Children’s Emotional Development and Its Impact on the Teaching and Learning Process
DOI:
https://doi.org/10.52690/jswse.v7i2.1514Keywords:
Elementary School, Emotional Development, Learning MotivationAbstract
This study investigates children’s emotional development and its impact on the teaching and learning process at SD Negeri 11 Selat Penuguan. Employing a qualitative approach with descriptive methods, data were collected through observation, teacher interviews, and documentation from students and class teachers at the school. The findings reveal a varied landscape of emotional development among students. Those with well-managed emotions demonstrating anger control, acceptance of reprimands, and collaborative skills exhibited higher activity, confidence, focus, and motivation in class. Conversely, students struggling with emotional management showed poor concentration, irritability, low self-confidence, and difficulty comprehending material. A key finding highlights the teacher’s pivotal role in fostering emotional growth through empathetic approaches, motivation, and a supportive classroom environment. The novelty of this study lies in its contextualized, qualitative insights into the specific interplay between emotional maturity and classroom dynamics within this Indonesian primary school setting. Practically, it underscores the need for teacher training focused on socio-emotional support strategies to enhance learning effectiveness. This study contributes to the field by reinforcing that emotional development is not separate from academic success but is a foundational component of an effective primary education.
References
Aghaziarati, A., & Nejatifar, S. (2023). Emotional Development and Regulation in Children: A Review of Recent Advances. KMAN Counseling and Psychology Nexus, 1(1), 118–125. https://doi.org/10.61838/kman.psynexus.1.1.14
Brunetti, M., Di Matteo, R., Aureli, T., Garito, M. C., & Casadio, C. (2021). Class Inclusion versus Quantifiers Comprehension Tasks: An Experimental Study with School-Aged Children. Cognitive Processing, 22(1), 151–158. https://doi.org/10.1007/s10339-020-00995-3
Chung, S. R., Cichocki, M. N., & Chung, K. C. (2023). Building Emotional Intelligence. Plastic & Reconstructive Surgery, 151(1), 1–5. https://doi.org/10.1097/PRS.0000000000009756
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development. Sustainability, 13(4), 1721. https://doi.org/10.3390/su13041721
Fareed, M. Z., Su, Q., & Awan, A. A. (2021). The Effect of Emotional Intelligence, Intellectual Intelligence and Transformational Leadership on Project Success; An Empirical Study of Public Projects of Pakistan. Project Leadership and Society, 2, 100036. https://doi.org/10.1016/j.plas.2021.100036
Garcia-Peinado, R. (2023). The Impact of Classroom Climate on Emotional Development in Childhood. Environment and Social Psychology, 9(1). https://doi.org/10.54517/esp.v9i1.1868
Halimi, F., AlShammari, I., & Navarro, C. (2021). Emotional Intelligence and Academic Achievement in Higher Education. Journal of Applied Research in Higher Education, 13(2), 485–503. https://doi.org/10.1108/JARHE-11-2019-0286
Huang, X., & Lajoie, S. P. (2023). Social Emotional Interaction in Collaborative Learning: Why It Matters and How Can We Measure It? Social Sciences & Humanities Open, 7(1), 100447. https://doi.org/10.1016/j.ssaho.2023.100447
Jones, E., & Waite-Stupiansky, S. (2022). The Eriksons’ Psychosocial Developmental Theory. In Theories of Early Childhood Education. Routledge.
Martinez, M. E., & Gomez, V. (2024). The Importance of Social-Emotional Learning in Schools. Acta Pedagogia Asiana, 3(2), 101–112. https://doi.org/10.53623/apga.v3i2.468
Moleong, L. J. (2021). Qualitative Research Methodology. PT Remaja Rosdakarya. .
Muhammad, E. R. S. (2024). Strategies for Handling Delinquent Behavior Problems in Children at SDN Jeron Boyolali through a Psychological Approach. Journal of Social Sciences and Cultural Study, 2(1), 01–05. https://doi.org/10.61857/jsscs.v2i1.118
Pekrun, R. (2024). Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions. Educational Psychology Review, 36(3), 83. https://doi.org/10.1007/s10648-024-09909-7
Pollard, B. L., West, S. C., & Figurelli, K. M. (2020). Developmental Issues of Students. In A Guide to Practicum and Internship for School Counselors-in-Training. Routledge.
Ragusa, A., González-Bernal, J., Trigueros, R., Caggiano, V., Navarro, N., Minguez-Minguez, L. A., Obregón, A. I., & Fernandez-Ortega, C. (2023). Effects of Academic Self-Regulation on Procrastination, Academic Stress and Anxiety, Resilience and Academic Performance in a Sample of Spanish Secondary School Students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1073529
Rahman, L. (2024). Vygotsky’s Zone of Proximal Development of Teaching and Learning in STEM Education. International Journal of Engineering Research & Technology, 13(8), 389–394.
Rorije, M., Damen, S., Janssen, M. J., & Minnaert, A. (2023). Applying Erikson’s Theory of Psychosocial Development to Understand Autonomy Development in Children and Youths with Deafblindness: A Systematic Literature Review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1228905
Sharabi, Y., & Roth, G. (2025). Emotion Regulation Styles and the Tendency to Learn from Academic Failures. British Journal of Educational Psychology, 95(1), 162–179. https://doi.org/10.1111/bjep.12696
Sumual, T., Lumapow, H., & Rotty, V. (2024). The Role of Human Capital Investment in Improving the Quality of Human Resources (HR) in Education in the Digital Era. Asian Journal of Engineering, Social and Health, 3(11), 2520–2528. https://doi.org/10.46799/ajesh.v3i11.449
Teixeira, R. J., Brandão, T., & Dores, A. R. (2022). Academic Stress, Coping, Emotion Regulation, Affect and Psychosomatic Symptoms in Higher Education. Current Psychology, 41(11), 7618–7627. https://doi.org/10.1007/s12144-020-01304-z
Thümmler, R., Engel, E.-M., & Bartz, J. (2022). Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education. International Journal of Environmental Research and Public Health, 19(7), 3978. https://doi.org/10.3390/ijerph19073978
Vasilopoulos, F., & Ellefson, M. R. (2021). Investigation of the Associations Between Physical Activity, Self-Regulation and Educational Outcomes in Childhood. PLOS ONE, 16(5), e0250984. https://doi.org/10.1371/journal.pone.0250984
Vestad, L., & Tharaldsen, K. B. (2022). Building Social and Emotional Competencies for Coping with Academic Stress among Students in Lower Secondary School. Scandinavian Journal of Educational Research, 66(5), 907–921. https://doi.org/10.1080/00313831.2021.1939145
Zhang, F., Markopoulos, P., & Bekker, T. (2020). Children’s Emotions in Design-Based Learning: a Systematic Review. Journal of Science Education and Technology, 29(4), 459–481. https://doi.org/10.1007/s10956-020-09830-y
Zhoc, K. C. H., King, R. B., Chung, T. S. H., & Chen, J. (2020). Emotionally Intelligent Students are More Engaged and Successful: Examining the Role of Emotional Intelligence in Higher Education. European Journal of Psychology of Education, 35(4), 839–863. https://doi.org/10.1007/s10212-019-00458-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Carsim Carsim, Nurkhosidah Nurkhosidah, Risna Widiastuti, Siti Marhamah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
