Models of Portfolio-Based Teaching as a Early Childhood Social Emotional Skills Development Strategy

This study aims to develop a portfolio-based teaching model as an early childhood social emotional development strategy. The specific objectives of the study are (1) to identify the achievement of social emotional development of children, (2) to design learning with portfolio-based teaching as a strategy to develop social emotional skills in early childhood education; and (3) to analyze effectiveness and the feasibility of a portfolio-based teaching model as an early childhood social emotional development strategy. Research development begins with needs analysis, formulation of model design, revisions based on advice and expert and teacher considerations. 89 samples of children and 12 kindergarten teachers were used in this study. Data were collected using observation method with checklist instrument, document analysis and continued focus group discussion. Data were analyzed using descriptive analysis. Descriptive analysis results show that (1) it is known that the achievement of social emotional skills of childhood that tend to 'start developing' to 'grow as expected'; (2) portfolio-based teaching design with focus on components of child document preparation and assessment criteria; 3) the feasibility and effectiveness of the portfolio-based teaching model to enhance early childhood social emotional skills.