Penguatan Kedekatan Guru dan Anak melalui Komunikasi Personal di TK Plus Wahidiyah Desa Jenangan, Kecamatan Sampung, Ponorogo

Abstract

Early childhood is a crucial phase for social and emotional development, making communication between children and adults in educational settings important. This study aims to describe the forms of personal communication used by a researcher in strengthening closeness with children and identify changes in children's responses during mentoring at TK Plus Wahidiyah, Jenangan Village. A descriptive qualitative approach involved eight children from one class. Data were collected through observations over 12 meetings, three times per week, and supported by an interview with the classroom teacher. Personal communication was implemented through addressing children by name, providing individual assistance, responding to their needs, initiating personal conversations, and positively responding to children's stories and activities. The findings indicate changes in children's responses, from initial awkwardness and brief responses to greater openness, interactional initiative, requests for help, invitations to play, and willingness to share personal experiences. These findings suggest that personal, responsive, and consistent communication can support more comfortable and closer interactions between companions and children. Further research should involve larger and more diverse samples, different educational settings, and structured measures of social-emotional development and teacher-child relationships.