Adinanta I .(2008). Memahami Pola Perkembangan Bahasa Anak dalam Konteks Pendidikan. JournaloOf Education and Teacher Ttraning. 3( 1) 106-120.
Bhise, C. D & Sonawat R. (2016). Factors Influencing School Readiness of Children.Resarch Journal of Recent Sciences. 5 (5): 53-58.
Blair, C & Raver C. C. (2015) School Readiness and Self-Regulation: A Developmental Psychobiological Approach. HHS Public Access. 66(3). 711–731.
Curby & Qingyuan Xie. (2018). Chinese teachers’ perceptions of early childhood school readiness. School Psychology International.39(5) 454–469.
Dariyo, A. (2011). Psikologi Perkembangan Anak Tiga Tahun Pertama. Bandung: PT. Rafika Aditama.
Diana F.M., (2010). Pemantauan Perkembangan Anak Balita. Jurnal Kesehatan Masyarakat. 4 (2) 27-36.
Duncan, G.J. & Dowsett, C.J. & Claessens, A. et al.(2007). School readiness and later achievement. Developmental Psychology. 43(6): 1428-1446.
Ghufron, N.M & Rini S. (2012). Teori-Teori Psikologi. Yogyakarta: Ar-Rruzz Media.
Janus, M. (2006). Early Development Instrument: An indicator of developmental healthat school entry.Canadian Journal of Behavioural Science. 39(1) 1-22.
Jarmillo et al.,(2017). Children’s Self-Regulation in CulturalContexts: The Role of ParentalSocialization Theories, Goals, andPractices. Fronties In Psychology. 28 (8) 923-932.
Karreman A & Tuijl C., & Aken M. A. G., &Dekovic M. (2006). Parenting and self-regulation in preschoolers: a meta-analysis. Infant Child Dev. 8 (15) 561–579.
Lee, R.H, & Han, W.J, & Waldfogel. J (2018). Preschool attendance and school readiness for children of immigrant mothers in the United States. Journal of Early Childhood Research.16(2) 190– 209.
Majzub, R. M. & Rashid A. A. (2012). School Readiness Among Preschool Children. Procedia-Social and Behavior Sciences, 46, 3524 – 3529.
McClelland M. M & Acock A. C & Piccinin A & Rhea S. A &Stallings M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes.Early Childhood Research Quarterly.28 (2) 314-324.
Nurbety, Eka & Yuli Kurniawati S.P. (2018). Relationship Between Self Regulation with Self-Esteem of Early Childhood in Kindergarten Islamic Integrated Bina Amal Semarang City. Journal Early Childhood Education Papers. 7 (1) 2252-6382.
Papalia, D. E & Feldman R.D. (2010). Experience human Development(12nd en). Transleted by Hertati F.W. 2014. Jakarta: SalembaHumanika.
Ponitz, C. C. & McClelland, M. M. & Jewkes, A. M.& Connor, C. M.& Farris, C. L., & Morrison, F. J.(2008). Touch your toes! Developing a directmeasure of behavioral regulation in earlychildhood. Early Childhood ResearchQuarterly.23 (2)141–158.
Quirk, Matthew & Dowdy E & Goldstein A &Charnazzo K. (2017). School Readiness as a Longitudinal Predictor of Social-Emotional and Reading Performance Across the Elementary Grades. Journal Hammill Institute On Disabilities.42(4) 248-253.
Rahmanianti et al.,(2018). Analisis Perbandingan Pemerolehan Bahasa Anak Perempuan dan Laki-Laki Usia 2 Tahun Pada Aspek Fonologi. Journal Pendidikan Dan Sastra Indonesia. 1 (2) 233-240
Sartika D, & Halimah L & Annisa N. (2011). Studi Eksplorasi Mengenai Kesiapan Anak Masuk Sekolah Dasar Ditinjau Dari Hasil Tes NST di Paud Cihanjuang danPaud Cikutra Indah. Prosiding Seminar Nasional Penelitian dan PKM:Sosial, Ekonomi, dan Humaniora. 2 (1) 9-18.
Seefeldt, C & Wasik B.A. (2002). Early Education: Three, Four, and Five years olds Go To School. Transleted by Transleted by Nasar P. 2008. Jakarta: PT Indeks.
Tarumi N. Y & Bredenberg K. (2009). Impact of school readiness program interventions on children’s learning inCambodia. Journal of Educational Development. 29 (2)39–45.
Sabol, T.J, Doner, J.T & Bohlmann L. N. (2018). Low-Income Ethnically Diverse Children’s Engagement as a Predictor of School Readiness Above Preschool Classroom Quality. Journal Child Development. 89 (2) 556–576.
Wanless S B & McClelland M M & Lan X (2013). Gender Differences in Behavioral Regulation in Four Societies: The U.S., Taiwan, South Korea, and China. Early Childhood Research Quarterly.28 (3) 621-633.
- Abstract viewed - 320 times
- pdf downloaded - 3955 times
Affiliations
Dwi Anisa Faqumala
Kindergarten Islam Plus Assalamah Ungaran, Jawa Tengah, Indonesia
Tri Suminar
Non-formal Education, Universitas Negeri Semarang, Indonesia
Yuli Kurniawati Sugiyo Pranoto
Teacher Education for Early Childhood Education, Universitas Negeri Semarang, Indonesia
How to Cite
Correlation Between Self-Regulation and Children’s Readiness to Enroll Primary School
Vol 9 No 2 (2020): March 2020
Submitted: Dec 17, 2019
Published: Mar 31, 2020
Abstract
This research aims to find out correlations of self-regulation to children’s readiness in enrolling primary school. This quantitative research used associative method. The population consisted 5,284 children aged 5-6 year old in Semarang municipal. The techniques of sampling used multistage random sampling. There were 220 children consisting of 110 male and 110 female children. The technique to collect the data was questionnaire in which the filling system was read aloud by the researcher as assistance. Self-regulation was measured by Head-Toes-Knees-Shoulders (HTKS) task. Meanwhile, the readiness was measured by readiness scale to enroll primary school. The hypothesis test used regression test. The results showed that tÂcount=1.847 > ttable =1.651. The sig score was 0.006<0.05. It meant there was correlation of self-regulation to children’s readiness to enroll primary school. Then, the effects of sex types as moderating variable with P = 0.709, larger than 0.05, showing that there was no difference in male self-regulation and female self-regulation to their readiness in enrolling primary school. Thus, it could be concluded that self-regulation influenced the children’s readiness to enroll primary school. However, both male and female children, they did not have significant difference. Thus, parents, teachers, and governments should cooperate in preparing children enrolling primary school level not only in term of children’s readiness aspect but also the external aspect, such as parents’ readiness and school readiness.