An Overview of Separation Anxiety in Early Childhood During the Initial School Adjustment Period at Bunga Teratai Islamic Kindergarten, Semarang

Abstract

The initial school adjustment period represents an important transitional phase for young children. During this period, some children exhibit emotional responses such as refusing to separate from their parents, crying, and showing reluctance to participate in classroom activities. These behaviors are manifestations of separation anxiety, which may affect children's adjustment to the school environment. This study aims to describe the characteristics of separation anxiety among young children at Bunga Teratai Islamic Kindergarten, Semarang. A qualitative case study approach was employed in this research. The participants consisted of children who exhibited crying behavior, classroom teachers, and parents selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation. The data were analyzed by organizing the interview and observation findings, categorizing them into themes, and drawing conclusions based on the research findings. The results indicate that children's crying behavior during the initial school adjustment period is influenced by their still-developing emotional regulation abilities, adaptation to a new environment, and attachment to their parents. The study concludes that separation anxiety is a common response during the initial school adjustment period and requires support from both the school and parents to facilitate children's successful adaptation.