@mastersthesis{digilib63663,
           month = {December},
           title = {PERAN GURU DALAM MELIBATKAN ORANG TUA UNTUK MENANGANI DEPRIVASI EMOSIONAL PADA ANAK USIA DINI  (STUDI KASUS DI RA INSAN MULIA BANTUL)},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21204031036 Muarofakh S.Pd},
            year = {2023},
            note = {Pembimbing: Dr. Raden Rachmy Diana, M.A.},
        keywords = {Peran Guru, Emosional Deprivasi, Anak Usia Dini, Keterlibatan
Orang Tua},
             url = {https://digilib.uin-suka.ac.id/id/eprint/63663/},
        abstract = {This research was motivated by the problem of emotional deprivation
experienced by children often hindering teaching and learning activities in the
classroom. For this reason, the role of teachers is needed by involving parents to
deal with these problems so that children can develop optimally. The purpose of
this study is to find out the general picture of emotional deprivation and the role
of teachers in involving parents to deal with emotional deprivation in early
childhood in RA Insan Mulia Bambanglipura Bantul
This research technique combines a case study design with a qualitative
research strategy. Parents' engagement in addressing emotional deficiency in early
childhood at RA Insan Mulia Bambanglipura Bantul Yogyakarta was the subject
of this study's oral and written data collection, which was evaluated and
summarized. Secondary and primary data are both used in the data collection
process. Interview observations and documentation served as the primary sources
of data. The source of secondary data is books or journal articles.
The results showed that emotional deprivation in early childhood in RA Insan
Mulia Bambanglipura Bantul occurred due to excessive rule-giving, lack of
communication and lack of cooperation between family members, parents'
ambition so that their children achieve certain targets, lack of time to accompany
children to play, lack of comfort in their families. Symptoms include difficulty
communicating properly, impaired social-emotional development, frequent crying
and tantrums for no reason. The impact includes difficulty regulating emotions,
difficulty building new relationships, gadget dependence, need self-recognition,
and creativity is hampered. While the role of teachers in involving parents to deal
with emotional deprivation in early childhood includes teachers as facilitators,
communinators, and educators}
}