Comparisons among quality measures in child care settings: Understanding the use of multiple measures in North Carolina's QRIS and their links to social-emotional development in preschool children

62 English-speaking preschool children were divided into three groups, a Montessori group ( n = 21), a traditional preschool group ( n = 21), and a homestaying group ( n = 20) to compare their relative cognitive and social-emotional development. Significant differences in favour of the school groups were found for vocabulary, language comprehension, ability to judge the correctness of figural stimuli, visual memory, and perceptual organization. No differences were found for social-emotional development, and no relationship existed between type of preschool and level of development.

Download Full-text

Gadget Usage, Mother-Child Interaction, and Social-Emotional Development among Preschool Children

Jurnal Ilmu Keluarga dan Konsumen ◽

10.24156/jikk.2020.13.1.75 ◽

2020 ◽

Vol 13 (1) ◽

pp. 75-86

Author(s):

M. Rahmawati ◽

M. Latifah

Keyword(s):

Preschool Children ◽

Emotional Development ◽

Social Emotional Development ◽

Social Emotional ◽

Child Interaction ◽

Mother Child Interaction

Download Full-text

Parenting styles and social-emotional development of preschool children

International Journal of Contemporary Pediatrics ◽

10.18203/2349-3291.ijcp20214534 ◽

2021 ◽

Vol 8 (12) ◽

pp. 1952

Author(s):

Pooja A. Sukumaran ◽

Bhavani B. Balakrishna

Keyword(s):

Preschool Children ◽

Parenting Style ◽

Emotional Development ◽

Rating Scale ◽

Social Emotional Development ◽

Social Emotional ◽

Authoritarian Parenting ◽

Social And Emotional ◽

Point Rating Scale ◽

Authoritative Parenting Style

Background: A preschool aged child’s social emotional development can be influenced in many ways; one of which being the early style the parent uses to raise them. Identifying social emotional development in pre-schoolers by behaviours related, but not limited to: play, self-esteem, tantrums, interaction with people, disposition, transitions, are used to assess the child’s social emotional development. The purpose of this study was to examine the relationship between social emotional development of preschool children and parenting styles.Methods: A non-experimental survey design was adopted for the study. 200 parents having preschool children were selected by purposive sampling technique. Data were collected using a 5-point rating scale for identifying the parenting style. A 3-point rating scale was used to assess the social emotional development of preschool children.Results: Majority (88.5%) of the parents used authoritative parenting style, 8.5% used authoritarian parenting style and 3% used permissive parenting style. Majority of the children had near optimum social emotional development. The present study revealed that the correlation value between Social emotional development of preschool children and authoritative parenting style (r=0.286, p≤0.001) and authoritarian parenting style (r=0.452, p≤0.001) were highly significant at 0.001 level. There was no significant correlation between permissive parenting style and social emotional development of preschool children (r=0.052, p=0.461).Conclusions: The overall finding of the study showed that parenting style influenced the social and emotional development of preschool children. In this study majority of children had near optimum social and emotional development.

Download Full-text

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

Prosiding Seminar Nasional Kesehatan ◽

10.48144/prosiding.v1i.816 ◽

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.

Download Full-text