Teacher Involvement in Parent Collaboration to Foster Social–Emotional Maturity of Early Childhood Group A Learners

Nur Inayah; Agustien Lilawati; Mush'ab Al Umairi

doi:10.61987/jemr.v4i6.1565

Authors

Nur Inayah Universitas Muhammadiyah Gresik
Agustien Lilawati Universitas Muhammadiyah Gresik
Mush'ab Al Umairi Universitas Muhammadiyah Gresik

DOI:

https://doi.org/10.61987/jemr.v4i6.1565

Keywords:

Teacher–Parent Collaboration, Emotional Regulation, Social–Emotional Maturity, Early Childhood Development

Abstract

Social–emotional maturity in early childhood is shaped through interactions across home and school. This study aims to examine how teachers and parents collaboratively support social–emotional development through structured communication and reinforcement. Using a qualitative descriptive design, data were collected from teachers, parents, and school leaders through interviews, observations of classroom behaviors, and analysis of communication documents. The findings show that teachers strategically initiate collaborative structures, consistent reinforcement between home and school strengthens children’s emotional regulation shown by 82% success in routine-following and 76% non-aggressive conflict resolution and communication barriers reduce the continuity of collaborative developmental support. The study contributes a model positioning teachers as drivers of collaboration, rather than passive partners, in emotional development. The practical implication suggests that schools need systematic and reciprocal communication cycles to sustain parental engagement and prevent fragmented reinforcement of emotional competencies.

References

Abdullah, A. (2024). Innovative Approach in Curriculum Development; Improving Education and Training Programs Through Multidimensional Strategies. PEDAGOGIK: Jurnal Pendidikan, 11(2), 160–179. https://doi.org/10.33650/pjp.v11i2.9290

Abril-López, D., López Carrillo, D., González-Moreno, P. M., & Delgado-Algarra, E. J. (2021). How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.714684

Arockia Selvi, A., & Hema, V. H. (2023). A Quasi-Experimental Study on the Effectiveness of Early Interventional Techniques on Self-Esteem Social Skills and Core Academic Achievements among School Childrenwith Specific Learning Disabilities in Selected Schools at Chennai. Salud, Ciencia y Tecnologia, 3. https://doi.org/10.56294/saludcyt2023529

Aziz, A. L., & Sain, S. H. (2025). Sustainable Legal Education: Aligning Curricula with the 2030 Agenda for Sustainable Development. GAS Journal of Law and Society (GASJLS), Volume-02(Issue-01), 10–19. https://gaspublishers.com/gasjls/

Baharun, H. (2023). The Implementation of Augmented Reality in Science Education in Secondary Schools. International Journal of Instructional Technology, 02(01), 34–45. https://doi.org/10.33650/ijit.v2i1.9325

Bali, M. M. E. I., & Heru, M. J. A. (2024). Crafting Leaders in the Digital Age: How Adaptive Management Strategies Revolutionize Leadership Development in Islamic Schools. Communautaire: Journal of Community Service, 3(1), 79–92. https://doi.org/10.61987/communautaire.v3i1.458

Birger, L., Kedem, O., & Nadan, Y. (2022). ‘Here, Parents Become Nothing’: ‘Unparenting’ in Israel’s Policies Toward Eritrean Refugees. Child and Family Social Work, 27(4), 583–592. https://doi.org/10.1111/cfs.12907

Chen, P. L., Shen, M. S., & Hsu, Y. H. (2021). Psychological Capital as a Mediator: Effect of The Teaching Beliefs Of Classical Reading Program Teachers On Classroom Management Effectiveness. Journal of Research in Education Sciences, 66(2), 207–239. https://doi.org/10.6209/JORIES.202106_66(2).0007

Coelho, V., Peixoto, C., Barros, S., Pessanha, M., & Bryant, D. (2023). The Exploring Teacher-Family Partnerships in Infant Center-based Care: A Comparative Study of Teachers’ and Mothers’ Perspectives and Influential Factors. International Journal of Educational Psychology, 12(2), 178–205. https://doi.org/10.17583/ijep.10638

Fawaid, A., Baharun, H., Hamzah, M., Rohimah, Munawwaroh, I., & Putri, D. F. (2025). AI-based Career Management to Improve the Quality of Decision Making in Higher Education. 2025 15th IEEE Integrated STEM Education Conference, ISEC 2025, 1–8. https://doi.org/10.1109/ISEC64801.2025.11147274

Featherston, R., Barlow, J., & Shlonsky, A. (2024). Mindfulness-Enhanced Parenting Programmes for Improving The Psychosocial Outcomes of Children (0 To 18 Years) And Their Parents. Cochrane Database of Systematic Reviews, 2024(1). https://doi.org/10.1002/14651858.CD012445.pub2

Fernández, A. C., de Reizabal, A. L., & Sordo, H. P. (2024). Innovations in new contributions to the teaching process. European Public and Social Innovation Review, 9. https://doi.org/10.31637/epsir-2024-1734

Herlina, A. (2024). Mindful Messaging: Public Relations (PR) Strategies in Schools by using the Hierarchy of Effects. Managere: Indonesian Journal of Educational Management, 6(1), 98–110. https://doi.org/10.52627/managere.v6i1.429

Hina, S. (2024). School Zoning Policy Controversy In Elementary Education. EDUCARE: Jurnal Ilmu Pendidikan, 3(1), 1–11. https://doi.org/10.71392/ejip.v3i1.70

Im, D., Pyo, J., Lee, H., Jung, H., & Ock, M. (2023). Qualitative Research in Healthcare: Data Analysis. In Journal of Preventive Medicine and Public Health (Vol. 56, Issue 2, pp. 100–110). https://doi.org/10.3961/jpmph.22.471

Jali, H. (2025). Integration of Teacher Exemplary Behavior in Character Education to Build A Globally Perspective Madrasah Generation. EDUCARE: Jurnal Ilmu Pendidikan, 4(1), 1–13. https://doi.org/10.71392/ejip.v4i1.69

Jang, Y., & Ko, B. (2023). Online Safety for Children and Youth under the 4Cs Framework—A Focus on Digital Policies in Australia, Canada, and the UK. Children, 10(8). https://doi.org/10.3390/children10081415

Jirarattanawanna, N., Vattanaamorn, S., & Kwalamthan, W. (2024). The Provisions of Learning Experiences in the Early Childhood Development Centers against the COVID-19 Pandemic. Qualitative Research in Education, 13(1), 1–18. https://doi.org/10.17583/qre.12376

Kas, B., Jakab, Z., & Lőrik, J. (2022). Development and Norming of the Hungarian CDI-III: A Screening Tool for Language Delay. International Journal of Language and Communication Disorders, 57(2), 252–273. https://doi.org/10.1111/1460-6984.12686

Lim, W. M. (2024). What Is Qualitative Research? An Overview and Guidelines. Australasian Marketing Journal. https://doi.org/10.1177/14413582241264619

Mastikawati, M., Solehatin, S., & Adawiyah, R. (2022). Strengthening Early Childhood Learning Outcomes through Authentic Assessment of Students. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4547–4556. https://doi.org/10.31004/obsesi.v6i5.2525

Masykuroh, K., Yetti, E., Nurani, Y., & Rahmawati, Y. (2024). Teaching Environmental Literacy in Early Childhood Education to Improve the Character of Environmental Care. Educational Administration: Theory and Practice, 30(1), 84–99. https://doi.org/10.52152/kuey.v30i1.706

Munawwaroh, I. (2024). Enhancing Critical Thinking Through the Integration of Self-Directed Learning in Sustainable Education in Madrasah. AFKARINA: Jurnal Pendidikan Agama Islam, 9(1), 1–10. https://doi.org/10.33650/afkarina.v9i1.9352

Munk, K., Rosenblum, R., Blackburn, S., & Donahue, E. (2022). The Impact of Education and Implementation Tools on Pre-Service Teachers’ Attitudes About Classroom-Based Mindfulness. Journal of School Nursing, 38(6), 547–557. https://doi.org/10.1177/10598405211059189

Nisa’, K., & R, A. H. A. (2024). Empowering Educators: A Comprehensive Human Resources: Framework for Improving Islamic-based Schools. Journal of Islamic Education Research, 5(1), 31–44. https://doi.org/10.35719/jier.v5i1.385

Pitardi, V., & Marriott, H. (2022). To Trust or Not to Trust My AI Based Voice Assistant: Dealing with Consumer Uncertainties: An Abstract. In Developments in Marketing Science: Proceedings of the Academy of Marketing Science (pp. 345–346). https://doi.org/10.1007/978-3-030-89883-0_93

Podolski, A., Warchoł, T., & Tuczyński, K. (2023). Directions and Scope Of Child Grooming in the Context of Modern Technologies: a Challenge for Contemporary Education. Archives of Budo, 19, 267–274.

Pratiwi, H., Islamy, M. I., & Riwanda, A. (2024). Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting. Participatory Educational Research, 11(4), 140–159. https://doi.org/10.17275/per.24.53.11.4

Radesky, J. S., Kaciroti, N., Weeks, H. M., Schaller, A., & Miller, A. L. (2023). Longitudinal Associations Between Use of Mobile Devices for Calming and Emotional Reactivity and Executive Functioning In Children Aged 3 To 5 Years. JAMA Pediatrics, 177(1), 62–70.

Ridings, L. E., Espeleta, H. C., & Ruggiero, K. J. (2022). Assessing Service Quality and Access in Trauma Centers Through Behavioral Health Screening, Education, And Treatment After Pediatric Injury. Journal of Pediatric Surgery, 57(11), 632–636. https://doi.org/10.1016/j.jpedsurg.2022.01.014

Rizkiyah Hasanah. (2024). Internalization of Islamic Teaching Values in Forming Students with Siddiq, Amanah Tablig and Fatonah Characters. Journal of Social Studies and Education, 2(1), 01–14. https://doi.org/10.61987/jsse.v2i1.518

Safitri, S. D., & Zawawi, A. A. (2025). Balancing Educational Finance through Power Equalizing Models. Education and Sociedad Journal, 2(2), 88–97. https://doi.org/10.61987/edsojou.v2i2.710

Sain, Z. H. (2025). From Chalkboards to Chatbots: Revolutionizing Education with AI-Driven Learning Innovations. Educative: Jurnal Ilmiah Pendidikan, 3(1), 1–10. https://doi.org/10.70437/educative.v3i1.823

Siraj, I., Melhuish, E., Howard, S. J., & Luu, B. (2023). Improving Quality of Teaching and Child Development: A Randomised Controlled Trial Of The Leadership for Learning Intervention In Preschools. Frontiers in Psychology, 13(January), 1–18. https://doi.org/10.3389/fpsyg.2022.1092284

Syifa, A. M., Musyahda, L., & Segoh, D. (2024). Systematic literature review : DOGBL in enhancing EFL students ’ motivation. 18(2), 544–552. https://doi.org/10.11591/edulearn.v18i2.21156

Then, D., & Pohlmann-Rother, S. (2023). Parent–Teacher Meetings in the Context of Inclusion: Preschool Teachers and Parents of Children with Disabilities in Counseling Situations. Early Childhood Education Journal, 2001. https://doi.org/10.1007/s10643-023-01521-8

Torres, A., Horodeńska, M., Witkowski, G., & Torres, K. (2020). Hybrid Simulation of Pediatric Gynecologic Examination: A Mix-Methods Study of Learners’ Attitudes and Factors Affecting Learning. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-02076-7

Umar, M., & Khaer, A. (2024). Human Resource Management (HRM) in Improving Customer Behavior Through Emotional Attachment (EA). Proceeding of International Conference on Education, Society and Humanity, 02(01), 850–859. https://ejournal.unuja.ac.id/index.php/icesh

Uraipong, M., Penglee, N., Thanarachataphoom, T., & Polyai, N. (2024). Development Guidelines for Executive Function (EF) Skills in Early Childhood: Needs Assessment in Nonthaburi Kindergartens. Higher Education Studies, 14(2), 88. https://doi.org/10.5539/hes.v14n2p88

Watson, K. (2022). A Quantitative Analysis of Secondary Teachers Perceived Ability to Support Student Mental Health (Poster 5). 35, 233–247. https://doi.org/10.3102/ip.22.1925613

White, R. E., & Cooper, K. (2022). Qualitative Research in the Post-Modern Era: Critical Approaches and Selected Methodologies. In Qualitative Research in the Post-Modern Era: Critical Approaches and Selected Methodologies. https://doi.org/10.1007/978-3-030-85124-8

Widiasari, F., & Zahro, F. (2024). Behaviour Management in the Classroom: Improving the Quality of Education through Systematic Optimization of the Learning Environment. FALASIFA : Jurnal Studi Keislaman, 15(1), 35–47. https://doi.org/10.62097/falasifa.v15i1.1787

Wright, A., Gray, P., Selkirk, B., Hunt, C., & Wright, R. (2024). Attachment and the (mis)apprehension of Aboriginal children: epistemic violence in child welfare interventions. Psychiatry, Psychology and Law. https://doi.org/10.1080/13218719.2023.2280537

Wu, L., Kim, M., & Markauskaite, L. (2020). Developing young children’s empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. British Journal of Educational Technology, 51(4), 1168–1187. https://doi.org/10.1111/bjet.12918

Yang, W., Li, H., & Ang, L. (2021). Early childhood curriculum policies and practices in Singapore: The case of glocalisation. Policy Futures in Education, 19(2), 131–138. https://doi.org/10.1177/1478210320987689

Zamroni, Fatmasari, R., Rasyidi, & Windiyani, T. (2025). Artificial Intelligence as a Tool to Improve the Quality of Job-Ready Graduate Skills in Higher Education. 2025 IEEE International Conference on Industry 4.0, Artificial Intelligence, and Communications Technology (IAICT), 129–136. https://doi.org/10.1109/IAICT65714.2025.11101572