The Role of Teachers in Guidance and Counseling for Early Childhood Children at KB Sayang Bunda

Siti Nurhalimah; Robutit Risma; Juni Noviana; Dini Anggia

doi:10.31943/afkarjournal.v9i3.2308

Authors

Siti Nurhalimah Sekolah Tinggi Agama Islam Negeri Bengkalis
Robutit Risma Sekolah Tinggi Agama Islam Negeri Bengkalis
Juni Noviana Sekolah Tinggi Agama Islam Negeri Bengkalis
Dini Anggia Sekolah Tinggi Agama Islam Negeri Bengkalis

DOI:

https://doi.org/10.31943/afkarjournal.v9i3.2308

Keywords:

Guidance and Counseling, Early Childhood, Teacher’s Role, Social-Emotional Development, Early Childhood Education

Abstract

Guidance and counseling services in Early Childhood Education (ECE) play a vital role in supporting children's social and emotional development, especially during early childhood, which is a crucial period for character formation. However, in several regions such as Bengkalis, Riau, the implementation of these services still faces various challenges, ranging from a lack of trained personnel to the absence of integration into the learning process. This study aims to analyze the role of teachers in implementing guidance and counseling at KB Sayang Bunda, focusing on strategies, effectiveness, and challenges in supporting children's holistic development. Using a qualitative approach with a case study design, data were collected through in-depth interviews with five purposively selected teachers and thematically analyzed to gain a comprehensive understanding. The findings show that teachers act as the main facilitators in assisting children to manage emotions, build social interactions, and adapt to the school environment, although obstacles such as dual-role burdens and lack of specialized training remain. This study concludes that improving teacher capacity through training and institutional support is essential to optimize guidance and counseling services in ECE and create a significant impact on early childhood development. It also serves as a practical contribution to strengthening early childhood education policies in local areas.

Downloads

Download data is not yet available.

References

Nasution, F., Ummi, I., & Dkk. (2023). Peranan Guru Bimbingan Konseling Pada Anak Usia Dini. Al Abyadh, 6(1), 32–33.

Syafi'i, I., & Solichah, E. N. (2022). Peran Guru Bimbingan Dan Konseling Dalam Meningkatkan Kemampuan Sosial Emosional Anak Usia Dini. Islamic Edukids: Jurnal Pendidikan Anak Usia Dini, 3(2), 9–15. Https://Doi.Org/10.20414/Iek.V3i2.4675

Fransiska, A., Adpriyadi, E., & Bastiana Putri, E. (2025). Implementasi Bimbingan Konseling Dalam Mengatasi Kecemasan Sosial Pada Anak Prasekolah. Absorbent Mind Journal, 3(1), 288–300.

Creswell, J. W. (2020). Penelitian Kualitatif Dan Desain Penelitian: Memilih Di Antara Lima Pendekatan (Edisi Ke-5). Penerbit Universitas Kristen Satya Wacana.

Atikah, Cucu. "Karakteristik Perkembangan Anak Usia Dini." Khazanah Pendidikan 17.1 (2023): 75-81.

Sitompul, Lidia Kristina. "Implementasi Teknik Bimbingan Konseling Dalam Mengatasi Gangguan Kecemasan Sosial Anak Usia Dini." Jurnal Golden Age 5.2 (2021): 501-512.

Dewi, S. N., & Lubis, S. A. (2024). Peran Guru Bimbingan Konseling Dalam Mengatasi Emosi Negatif Anak Broken Home Dengan Teknik Modelling Dan Konseling Islami. Jurnal Ilmiah Bimbingan Konseling Undiksha, 15(1), 19-27.

Taruna Bilqsthy, D., Rizal, S., & Nafrial, N. (2022). Kerjasama Kepala Sekolah Dan Guru Bimbingan Dan Konseling Dalam Melaksanakan Bimbingan Dan Konseling Di SMP Negeri 5 Rejang Lebong (Doctoral Dissertation, IAIN CURUP).

Fahimah, N. (2024). Peranan Pola Asuh Orang Tua Dalam Membentuk Karakter Anak Usia Dini. Jurnal Tahsinia, 5(6), 890-901.

Safitri, U., & Dhaifi, I. (2020). Peran Guru Bimbingan Dan Konseling Anak Usia Dini Dalam Pengembangan Potensi Anak Inklusi Di TK Nurul Huda Kabupaten Karangasem Bali. Atthufulah: Jurnal Pendidikan Anak Usia Dini, 1(1), 30-37.

Peran Guru Bimbingan Dan Konseling Dalam Meningkatkan Kemampuan Sosial Emosional Anak Usia Dini.

Napitupulu, C. A. (2019). Penerapan Bimbingan Konseling Guru Taman Kanak-Kanak Pada Anak Usia Dini. Jurnal Pendidikan Dan Psikologi Pintar Harati, 15(1), 25-36.