Eksplorasi Paradoks Hambatan Interaksi Kelas Anak Usia Dini di Tengah Dukungan Orang Tua yang Optimal
DOI:
https://doi.org/10.55380/ngabari.v19i01.1418Keywords:
interaction, early childhood, parents, collaboration, teachersAbstract
This study aims to explore the paradoxical conditions regarding the inhibiting factors of classroom interaction in early childhood that persist despite optimal parental support. The research employs a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation involving teachers, parents, and students in Early Childhood Education (ECE) institutions. The results reveal a scientific irony: although parental support is categorized as excellent, children still experience significant social interaction barriers in the classroom. These inhibiting factors include children's limited internal socio-emotional abilities, low self-confidence, a tendency to withdraw due to device exposure, and differences in parenting styles between home and school. This gap emphasizes that optimal domestic parenting cannot stand alone without the synchronization of the instructional environment at school. The tactical step recommended to overcome this paradox is strengthening collaborative strategies between teachers and parents through continuous and intensive communication.
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