Khoniatus Syarofah. The Model of Social Interaction Dynamics and Emotional Regulation in Collaborative Puzzle Play among Young Children. Article. Early Childhood Education Study Program, Universitas Muhammadiyah Ponorogo. Supervisor I: Eky Okviana Armyati, S.Psi., M.Psi., Psychologist. Supervisor II: Muhammad 'Azam Muttaqin, M.Pd.
Early childhood social-emotional development needs to be stimulated through play activities that involve interaction and collaboration. Based on preliminary observations at TK Dharma Wanita Sedarat, some children still experienced difficulties in cooperating, sharing, taking turns, and managing their emotions when facing challenges. This study aimed to describe the implementation of collaborative puzzle games, the dynamics of children's social interactions, emotional regulation, and the relationship model between these two aspects. The study employed a descriptive qualitative approach. The research participants consisted of 19 children from Group A and one classroom teacher. Data were collected through observations, interviews, and documentation, and were analysed using the Miles, Huberman, and Saldaña interactive analysis model. The analysis was conducted continuously through four stages: data collection, data condensation, data display, and conclusion drawing/verification. Through these stages, data obtained from observations, interviews, and documentation were systematically analysed to generate valid findings consistent with the research focus. The findings revealed that collaborative puzzle games promoted children's communication, cooperation, sharing, empathy, and responsibility. In addition, the children demonstrated the ability to regulate frustration, wait for their turn, persist after failure, and accept assistance from peers. This study produced a model of social-emotional dynamics consisting of the stages of communication, cooperation, conflict and frustration, emotional regulation, empathy, and effective collaboration.
Keyword: collaborative puzzle; social interaction; emotional regulation; early childhood; social-emotional development