STRATEGI GURU DALAM MENDETEKSI DINI GANGGUAN PERILAKU MELALUI OBSERVASI BERMAIN TERSTRUKTUR DI PAUD AL-MA'RUF PALEMBANG SUMATERA SELATAN

Abstract

This study aims to analyze teachers’ strategies in early detection of behavioral disorders through structured play observation at PAUD Al-Ma’ruf, Palembang, South Sumatra. Early detection is crucial for children aged 4–6 years, as this developmental stage is marked by rapid growth in social-emotional skills, self-regulation, and interpersonal interaction. Behavioral issues such as aggression, withdrawal, impulsivity, tantrums, or difficulty following rules must be identified early to enable appropriate intervention. This study employed a descriptive qualitative approach with data collected through direct observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman model to identify behavioral patterns and teachers’ strategies in conducting structured observation. The findings reveal that teachers conduct structured play observations using role play, group games, construction play, and rule-based games to capture children’s behaviors naturally. Instruments such as anecdotal notes, behavioral checklists, and developmental observation sheets help teachers document behaviors systematically and objectively. Teachers perform reflective analysis of observation results to categorize behavior and design suitable interventions. This strategy is further strengthened through collaboration among teachers, parents, and developmental specialists when necessary. The study demonstrates that structured play observation provides accurate data, enhances teachers’ professional competence, and supports early prevention of behavioral disorders. This study concludes that structured play observation is an effective strategy that should be continuously implemented as an integral part of early childhood developmental assessment.