Project Based Self-Regulated Learning as a Parenting Model to Increase the Attitude of Responsibility of Children Age 5-6 Years

Kamtini Kamtini, Damaiwaty Ray, Dorlince Simatupang, Salsabila Hasiana Tanjung, Husni Wardi Tanjung


Stimulating the attitude of responsibility to the child, should the child be given tasks that the child should accomplish. The Treatment that can be given to children is by using the concept of learning model project based learning. In addition, the child is also able to regulate or control himself. So the children know and work on their duties. This is called self-regulated learning, the child is able to choose decisions and self-control, self-initiated initiatives that include goal setting and setting efforts to achieve objectives, management of time, and set Physical and social environments. This research was done to find how the project based learning role when associated with self-regulated learning in the attitude of responsibilities of children age 5-6 years. This research method uses experimental research by testing the use of project-based self-regulated learning models on the child's responsibility. Based on the test results done then it is derived that the model of project based self-regulated learning can significantly improve the attitude of children’ responsibility. The attitude of responsibility will change significantly when the treatment is repeatedly done to children.


project based self-regulated learning; parenting model; increase attitude

Full Text:



Alexander, T. (2017). Children and adolescents: A biocultural approach to psychological development. Routledge.

Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ...&

Devercelli, A. E. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.

Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... &

MacMillan, H. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.

Brown, E. C., & Gibbons, M. M. (2018). Addressing needs of children of incarcerated parents with child-centered play therapy. Journal of Child and Adolescent Counseling, 4(2), 134-145.

Chen, F. (2015). Parents' perezhivanie supports children's development of emotion regulation: a holistic view. Early child development and care, 185(6), 851-867.

Chen, J. J., Li, H., & Wang, J. Y. (2017). Implementing the project approach: A case study of hybrid pedagogy in a Hong Kong kindergarten. Journal of Research in Childhood Education, 31(3), 324-341.

Duncan, R. J., Schmitt, S. A., Burke, M., & McClelland, M. M. (2018). Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness. Early Childhood Research Quarterly, 42, 291-300.

Johnson, L., McHugh, S., Eagle, J. L., & Spires, H. A. (2019). Project-Based Inquiry (PBI)

Global in Kindergarten Classroom: Inquiring About the World. Early Childhood Education Journal, 1-7.

Nurmalitasari, F. (2015). Perkembangan social emosi pada anak usia prasekolah. Buletin Psikologi, 23(2), 103-111.

Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., & Fisher, P. A. (2015). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16(2), 222-232.

Popenoe, D. (2017). Families without Fathers: Fatherhood, Marriage and Children in American Society. Routledge.

Sitepu, T. (2019). Cooperative Model in Language Reasoning: Indonesian Language Teaching Materials in Teacher Training and Education Faculty of Muhammadiyah Sumatera Utara University. Britain International of Linguistics, Arts and Education Journal, 51-5.

Timmons, K., Pelletier, J., &Corter, C. (2016). Understanding children's self-regulation within different classroom contexts. Early Child Development and Care, 186(2), 249-267

Vernon-Feagans, L., Willoughby, M., & Garrett-Peters, P. (2016). Predictors of behavioral regulation in kindergarten: Household chaos, parenting, and early executive functions. Developmental psychology, 52(3), 430.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.