Parenting Style and Emotional Resilience: The Role of Democratic Parenting in Single-Parent Families

Fri, 29 Aug 2025 00:00:00 +0700

Parental style shapes a child’s character and emotional resilience, particularly within single-parent families. This study explores how single parents implement democratic parenting and how it influences the emotional resilience of children aged 7 and 8. Employing a descriptive qualitative method, data were collected through in-depth interviews, observation, and documentation involving three single parents and two teachers at SD Muhammadiyah Tonggalan. Thematic analysis revealed that democratic parenting—characterized by open communication, rule negotiation, and consistent emotional support—could still be applied effectively by single parents despite their dual-role burdens. Children raised under this approach exhibited high levels of emotional resilience, including emotional regulation, conflict resolution, frustration tolerance, and confidence in social interaction. External factors such as teacher and peer support also significantly enhanced emotional resilience. These findings highlight the strategic role of schools and community programs in supporting single parents in adopting effective parenting strategies for optimal child development.

Navigating Cultural Diversity in Early Childhood Classrooms: The Role of Habitus in Teacher-Child Interactions

Sriyati Dwi Astuti, Zulkipli Lessy, Sibawaihi Sibawaihi — Fri, 29 Aug 2025 00:00:00 +0700

Early Childhood Education (ECE) plays a crucial role in introducing children to the values of cultural diversity through educator-child interactions, particularly within Indonesia’s multiethnic context, where risks of intercultural conflict persist. This study explores how harmonious interactions between educators and children are maintained in culturally diverse settings. Using a qualitative approach grounded in Pierre Bourdieu’s theory of habitus, the research involved 10 educators and 30 children at Fastrack Funschool Yogyakarta. Data were collected through interviews and classroom observations, using the Classroom Assessment Scoring System (CLASS) to evaluate the quality of interactions across three domains: Emotional Support, Classroom Organization, and Instructional Support. Scores ranged from 1 (low) to 7 (high), indicating the extent and quality of positive interaction indicators. The results show that educators at Fastrack Funschool embody culturally aware teaching practices that promote mutual respect and tolerance. These practices are reflected in warm emotional climates, effective classroom management, and supportive instructional strategies. Interactions are characterized by sensitivity to cultural differences, flexibility in accommodating children’s perspectives, and responsiveness to individual needs. Through consistent social practices, children internalize inclusive values, which contribute to forming a culturally sensitive habitus. The study concludes that high-quality educator-child interactions serve as a key mechanism for fostering cultural harmony, building a learning environment that is both inclusive and adaptive to Indonesia’s cultural plurality. These findings emphasize the transformative potential of ECE settings in promoting intercultural understanding and shaping children’s social dispositions for living in a diverse society.

COUNS-EDU: The International Journal of Counseling and Education

Parenting Style and Emotional Resilience: The Role of Democratic Parenting in Single-Parent Families

Navigating Cultural Diversity in Early Childhood Classrooms: The Role of Habitus in Teacher-Child Interactions