scholarly journals Hubungan Penggunaan Gadget Terhadap Perkembangan Sosial Emosional Anak Prasekolah 3-6 Tahun : Literature Review

2021 ◽  
Vol 1 ◽  
pp. 1217-1223
Author(s):  
Yekti Kurniastuti ◽  
Aida Rusmariana
Keyword(s):  
Preschool Children ◽  
Literature Review ◽  
Emotional Development ◽  
Cross Sectional Study ◽  
Social Emotional Development ◽  
Sectional Study ◽  
Social Emotional ◽  
Cross Sectional ◽  
Preschool Period ◽  
The Social

AbstractGadget is one of technologies that develops rapidly nowadays. Excessive use of gadgets may result negatively in sosial and emotional development of children, especially during preschool period since children’s personalities begin to form within this period of time.The study animed to determine the relationship between the use of gadget on the social emotional development of preschool children aged 3-6 years old. This study was a literature review of several articles selected from Microsoft Academic and Google Schoolar databases based on inclusion and exclusion criteria and some keywords namely “gadget”,”social emotional”, and “preschool” in the period of 2016-2021. The quality of the articles was assessed by using STROBE cross-sectional study. The results of the literature review showed that 344 (60.88%) respondents belonged to ‘high’ category of gadget usage. Meanwhile, there were 217 (59.9%) respondents categorized as ‘poor’ on their social emotional development. After the data was analyzed, the value of p = 0.005. it means that p between gadget and the social-emotional development of preschool children. There was a relationship between gadget usage and the social and emotional development of preschool children. The social-emotional development of preschool children was categorized as good, moderate and poor, however, more than half of them were in the poor category. This research can be used as a basis for developing nursing ib the future, especially in the field of pediatric area.Keywords: gadget, social emotional, preschool AbstrakGadget merupakan salah satu teknologi yang berkembang pesat pada saat ini, penggunaan gadget yang berlebih membawa dampak buruk bagi perkembangan sosial dan emosional anak terutama anak prasekolah karena dimasa ini keperibadian anak mulai terbentuk. Penelitian ini bertujuan untuk mengetahui hubungan penggunaangadget terhadap perkembangan sosial emosional anak prasekolah 3-6 tahun. Penelitian ini menggunakan metode Literature review dengan pencarian artikel menggunakan database Microsoft Aademic dan Google Schoolar untuk menemukan artikel yang sesuai keriteria inklusi dan ekslusi dengan memasukan kata kunci : “gadget, Sosial Emosional, Prasekolah” dalam periode (2016-2021). Instrument untuk menilai kualitas artikel menggunakan STROBE cross-sectional study. Hasil literature review menunjukan Sebagian besar penggunaan gadget dengan kategori tinggi sebanyak 344 (60,88%) responden dan perkembangan sosial emosional anak dengan kategori buruk sebanyak 217 (59,9%) responden. Setelah data dianalisa didapatkan nilai p=0,005 yang artinya p<0,05 maka Ho ditolak yang artinya ada hubungan gadget terhadap perkembangan social emosional anak prasekolah. Ada hubungan gadget terhadap perkembangan social emosional anak prasekolah. Perkembangan sosial emosional anak prasekolah memiliki kategori baik, sedang dan buruk lebih dari separo perkembangan pada kategori buruk. Penelitian ini dapat digunakan sebagai dasar pengembangan keperawatan dimasa depan, terutama dibidang keperawatan anak. Kata kunci : Gadget, Sosial Emosional, PraSekolah.

scholarly journals Does the Intensity of Gadget Use Impact Social and Emotional Development of Children aged 48-72 Months?

2021 ◽  
Vol 7 (2) ◽  
pp. 135-144
Author(s):  
Nabila Ilma Nisa Rukmana ◽  
Nur Ainy Fardana ◽  
Linda Dewanti ◽  
Farah Mujtaba
Keyword(s):  
Emotional Development ◽  
High Intensity ◽  
Sampling Technique ◽  
P Value ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Social

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

Screen Exposure During Daily Routines and a Young Child’s Risk for Having Social-Emotional Delay

2017 ◽  
Vol 56 (13) ◽  
pp. 1244-1253 ◽  
Author(s):  
Sajani Raman ◽  
Sara Guerrero-Duby ◽  
Jennifer L. McCullough ◽  
Miraides Brown ◽  
Sarah Ostrowski-Delahanty ◽  
...  
Keyword(s):  
At Risk ◽  
Emotional Development ◽  
Median Number ◽  
Cross Sectional Study ◽  
Social Emotional Development ◽  
Children At Risk ◽  
Social Emotional ◽  
Cross Sectional ◽  
Daily Routines ◽  
Not At Risk

This cross-sectional study assessed associations between social-emotional development in young children and their number of daily routines involving an electronic screen. We hypothesized children with poor social-emotional development have a significant portion of daily routines occurring with a screen. Two hundred and ten female caregivers of typically developing children 12 to 36 months old completed the Ages and Stages Questionnaire: Social-Emotional (ASQ: SE) and a media diary. Caregivers completed the diary for 1 day around 10 daily routines (Waking Up, Diapering/Toileting, Dressing, Breakfast, Lunch, Naptime, Playtime, Dinner, Bath, and Bedtime). Median number of daily routines occurring with a screen for children at risk and not at risk for social-emotional delay (as defined by the ASQ: SE) was 7 versus 5. Children at risk for social-emotional delay were 5.8 times more likely to have ≥5 routines occurring with a screen as compared to children not at risk for delay (χ12 = 9.28, N = 210, P = .002; 95% confidence interval = 1.66-20.39).

scholarly journals SCREENING FOR NEUROPSYCHOMOTOR AND SOCIAL-EMOTIONAL DEVELOPMENT IN CHILDREN UNDER 24 MONTHS OF AGE IN THE BRAZILIAN SEMI-ARID REGION

2022 ◽  
Vol 40 ◽  
Author(s):  
Artemizia Francisca de Sousa ◽  
Maísa de Lima Claro ◽  
Patrícia Helen Carvalho Rondó
Keyword(s):  
Emotional Development ◽  
Arid Region ◽  
Well Being ◽  
Cross Sectional Study ◽  
Northeastern Brazil ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Semi Arid Region ◽  
Semi Arid

ABSTRACT Objective: To screen children under 24 months of age for neuropsychomotor and social-emotional development in a municipality of the Brazilian semi-arid region, using the Survey of Well-Being of Young Children (SWYC) scale. Methods: This is a quantitative cross-sectional study with a non-probabilistic sample, involving children aged 1 to 24 months and their respective mothers, recruited from primary care services in the municipality of Picos, Piauí, Northeastern Brazil. The screening for neuropsychomotor and social-emotional development using the SWYC scale also provided information about the family context. In addition, we administered a questionnaire to assess the children’s demographic and socioeconomic factors. Descriptive data analysis was performed. Results: The sample consisted mostly of adult mothers (84.0%), with more than 8 years of schooling (83.3%), belonging to the C, D, and E socioeconomic classes (75.3%). The prevalence of suspected cases of delayed neuropsychomotor development and social-emotional changes was 12.7 and 42.2%, respectively. Conclusions: The results point to the existence of children at risk of delayed development, particularly in the social-emotional domain, reaffirming the need to adopt child development screening as a health service routine, with the implementation of appropriate intervention programs.

scholarly journals Depressive Symptomatology and Parenting Stress: Influence on the Social-Emotional Development of Pre-Schoolers in Chile

Children ◽  
2021 ◽  
Vol 8 (5) ◽  
pp. 387
Author(s):  
María Pía Santelices ◽  
Francisca Tagle ◽  
Nina Immel
Keyword(s):  
Depressive Symptoms ◽  
Preschool Children ◽  
Parenting Stress ◽  
Parental Stress ◽  
Emotional Development ◽  
Depressive Symptomatology ◽  
Maternal Mental Health ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social

(1) Background: The preschool stage is a period of great psychological changes that requires the support of parents and significant adults for optimal development. Studies show that maternal mental health can be a risk factor in parenting, affecting the social-emotional development of children. (2) Methods: The present study seeks to shed light on the relation between depressive symptoms, parental stress in mothers and social-emotional development of their preschool children, using a total of 123 mother-child dyads with low Social-economic Status (SES). In mothers, depressive symptomatology and level of parental stress were evaluated, as well as social-emotional development in children. A possible mediation effect between maternal depressive symptoms and parenting stress is expected. (3) Results: The results indicate that higher levels of depressive symptoms and parenting stress in mothers relate to greater difficulties in social-emotional development of their preschool children. (4) Conclusions: These results are clinically relevant from the perspective of family therapy: Parents need support to decrease their levels of parenting stress in order not to jeopardise their children’s social-emotional development.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

Malocclusion traits and sucking habits in preschool children: a cross-sectional study

2018 ◽  
Vol 3 (3) ◽  
pp. 67-74
Author(s):  
Carla MASSIGNAN ◽  
Júlia Gonçalves Dos SANTOS ◽  
Marcos XIMENES ◽  
Mariane CARDOSO ◽  
Michele BOLAN
Keyword(s):  
Preschool Children ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional
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