PENGARUH FAKTOR BUDAYA DAN SOSIOEKONOMI TERHADAP PERKEMBANGAN SOSIOEMOSI KANAK-KANAK PRASEKOLAH ENAM TAHUN

THE INFLUENCE OF CULTURAL AND SOCIOECONOMIC FACTORS ON THE SOCIOEMOTIONAL DEVELOPMENT OF SIX-YEAR-OLD PRESCHOOL CHILDREN

Abstract

Perkembangan sosioemosi merupakan komponen penting dalam pembentukan identiti, kesejahteraan, dan pencapaian akademik kanak-kanak pada peringkat awal. Kajian ini dijalankan bagi mengenal pasti pengaruh faktor budaya dan latar belakang sosioekonomi terhadap perkembangan sosioemosi kanak-kanak prasekolah berusia enam tahun. Reka bentuk kajian berbentuk kuantitatif menggunakan tinjauan deskriptif melibatkan 379 orang guru prasekolah di bawah seliaan Kementerian Pendidikan Malaysia (KPM). Instrumen soal selidik berstruktur telah dibangunkan berdasarkan literatur terdahulu dan menunjukkan kebolehpercayaan yang tinggi (α budaya = 0.93; α sosioekonomi = 0.97). Data dianalisis menggunakan perisian SPSS versi 28 melalui analisis deskriptif dan inferensi. Dapatan kajian menunjukkan bahawa faktor sosioekonomi dan budaya keluarga merupakan penentu utama yang mempengaruhi perkembangan sosioemosi kanak-kanak, khususnya dalam aspek tingkah laku, emosi, dan hubungan sosial. Walau bagaimanapun, aspek dalaman seperti keyakinan diri, kawalan emosi, dan kemahiran penyelesaian masalah sosial masih berada pada tahap rendah. Perbincangan menekankan keperluan intervensi berfokus, penglibatan ibu bapa, serta kerjasama strategik antara guru dan komuniti untuk menyokong perkembangan sosioemosi kanak-kanak secara menyeluruh. Kajian ini memberi implikasi penting kepada pendidik, ibu bapa, dan penggubal dasar dalam merancang sokongan yang lebih bersasar berdasarkan kepelbagaian budaya dan latar belakang sosioekonomi.

Socioemotional development is a vital component in shaping children’s identity, wellbeing, and academic achievement during early childhood. This study was conducted to identify the influence of cultural and socioeconomic factors on the socioemotional development of six-year-old preschool children. A quantitative research design employing a descriptive survey method was used, involving 379 preschool teachers under the supervision of the Malaysian Ministry of Education (MOE). A structured questionnaire instrument was developed based on previous literature and demonstrated high reliability (α culture = 0.93; α socioeconomic = 0.97). Data were analyzed using SPSS version 28 through descriptive and inferential analyses. The findings revealed that socioeconomic and family cultural factors are key determinants influencing children’s socioemotional development, particularly in the domains of behavior, emotion, and social relationships. However, internal aspects such as self-confidence, emotional regulation, and social problem-solving skills were found to be at a lower level. The discussion highlights the need for targeted interventions, parental involvement, and strategic collaboration between teachers and the community to holistically support children’s socioemotional growth. This study provides significant implications for educators, parents, and policymakers in designing more focused support systems that account for cultural diversity and socioeconomic backgrounds.