Handling A 3-Year-Old Boy with Aggressive Behavior in Pg Ceria 2 at Santo Yusup 2 School.
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.
Untuk mengatasi permasalahan ini terdapat tiga kemungkinan solusi. Pertama,
mendisiplinkan sang anak secara konsisten dengan mengajarkan peraturan dan
konsekuensi. Kedua, membuat bagan penghargaan (reward charts) untuk
memotivasinya berbuat hal positif. Ketiga, penerapan teknik time-out untuk
mengendalikan perilakunya. Setelah melakukan analisis, saya menyimpulkan
bahwa solusi terbaik adalah dengan menggabungkan ketiga solusi tersebut.
Diharapkan dengan melakukan ketiga solusi tersebut, masalah yang saya hadapi
dapat teratasi.
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TABLE OF CONTENTS
ABSTRACT .......................................................................................................... i
DECLARATION OF ORIGINALITY ................................................................. ii
ACKNOWLEDGEMENTS .................................................................................. iii
TABLE OF CONTENTS ...................................................................................... iv
CHAPTER I. INTRODUCTION .......................................................................... 1
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 II. PROBLEM ANALYSIS ............................................................... 7
CHAPTER III. POTENTIAL SOLUTIONS ........................................................ 11
CHAPTER IV. CONCLUSION............................................................................ 17
REFERENCES
APPENDICES:
A.
B.
C.
D.
E.
F.
G.
H.
I.
FLOWCHART
BROCHURE OF THE SCHOOL
REFERENCE BOOK ABOUT THE SCHOOL
PROFILE OF THE SCHOOL
VISIONS AND MISSIONS OF THE SCHOOL
SOME ENTRIES OF INTERNSHIP JOURNALS
SAMPLE OF CLASSROOM RULES
SAMPLE OF REWARD CHARTS
SAMPLE OF REWARD BRACELETS
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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
toys from each other, and generally try to do damage to each other’s bodies and
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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 twentyfifth 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:
1. Why did the 3-year-old boy behave aggressively to others?
2. How did the problem affect me and other children in the class?
3. How should the problem be solved?
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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
Penyelenggara Pendidikan Yayasan Salib Suci, n.d., pp. 28-29).
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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.;
school’s profile, 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
This term paper starts with the Abstract, Declaration of Originality,
Acknowledgements, and Table of Contents. The term paper consists of four
chapters. The first chapter is Introduction. Chapter I discusses Background of the
Study, Identification of the Problem, Objectives and Benefits of the Study,
Description of the Institution, Method of the Study, Limitation of the Study, and
Organization of the Term Paper. The second chapter is Problem Analysis. This
chapter analyzes the causes and effects of the problem as a topic in this term
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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
classroom rules, reward charts, and reward bracelets.
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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.
I propose three potential solutions that might solve my problem. The first is
consistent discipline. By teaching the boy rules and consequences as a form of
discipline, he will learn how to behave appropriately and know what to expect.
The second is the application of reward charts, which can encourage him to
behave positively. It will motivate the boy to follow rules, and I can focus on his
positive behavior. The third is using time-out technique. During a time-out, the
boy will calm down, then think about what he has done and change his behavior.
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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.
I hope this term paper can provide insights for preschool teachers who have the
same problem as I had in my internship. Above all, this paper may become a
reference for every reader to know the causes, effects, and how to handle 3-yearold aggressive children.
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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.
Hincks-Dellcrest. (2014). The angry and aggressive child - anger and aggression.
Retrieved from http://www.hincksdellcrest.org/ABC/Parent-Resource/TheAngry-and-Aggressive-Child/Anger-and-Aggression.aspx
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-childrenadjust-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-CommonPreschool-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/DisciplineStrategies-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-ToCreate-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
https://www.ces.ncsu.edu/depts/fcs/pdfs/fcs_504.pdf
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_timeout_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_timeout_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_timeout_technique/
Shore, K. (2016). Preventing student aggression. Retrieved from
http://www.educationworld.com/a_curr/shore/shore039.shtml
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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]
Triwiguna, A. (2014). Visi dan misi PG-TK Santo Yusup. Retrieved from
http://pgtksantoyusup.blogspot.co.id/2014/10/visi-dan-misi-pg-tk-santoyusup.html
Maranatha Christian University
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.
Untuk mengatasi permasalahan ini terdapat tiga kemungkinan solusi. Pertama,
mendisiplinkan sang anak secara konsisten dengan mengajarkan peraturan dan
konsekuensi. Kedua, membuat bagan penghargaan (reward charts) untuk
memotivasinya berbuat hal positif. Ketiga, penerapan teknik time-out untuk
mengendalikan perilakunya. Setelah melakukan analisis, saya menyimpulkan
bahwa solusi terbaik adalah dengan menggabungkan ketiga solusi tersebut.
Diharapkan dengan melakukan ketiga solusi tersebut, masalah yang saya hadapi
dapat teratasi.
i
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TABLE OF CONTENTS
ABSTRACT .......................................................................................................... i
DECLARATION OF ORIGINALITY ................................................................. ii
ACKNOWLEDGEMENTS .................................................................................. iii
TABLE OF CONTENTS ...................................................................................... iv
CHAPTER I. INTRODUCTION .......................................................................... 1
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 II. PROBLEM ANALYSIS ............................................................... 7
CHAPTER III. POTENTIAL SOLUTIONS ........................................................ 11
CHAPTER IV. CONCLUSION............................................................................ 17
REFERENCES
APPENDICES:
A.
B.
C.
D.
E.
F.
G.
H.
I.
FLOWCHART
BROCHURE OF THE SCHOOL
REFERENCE BOOK ABOUT THE SCHOOL
PROFILE OF THE SCHOOL
VISIONS AND MISSIONS OF THE SCHOOL
SOME ENTRIES OF INTERNSHIP JOURNALS
SAMPLE OF CLASSROOM RULES
SAMPLE OF REWARD CHARTS
SAMPLE OF REWARD BRACELETS
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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
toys from each other, and generally try to do damage to each other’s bodies and
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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 twentyfifth 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:
1. Why did the 3-year-old boy behave aggressively to others?
2. How did the problem affect me and other children in the class?
3. How should the problem be solved?
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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
Penyelenggara Pendidikan Yayasan Salib Suci, n.d., pp. 28-29).
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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.;
school’s profile, 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
This term paper starts with the Abstract, Declaration of Originality,
Acknowledgements, and Table of Contents. The term paper consists of four
chapters. The first chapter is Introduction. Chapter I discusses Background of the
Study, Identification of the Problem, Objectives and Benefits of the Study,
Description of the Institution, Method of the Study, Limitation of the Study, and
Organization of the Term Paper. The second chapter is Problem Analysis. This
chapter analyzes the causes and effects of the problem as a topic in this term
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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
classroom rules, reward charts, and reward bracelets.
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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.
I propose three potential solutions that might solve my problem. The first is
consistent discipline. By teaching the boy rules and consequences as a form of
discipline, he will learn how to behave appropriately and know what to expect.
The second is the application of reward charts, which can encourage him to
behave positively. It will motivate the boy to follow rules, and I can focus on his
positive behavior. The third is using time-out technique. During a time-out, the
boy will calm down, then think about what he has done and change his behavior.
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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.
I hope this term paper can provide insights for preschool teachers who have the
same problem as I had in my internship. Above all, this paper may become a
reference for every reader to know the causes, effects, and how to handle 3-yearold aggressive children.
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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.
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Hincks-Dellcrest. (2014). The angry and aggressive child - anger and aggression.
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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
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come from? how can it be managed? Retrieved from
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Penyelenggara Pendidikan Yayasan Salib Suci – Bandung. (n.d.). Santo Yusup
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Raising Children Network. (2011, June 28). Using reward charts successfully.
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behavior. Retrieved from http://raisingchildren.net.au/articles/using_timeout_to_guide_your_childs_behaviour.html
Reward Charts 4 Kids. (2016). Reward bracelets. Retrieved from
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Ricochet Limited. (2015). 3 to 5 year olds. Retrieved from
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[Appendix H]
Salters-Pedneault, K. (2014, November 24). What is aggression? Retrieved from
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Shore, K. (2016). Preventing student aggression. Retrieved from
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Solter, A. (2015, March 11). The disadvantages of time-out. Retrieved from
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The beauty of everlasting, 85 tahun penyelenggara pendidikan Yayasan Salib
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