Hubungan Anak dengan Guru Terhadap Kesiapan Anak Memasuki Jenjang Sekolah Dasar

Abstract

This study aims to comprehensively examine the role of teacher–child relationships in supporting children’s readiness for primary school through a literature review approach. A total of 25 national and international scholarly articles were analyzed to explore how teacher–child interactions contribute to children’s development. The findings reveal four main points. First, positive teacher–child relationships play a crucial role in fostering socio-emotional skills such as emotional regulation, empathy, and cooperation, which form the foundation of school readiness. Second, warm and responsive relationships significantly enhance children’s learning engagement, including motivation, concentration, and persistence in facing academic challenges. Third, within the transition to primary school, children who experience supportive teacher relationships adapt more smoothly, experience reduced anxiety, and demonstrate both academic and non-academic readiness. Fourth, a research gap remains, particularly in the Indonesian context, where studies have often emphasized cognitive aspects rather than the quality of teacher–child relationships. These findings highlight the need for educational practices that prioritize nurturing positive teacher–child relationships as a basis for school readiness, as well as the importance of further context-specific research across diverse cultural settings.