Playing Blocks Against Early Childhood Social-Emotional Development

Paramidhita Buana Cinna; Wahira Wahira; Andi Asrifan; Herlina Herlina

doi:10.59653/jemls.v4i01.2174

Authors

Paramidhita Buana Cinna Universitas Negeri Makassar, Indonesia
Wahira Universitas Negeri Makassar, Indonesia
Andi Asrifan Universitas Negeri Makassar, Indonesia
Herlina Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.59653/jemls.v4i01.2174

Keywords:

Playing Blocks, Development, Social, Emotional, Early Childhood

Abstract

Play has many roles in a child's development. It's the same with playing blocks. Blocks are toys that we often see in school, blocks are educational games that are made of wood or foam and are played by shaping the desired building. This study aims to determine the influence of block games on children's social-emotional development and to determine the level of early childhood social-emotional development before and after being given block play activities. The research method used the One Group Pretest–Posttest design. In this design, there is only one group of subjects who are given treatment in the form of block play. through pretest and posttest which is carried out using direct observation of the research sample. The data analysis used was descriptive analysis and inferential analysis. The results of the study show that block play activities have a significant and positive influence on improving the social-emotional development of children aged 5-6 years. Descriptively, there was a substantial increase in social-emotional development scores. This is shown by a significant increase in the average score, from 75.38 in the pretest stage to 92.92 in the posttest stage. The results of hypothesis testing using the Wilcoxon Signed Rank Test confirmed the existence of a significant influence. A p-value of 0.001498 was obtained, which is far below the significance level. These findings support the rejection of the Null Hypothesis (), which means that there is a significant difference between pretest and posttest scores.

Downloads

Download data is not yet available.

References

Anggraini, N., & Suryani, L. (2022). Parental involvement in early childhood education and its impact on social-emotional development. Kumarottama: Journal of Early Childhood Education, 3(2), 45-56.

Amalia, N., & Saputra, D. (2025). The role of parental communication in building children's character in the family environment. Triwikrama: Journal of Educational Sciences, 6(1), 57-64.

Arikunto, S. (2010). Research Procedure: A Practical Approach. Rineka Cipta.

Arliana, B., Putri, R. D., & Sari, S. P. (2022). Increasing Self-disclosure through Group Guidance for Class X Students at SMA Negeri 1 Rambang Niru. Journal of Education and Counseling, 4(4), 1120-1123.

Arisandi, D., Solikah, S., & Sari, F. M. (2023). Improving Social Development Through Playing Blocks in Children Aged 5-6 Years at Kemala Bhayangkari Kindergarten 14 Mandailing Natal. Journal of Comprehensive Education, 1(4), 461-467.

Basri, M. (2023). Block Games to Improve the Cooperative Skills of Children Aged 4-5 Years. Aulad: Journal of Early Childhood, 6(1), 68-78.

Creswell, W.J. (2010). Research Design. Yogyakarta: Student Library.

Directorate of Early Childhood Education, Ministry of Education and Culture. (2022). Early childhood block play activities. Ministry of Education, Culture, Research, and Technology.

Drupadi, R., & Syafrudin, U. (2019). The relationship between emotion regulation and early childhood prosocial behavior. Aulad: Journal of Early Childhood, 2(3), 91-97.

Elan, E., Mulyana, E. H., & Ariana, A. P. (2023). Overcome social interaction delays through block play. Cheerful: Journal of Early Childhood Education Study Program, 12(1), 97-115.

Ghozali, I. (2009). Application of multivariate analysis with the SPSS program. Publishing Agency of Diponegoro University.

Harianja, A. L., Siregar, R., & Lubis, J. N. (2023). Efforts to improve early childhood social-emotional development through role-playing. Journal of Obsession: Journal of Early Childhood Education, 7(4), 4871-4880

Hidayat, R., & Rahma, S. (2023). Peer interaction in developing early childhood social behavior. Murhum: Journal of Early Childhood Education, 4(2), 416–429.

Ibnu, S., Mukhadis, A., & Dasna, I. W. (2003). Basics of Research Methodology. Malang: State University of Malang.

Jannah, S. R., & Sugiarto, S. (2022). The Influence of Social-Emotional Development on Early Childhood Learning Outcomes During the Covid-19. Pandemic. Bulletin of Early Childhood, 1(2), 110-118.

Khaatijah, Y., Tinus, A., & Wurianto, A. B. (2025). Parenting roles and peer interactions support children's social development at TK ABA 02 Bumiaji. Indonesian Journal of Educational Development (IJED), 6(2), 632 644.

Kurniati, E. (2024). The Role of Parents in Managing Early Childhood Emotions through Play. CERIA (Intelligent Energetic Responsive Innovative Adaptive), 7(4), 369-377.

Kusumastuti, Adhi., et al. Quantitative Research Methods. Yogyakarta: Deepublish.2020.

Mardhiah, A., Winarty, A., Hamama, S. F., & Cibro, S. (2024). Education on stacking block games to develop social interaction skills in children. Beujroh: Journal of Empowerment and Community Service, 2(2), 334-341.

Melinda, A. E., & Izzati, I. (2021). Early childhood social development through peers. Journal of Early Childhood Education Undiksha, 9(1), 127-131.

Mukhadis, Ibnu and Dasna. (2003). Fundamentals of Research Methodology. Malang: Lemlit UM.

Nurhayati, M., & Anita. (2023). Early Childhood Social-Emotional Development. Bandung: Widina Bhakti Persada.

Nurmalitasari, F. (2015). Social Emotional Development in Preschool-Age Children. Journal of Psychology Bulletin of Gadjah Mada University, Vol 23, No 2. PPG FTK UIN Alauddin. Early Childhood Learning and Play: Learning Activities 1 Essence and Theory of Play.

Purwani, R. D., Kusuma, W. S., & Koesmadi, D. P. (2023). The Effect of Playing Role Playing in Block Houses on Interpersonal Intelligence in Children. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 7(1), 100-112.

Puspitasari, R. N., & Rahma, A. F. (2023). Early Childhood Social-Emotional Skills through Role Playing Methods. BUHUTS AL ATHFAL: Journal of Education and Early Childhood, 3(2), 201-216.

Putra, I. G. N., & Sari, N. K. (2023). Early childhood self-confidence, social and emotional skills: A correlational study. Journal of Early Childhood Education Undiksha, 11(1), 17.

Ramadani, U., & Hikmah, N. (2024). The Influence of Play Methods on Early Childhood Social Development. JUPENJI: Indonesian Journal of Jompa Education, 3(4), 36-45.

RICH, M. G. (2025). Improving the Social Behavior Ability of Group B Children Through Block Play Activities at PAUD Bintang Alas for the 2024/2025 Academic Year (Doctoral dissertation, Ivet University).

Risman, R. W. K., & Zulkifli, Z. (2019). The Effect of the Application of the Block Play Method on Children's Cognitive Intelligence. KINDERGARTEN: Journal of Islamic Early Childhood Education, 1(2), 102-111.

Saptandari, E. W., Febriani, A., & Kisriyani, A. (2022). School-Ready from Home: Stimulation of Social-Emotional Aspects in Early Childhood. Journal of Obsession: Journal of Early Childhood Education, 6(5), 4417-4430.

Septiadi, W., & Kartini, K. (2024). The Effect of Joint Play Services on Children's Social-Emotional Development at Aisyiyah Bustanul Athfal (Aba) Nanga Pinoh Kindergarten. Golden Age: Journal of Early Childhood Education, 4(2), 16-22.

Silfiya, S., & Wulan, D. S. A. (2024). Analysis of Social Development of Children Aged 5-6 Years in Block Games at Ulul Ilmi 2 Kindergarten Medan Marelan. Harmony of Education: Journal of Educational Sciences, 1(4), 187-203.

Sugiyono. Quantitative, Qualitative, and R&D Research Methods. Bandung: Alfabeta, 2013. ISBN 978-8433-64-0.

Sugiyono. 2022. Quantitative, qualitative, and R&D research methods. Bandung: CV Alfabeta.

Suhendar, A., Dian, D., Agus, A., & Ervin, E. (2025). Measuring Early Childhood Readiness to Enter Primary School: A Qualitative Approach. Journal of Obsession: Journal of Early Childhood Education, 9(5), 1315-1323.

Tatminingsih, S. (2019). Early childhood social-emotional skills in West Nusa Tenggara. Journal of Obsession: Journal of Early Childhood Education, 3(2), 484.

Tirtayani, Beautiful Woman. (2014). Social-Emotional Development in Early Childhood. Graha Ilmu Publisher. University of Psychology. 2020, Nov 23. Theory of social-emotional development according to experts.

Yuliani, V., & Suningsih, T. (2025). The Effect of Block Games on the Social-Emotional Abilities of Children Aged 5-6 Years. Indonesian Journal of Education and Learning (JPPI), 5(1), 467-475.

Yuningsih, N., Daulay, M. I., & Nurmalina, N. (2023). Improving Social-Emotional Development Through Playing Blocks in Children Aged 5-6 Years. Reflections: Journal of Action Research, 1(2), 69-73.