A Teacher-Parent Collaboration Strategy Using Movement and Songs to Regulate the Emotions of Children Aged 2–3 Years
DOI:
https://doi.org/10.26877/paudia.v15i2.3257Keywords:
Children Aged 2-3 Years, Emotional Regulation, Movement and Song, Parent Collaboration, Teacher StrategiesAbstract
This study aims to analyze teachers’ strategies in fostering collaboration with parents through movement and song activities to support the development of emotional regulation in children aged 2-3 years in a toddler Sunday School class. This study employed a descriptive qualitative approach involving three teachers and fifteen parents, with data collected through participant observation, in-depth interviews, and documentation. The findings indicate that teachers systematically designed movement and song activities through the selection of simple and repetitive songs, adjustment of tempo and dynamics, modeling of movements, and providing opportunities for children to perform. Collaboration between teachers and parents was established through regular communication and direct parental involvement in the activities. These practices contributed to the development of children’s emotional regulation, as reflected in their improved ability to self-soothe, follow simple instructions, wait for their turn, and demonstrate confidence in group activities. This study suggests that movement and song activities, when integrated with teacher-parent collaboration, hold potential as a contextually relevant pedagogical strategy for supporting social-emotional learning in early childhood within community-based nonformal educational settings.
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