Handling A 3-Year-Old Boy with Aggressive Behavior in Pg Ceria 2 at Santo Yusup 2 School.

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Maranatha Christian University

ABSTRACT

Tugas Akhir ini merupakan hasil dari praktik kegiatan magang yang saya lakukan sebagai asisten guru di PG-TK Santo Yusup 2 dari tanggal 22 Juli sampai dengan 31 Agustus 2015. Pada saat itu saya lebih sering mendampingi kelas PG Ceria 2. Di kelas tersebut saya mengamati terdapat seorang anak laki-laki berumur tiga tahun yang berperilaku agresif terhadap anak yang lain. Sangat sulit bagi saya untuk mengatasi perilaku agresif yang terus-menerus dilakukannya sampai hari terakhir saya magang. Oleh karena itu, saya mengangkat permasalahan dalam menangani anak laki-laki berumur tiga tahun yang berperilaku agresif ini sebagai topik Tugas Akhir saya.

Berdasarkan hasil analisis, penyebab anak tersebut berperilaku agresif adalah karena saya seringkali mengabaikan sikapnya dan membiarkannya melakukan apa yang ia inginkan. Saya pun memiliki perencanaan disiplin kelas yang buruk. Di sisi lain, sifat anak seusianya yang masih egois juga memengaruhinya bersikap demikian. Akibatnya, pandangan saya hanya terpusat padanya, dan beberapa anak pun merasa cemas dan terganggu olehnya. Selain itu, ia pun membuat saya marah, frustasi, pasrah, dan bahkan tidak dapat mengendalikan situasi kelas.

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CHAPTER I

INTRODUCTION

A. Background of the Study

From July 22 until August 31, 2015, I did an internship in PG-TK Santo Yusup 2 as an assistant teacher. My internship was from Monday to Friday; from 6:45 a.m. to 2:00 p.m. My tasks were helping two homeroom teachers in every class, preparing the lessons, making lesson plans, managing the children, and also becoming a substitute teacher if the homeroom teacher was absent. I had to assist the children in all class levels in PG, TK-A, and TK-B. However, most of the time I was appointed to assist the PG class, especially PG Ceria 2, which consisted of 21 children aged 2.5 until 3 years old.

During my internship, I observed that there was a 3-year-old boy who behaved aggressively with others. Salters-Pedneault (2014) explains that “[a]ggression refers to any behavior that is hostile, destructive, and/or violent. Generally, aggressive behavior has the potential to inflict injury or damage to the target

person or object” (para. 1). According to Bee (1981), “[c]hildren also show aggression. They hit each other and their parents, call each other names, snatch

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Maranatha Christian University feelings” (p. 350). Likewise, on the ninth day of my internship the boy grabbed

toys from others very rudely. He also hit and pushed other children (August 3, 2015). Henley (1998) mentions that in the early childhood, at ages two and three, children have strong wills, are self-centered, self-focused, and cannot play

cooperatively with other children (p. 12). In addition, Bee (1981) states that “In a 2- or 3-year-old, a physical attack is the most common form of aggression” (p. 351). Similarly, on the fourteenth day of my internship the boy hit, pushed, and kicked other children during the free-play time (August 10, 2015). On the contrary, on the fifteenth day he yelled at others (August 11, 2015), on the eighteenth day he even spat on classmates (August 14, 2015), and on the twenty-fifth day he pinched his friends (August 26, 2015).

The boy’s behavior did not change until the last day of my internship. It was hard for me to cope with his aggression because he always ignored what the teachers were saying. Although he knew that it was wrong, he still did it

repeatedly. I decide to choose this problem to be my topic, so I could identify the causes, effects, and also discover the solutions for my problem.

B. Identification of the Problem

The problem that I am going to analyze in this term paper is formulated in the following questions:

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C. Objectives and Benefits of the Study

The study is conducted to find out the causes, effects, and solutions of the problem with a 3-year-old boy who behaved aggressively. Thus, the study is beneficial for me because, as the writer of the term paper, I will know how to solve the problem. If I face the same problem in the future, I will be able to handle it. I hope this term paper will give benefit and knowledge for everyone reading this. For PG-TK Santo Yusup 2, the institution where I did my internship, I hope this term paper can provide insight for every teacher who faces challenges in teaching aggressive children.

D. Description of the Institution

Santo Yusup 2 School was established in 1934. At first, Santo Yusup 2 School was a Catholic school for boys, named St. Berchmans. In 1956 the school was managed by Netherland government for Dutch children who were still staying in Bandung. Then, in 1958 the school’s management was given to Yasasan Salib Suci (The Beauty of Everlasting, 85 Tahun Penyelenggara Pendidikan Yayasan

Salib Suci, n.d., p. 28).

Santo Yusup 2 Kindergarten was founded in 1934, but approved officially by the management of Yasasan Salib Suci later in 1968. The school was built from the idea of Mrs. M. Kartadilaga and was supported by Pastor Reichert, OSC and Pastor J. A. van Duynhoven, OSC (The Beauty of Everlasting, 85 Tahun

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Maranatha Christian University PG-TK Santo Yusup 2 has some visions and missions. The visions are, first, creating tough and clever children; and second, making a priority which is based on faith and love. The missions are guiding the children to improve their ability to view, analyze, and to find their talent and interest; building positive behaviors, such as cooperation, tolerance, responsibility, and respect to others; discovering the meaning of discipline and self esteem; and increasing their motivation, initiative, and sensitivity to their surroundings (Triwiguna, 2014).

The visions and missions guide Santo Yusup 2 School to put a great concern on shaping and educating the children’s characteristics since early childhood. Because of the school’s belief that every child is unique, they develop and appreciate all the children’s skills, talents, and creativities (Penyelenggara Pendidikan Yayasan Salib Suci – Bandung, n.d.; The Beauty of Everlasting, 85 Tahun Penyelenggara Pendidikan Yayasan Salib Suci, n.d., p. 29).

Santo Yusup 2 School follows the national curriculum, with an attractive and integrative learning method by using a scientific approach (school’s profile, n.d.). The learning systems they use are classical ‘playing’, grouping, and also outdoor and indoor activities. Every classroom is supported with many kinds of centers. Through these centers, the children will develop social-emotional skills,

independence, religious values, language competence, cognition, creativity, and motor skills (Penyelenggara Pendidikan Yayasan Salib Suci – Bandung, n.d.;

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E. Method of the Study

The sources of this term paper are from the field research I did during my internship as an assistant teacher in PG-TK Santo Yusup 2 from July 22 until August 31, 2015. The data of the field research was collected and written in the internship journal that I made every day when doing the internship. In order to support the analysis of the data, library research was also done by collecting theories from both printed and electronic sources.

F. Limitation of the Study

The subject of the study is myself when having to deal with a 3-year-old boy who behaved aggressively in PG Ceria 2 at Santo Yusup 2 School. The boy is the main subject of my study research. The study is based on my experiences during my internship period from July 22 to August 31, 2015.

G. Organization of the Term Paper

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Maranatha Christian University paper. The third chapter is Potential Solutions, which explains three possible solutions of the problem, with positive and negative effects of each solution. The fourth chapter is the Conclusion. In this chapter, the best solution to solve the problem is stated. The term paper ends with the References, which list the resources of the data that is used in this term paper, and the Appendices, which consist of flowchart, school’s brochure, reference book, profile, and visions and missions, along with some entries of my internship journal, examples of

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CHAPTER IV

CONCLUSION

During my internship as an assistant teacher in PG-TK Santo Yusup 2, I

struggled with a problem in handling a 3-year-old boy in PG Ceria 2 who behaved aggressively. It happened when I was assisting the class. I often ignored the boy’s behavior and let him get what he wanted. I also had a poor classroom discipline plan. Besides, the characteristic of the boy was still self-centered. Those are the reasons why the boy behaved aggressively to others. His behavior affected me and other children in the class. First, I only focused on him and paid less attention to others. Second, some of the children felt anxious and distracted by him. Third, he made me experience anger, frustration, and helplessness; sometimes I could not even control the situation of the class because of this.

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Maranatha Christian University After analyzing the three potential solutions, I have decided to apply all of my potential solutions as the best solution for my problem. The combination of the three potential solutions is the most effective way to deal with my problem. In order to handle the boy properly, the first thing I should do is disciplining him consistently. A consistent discipline is important to teach him to understand that his behavior is unacceptable. I should tell him about rules, and explain to him that everything he is doing, either good or bad, has a consequence. Accordingly, the application of reward charts and time-out technique as positive and negative consequences is also very important to change his behavior. By applying these three solutions, the boy will stop behaving aggressively to others.

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REFERENCES

Bailey, R. H. (1977). Violence and aggression. Alexandria, Virginia: Time-Life Books Inc.

Bee, H. (1981). The developing child, third edition. New York, NY: Harper International Edition.

Capehart, J., West, G., & West, B. (1997). The discipline guide for children’s ministry. Makati City, Philippines: Church Strengthening Ministry of

Foreign Mission Board, SBC, Inc.

Cox, K. (2016). Pre-K classroom rules. Retrieved from

http://www.prekinders.com/classroom-rules/ [Appendix G]

Gibbs, O. E. & Kennedy, V. R. (1993). Preschool and kindergarten teaching effective strategies for Christian school teachers. Whittier, CA: The

Association of Christian Schools International.

Henley, K. (1998). Families learning together, book 1: Jesus’ early life. Nashville, TN: Child Sensitive Communication, LLC.

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Maranatha Christian University Kelly, M. (2014, December 10). Top 10 tips for classroom discipline and

management. Retrieved from

http://712educators.about.com/od/discipline/tp/disciplinetips.htm Kutner, L. (2013). Aggressive children. Retrieved from

http://psychcentral.com/lib/aggressive-children/?all=1

Miller, S. A., Church, E. B., & Poole, C. (2016). Ages & stages: Helping children adjust to rules & routines. Retrieved from

http://www.scholastic.com/teachers/article/ages-stages-helping-children-adjust-rules-routines

Morin, A. (2016a). 5 most common preschool behavior problems and their solutions. Retrieved from

http://discipline.about.com/od/disciplinebyage/a/5-Most-Common-Preschool-Behavior-Problems-And-Their-Solutions.htm

Morin, A. (2016b). Discipline strategies to manage aggression in children. Retrieve from

http://discipline.about.com/od/specificbehaviorproblems/a/Discipline-Strategies-To-Manage-Aggression-In-Children.htm

Morin, A. (2016c). How to create a reward system for kids that works. Retrieved from http://discipline.about.com/od/decreasenegativebehaviors/a/How-To-Create-A-Reward-System-For-Children.htm

North Carolina State University. (n.d.). Childhood aggression: Where does it come from? how can it be managed? Retrieved from

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Maranatha Christian University Penyelenggara Pendidikan Yayasan Salib Suci – Bandung. (n.d.). Santo Yusup

[Brochure]. Bandung: Author.

Raising Children Network. (2011, June 28). Using reward charts successfully. Retrieved from

http://raisingchildren.net.au/articles/using_time-out_to_guide_your_childs_behaviour.html

Raising Children Network. (2015a). Discipline strategies for children. Retrieved from http://raisingchildren.net.au/articles/discipline_strategies.html

Raising Children Network. (2015b). Using time-out to guide your child’s behavior. Retrieved from

http://raisingchildren.net.au/articles/using_time-out_to_guide_your_childs_behaviour.html

Reward Charts 4 Kids. (2016). Reward bracelets. Retrieved from

http://www.rewardcharts4kids.com/behavior-bracelets/[Appendix I] Ricochet Limited. (2015). 3 to 5 year olds. Retrieved from

http://www.supernanny.co.uk/Reward-Charts/-/3-to-5-year-olds.aspx [Appendix H]

Salters-Pedneault, K. (2014, November 24). What is aggression? Retrieved from http://bpd.about.com/od/glossary/g/aggression.htm

Schaefer, C. E. & Millman, H. L. (1981). How to help children with common problems. New York, NY: Van Nostrand Reinhold Company Inc.

Schmitt, B. D. (2014). Time-out technique for discipline. Retrieved from http://www.summitmedicalgroup.com/library/pediatric_health/pa_time-out_technique/

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Maranatha Christian University Solter, A. (2015, March 11). The disadvantages of time-out. Retrieved from

http://www.awareparenting.com/timeout.htm

The beauty of everlasting, 85 tahun penyelenggara pendidikan Yayasan Salib

Suci. (n.d.) [Reference Book]

Handling A 3-Year-Old Boy with Aggressive Behavior in Pg Ceria 2 at Santo Yusup 2 School.

ABSTRACT

TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

A.

Background of the Study

B.

Identification of the Problem

C.

Objectives and Benefits of the Study

D.

Description of the Institution

E.

Method of the Study

F.

Limitation of the Study

G.

Organization of the Term Paper

CHAPTER IV

CONCLUSION

REFERENCES