Overcaming Children’s Temper Tantrums Through Emotional Literacy Strategies

Abstract

Purpose: The primary objective of this study was to assess the effectiveness of emotional literacy strategies, implemented through group guidance, in enhancing skills related to managing temper tantrums among preschool students. Employing a quasi-experimental design with pretest-posttest control group design, the research aimed to determine the efficacy of the intervention in improving emotional regulation skills among participants.
 
 Methods: The study utilized a quasi-experimental design with pretest-posttest control group design. Purposive sampling was employed for sample selection. Data analysis involved the use of the Wilcoxon test to assess improvements in temper tantrum management skills before and after the intervention. Additionally, the Mann Whitney U Test was conducted to ascertain whether differences existed between the two intervention groups.
 
 Results and Discussion: The analysis revealed that the emotional literacy strategy implemented through group guidance was effective in enhancing skills related to managing temper tantrums among preschool students at TK Mutiara Sidoarjo. The findings suggest that the intervention contributed to significant improvements in participants' ability to regulate and manage their angry emotions. Furthermore, the results indicated that the emotional literacy intervention yielded positive outcomes across the intervention groups, highlighting its efficacy in addressing temper tantrum behaviors among preschoolers.
 
 Implications of the Research: The research outcomes hold significant implications for educators, counselors, and professionals working with preschool-aged children. By demonstrating the effectiveness of emotional literacy strategies in managing temper tantrums, the study provides valuable insights into the importance of promoting emotional regulation skills early in childhood development. The findings underscore the potential of group guidance interventions to foster emotional competence and enhance social-emotional well-being among young children.
 Originality/Value: This study contributes to the existing literature by providing empirical evidence of the effectiveness of emotional literacy strategies in managing temper tantrums among preschool students. By employing a quasi-experimental design and utilizing specific assessment tools, the research offers valuable insights into the impact of targeted interventions on emotional regulation skills in early childhood. The findings highlight the importance of incorporating emotional literacy programs into early childhood education curricula and underscore the value of proactive interventions in promoting healthy socio-emotional development among young children.