Peran Konseling Humanistik Dalam Iklim Belajar Inklusif Anak Usia Dini

Abstract

This paper describes the conceptual significant counseling on the role in creating the humanistic learning inclusive to early childhood. Despite the critical importance of inclusive education during the golden age period for children's optimal development, its implementation in Indonesian early childhood institutions faces challenges, particularly in fostering a truly inclusive and responsive learning climate. Carl Rogers' humanistic counseling, with its emphasis on unconditional positive regard, empathy, and congruence, offers a highly relevant approach to address these issues. The conceptual aims to explain the relevant principles of humanistic counseling, identify implementation strategies in inclusive education, and formulate an integration model for developing an inclusive learning climate. This approach significantly impacts children's social-emotional development, fostering self-confidence, effective communication, and positive social skills. Overcoming implementation challenges requires sustained professional development for teachers, adequate support systems, and collaboration among educators, parents, and specialists. The findings provide theoretical contributions to counseling and early childhood education, offering practical guidance for educators and institutions to implement more effective and humane inclusive education.