: Chicago.
Erin O‘Connor, Rodriguez, E., Cappella, E., Morris, J. & McClowry, S. (2012). Child disruptive behavior and parenting efficacy: a comparison of the effects of two models of insights. Journal of Comunity Psychology, 38(8), 975-991. http://doi.org/10.1002/jcop
Fantuzzo J. W., Bulotsky-Shearer, R., Frye, D., McDermott, P., McWayne, C. & Perlman, S. (2007). Investigation of social, emotional, and behavioral dimensions of school readiness for low- income, urban preschool children. School Psychology Review, 36(1), 44–62.
Fanti, K. A., & Henrich, C. C. (2010). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the National Institute of Child Health and Human Development Study of Early Child Care. Developmental Psychology, 46(5), 1159– 1175. http://doi.org/10.1037/a0020659
Hemmeter, M. L., Corso, R. & Cheatham, G. (2006). Issues in addressing challenging behaviors in young children: A national survey of early childhood educators. Paper presented at Conference on Research Innovations in Early Intervention, San Diego, CA
Hinshaw, S. P. (1987). On the distinction between attentional deficits/hyperactivity and conduct problems/aggression in child psychopathology. Psychological Bulletin, 101, 443–463.
Holmbeck, G. N., Li, S. T., Schurman, J. V., Friedman, D., & Coakley, R. M. (2002). Collecting and managing multisource and multimethod data in studies of pediatric populations. Journal of Pediatric Psychology, 27(1), 5–18. http://doi.org/10.1093/jpepsy/27.1.5
Hornby, G. & Witte, C. (2010). Parent involvement in rural elementary schools in New Zealand: A survey. Journal of Child and Family Studies, 19(6), 771–777
Ismaili, E. (2015). Psychometric Properties of Eyberg Child Behavior Inventory in Albanian context. International Journal of Academic Research in Progressive Education and Development, 4(1). http://doi.org/10.6007/IJARPED/v4-i1/1617
Jewsuwan, R., Luster, T. & Kostelnik, M. (1993). The relation between parents‘ perceptions of temperament and children‘s adjustment to preschool. Early Childhood Research Quarterly, 8, 33-51
Kerr, D. C. R., Lunkenheimer, E. S. & Olson, S. L. (2007). Assessment of child problem behaviors by multiple informants: a longitudinal study from preschool to school entry. Journal of Child Psychology and Psychiatry, 48(10), 967-975. http://doi.org/10.1111/j.1469-7610.2007.01776
Klein, H. A. (1982). The relationship between children‘s temperament and adjustment to kindergarten and Head Start settings. The Journal of Psychology, 112, 259-268.
Klein, H. A. (1991). Temperament and childhood group care adjustment: A cross-cultural comparison.
Early Childhood Research Quarterly, 6, 211-224.
Klein, J. M., Gonçalves, A. & Silva, C. F. (2009). The Rutter Children Behaviour Questionnaire for teachers: from psychometrics to norms, estimating caseness. Psico-USF (Impresso), 14, 157–165. http://doi.org/10.1590/S1413-82712009000200004
Krishnan, V. (2010). Early child development: A conceptual model. Early Childhood Council Annual Conference, (May), 1-17.
Lee, J. S. & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-19.
Liu, J. & Wang, Y. F. (2007). An open trial on effectiveness of parent training in children with comorbid attention deficit hyperactivity disorder and oppositional defiant disorder. Jurnal Child Adolesc Psychiatr Nurs, 39(3), 310-314. http://www.ncbi.nlm.nih.gov/pubmed/17572790
Margetts, K. (2005). Children‘s adjustment to the first year of schooling: Indicators of hyperactivity, internalising and externalising behaviours. International Journal of Transitions in Childhood, 1, 36–44.
Mart, Ç. T. (2013). A Passionate Teacher : Teacher Commitment and Dedication to Student Learning.
International Journal of Academic Research in Progressive Education and Development, 2(1), 437–442.
Mohammad Shatar, Jasni Sabri, & Azali Mohamed. (2006). Tip pendidik cemerlang. Selangor: Utusan Publications & Distributors Sdn. Bhd.
Moser, J., Emily Durbin, C., Patrick, C. & Schmidt, N. (2014). Combining neural and behavioral indicators in the assessment of internalizing psychopathology in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 1-12. doi:10.1080/15374416.2013.865191
Nor Hashimah Hashim & Yahya Che Lah (2007). Panduan Pendidikan Prasekolah. PTS Publication & Distributors Sdn Bhd: Bentong.
Posner, M. I. & Rothbart, M. K. (2007). Temperament and learning. Washington, DC: American Psychological Association.
Raver, C. C., Jones, S. M., Li-Grining, C., Metzger, M., Champion, K. M. & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
Rimm-Kaufman, S. E. & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511
Rohaty Mohd Majzub & Abu Bakar Nordin (1989). Pendidikan Prasekolah. Penerbitan Fajar Bakti: Petaling Jaya
Shaw, D. S., Hyde, L. W. & Brennan, L. M. (2012). Early predictors of boys‘ antisocial trajectories.
Development and Psychopathology, 24(3), 871–88. http://doi.org/10.1017/S0954579412000429 Smart, D., Sanson, A., Baxter, J., Edwards, B. & Hayes, A. (2008). Home-To-School Transitions For Financially
Disadvantaged Children. Sydney: The Smith Family.
Sofiah Mohamed & Kamarul Azmi Jasmi (2016). Pengetahuan Guru Pendidikan Islam Prasekolah dalam Rangka Pembangunan Tamadun Ummah. Sains Humanika. 8(3-2), 21-28.
Stemmler, M, Lösel, F, Beelmann, A, Jaursch, S. & Zenkert, B. (2005). Child problem behavior in kindergarten and in primary school: a comparison between prediction configural frequency analysis and multiple regressions. Psychology Science, 47(3/4), 467–478.
Williford, A. P., Calkins, S. D. & Keane, S. P. (2007). Predicting change in parenting stress accross early childhood: Child and maternal factors. Journal of Abnormal Child Psychology, 35(2): 251-263.
Yoleri, S. (2014). The Effects of Age, Gender, and Temperament Traits on School adjusment for Preschool children. International Journal of Educational Research, 89–104.
