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bibo:abstract "This study is motivated by the importance of early childhood social development as\r\na foundation for interpersonal behavior, as well as the limited qualitative studies specifically\r\nexamining peer interaction among children aged 3–4 years. This study aims to analyze the\r\nrole of peer interaction in shaping the social behavior of children aged 3–4 years in\r\ndaycare/playgroup settings. This study employs a qualitative approach with a case study\r\ndesign, with data analysis conducted in depth to understand the phenomenon under\r\ninvestigation. Data were collected through participatory observation, in-depth interviews\r\nwith educators, and documentation, and were analyzed using the stages of data condensation,\r\ndata display, and conclusion drawing.\r\nThe results show that peer interactions include parallel, associative, simple\r\ncooperative, onlooker, and conflict interactions. These interactions contribute to the\r\ndevelopment of children’s social behaviors, such as sharing, cooperation, early empathy,\r\nverbal and nonverbal communication, emotional regulation, and the ability to resolve simple\r\nconflicts. The quality of peer interaction, characterized by frequency, active engagement,\r\nand continuity, plays a significant role in shaping the social behavior of children aged 3–4\r\nyears. This study implies that early childhood education environments need to systematically\r\ndesign social interaction-based learning activities to optimize children's social development."^^xsd:string;
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