This study aims to desribe speech difficulties n children aged 4-5 years at TK Al-Khairat Kindergarten, Gorontalo City. The researcher employed a qualitative research method focusing on the speech diffuculties experienced by children. The study subjects were three children and their parents at TK Al-Khairat Kindergarten in Gorontalo City, Data was collected through interviews and documentation. Data analysis was conducted through data reducation, data ranging from poor arculation to difficulties in understanding and using vocabulary. The causes influencing these difficulties include motor speech disorders such as apraxia, lack of supportive social interactions, and familly communication patterns. These speech difficulties significantly impact the children’s social-emosional development, such as low self-concept and difficulties building social-emotional development, such as low self-concept and difficulties building social relationship. The study highlights the importance of early detection and appropriate intervention to help children overcome speech difficulties, ultimately supporting their social, emotional, and academic development.

This activity aims to socialize the importance of school and family synergy in children's social and emotional development. This activity uses a lecture method, namely by presenting socialization material followed by questions and answers between the presenter and participants. During childhood, children's emotional development is not yet stable, so it becomes a problem for children in socializing. For example, temper tantrums, anxiety, phobias, and aggression. In Kindergarten in Popodu village, Bolaang Uki district, these problems arise more often because the social environment is wider and more diverse than the family. To overcome these problems, school and family synergy is needed. The implementation of socialization begins with the presentation of the first resource person, then continues with the second resource person and ends with a question and answer session for participants and resource persons. This activity produces additional information for participants in the form of understanding and knowledge about the importance of collaboration between teachers and parents in developing children's social emotions. Forms of collaboration that can be carried out include: dialogue and meetings between teachers and parents, involving parents and teachers in efforts to support children's development both in the family and at school as well as reciprocal visits between teachers and parents at home and at school.