The Influence of Parenting Patterns on Early Childhood Social Emotional Learning Through Mindfulness in East Java

Abstract

Early childhood has a variety of characteristics that are the beginning of childhood development. Children have one very important aspect of development, namely the social-emotional development aspect which leads to the ability to recognize and manage emotions, as well as grow and develop healthy and good interaction relationships with others. Social emotional learning for early childhood is important because it includes children's social awareness, self-management skills, decision-making skills, the ability to build relationships with others, and involves children's self-awareness. This study was conducted with the aim of finding out how parenting and mindfulness influence early childhood social emotional learning in East Java. The research methodology in this study uses a quantitative expost facto approach with a comparative causal method that uses correlation analysis models, multiple regression analysis, and path analysis. The data collection technique is a questionnaire with a research sample of children aged 5-6 years who are cared for by parents domiciled in East Java. Using classical assumption tests of normality, linearity, and heteroscedasticity, as well as using validity and reliability testing. The results showed that the influence of parenting and mindfulness has a significant relationship and influence simultaneously on social emotional learning. And in the path analysis test parental parenting has a significant influence on social emotional learning through mindfulness.