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

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

Cognitive and Social-Emotional Development of Children in Different Preschool Environments

1989 ◽  
Vol 65 (2) ◽  
pp. 480-482 ◽  
Author(s):  
Handré J. Brand ◽  
Kim Welch
Keyword(s):  
Preschool Children ◽  
Perceptual Organization ◽  
Language Comprehension ◽  
Emotional Development ◽  
Visual Memory ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Comprehension Ability ◽  
English Speaking

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.

scholarly journals Parenting styles and social-emotional development of preschool children

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.

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 RELATIONSHIP BETWEEN QUALITY OF CARE OF YOUNG MOTHERS AND SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL CHILDREN

2018 ◽  
Vol 4 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Atik Aryani ◽  
Sri Warsini ◽  
Fitri Haryanti
Keyword(s):  
Quality Of Care ◽  
Preschool Children ◽  
Social Development ◽  
Health Center ◽  
Emotional Development ◽  
P Value ◽  
Young Mothers ◽  
Social Emotional Development ◽  
Social Emotional

Background: Social-emotional development in preschooler children is an important component in child development, as it becomes the foundation in preparing children for confidence, empathy and intellect, building trust, and being able to use language in communication and connect with others. One of the factors that affect children's emotional social development is the quality of mother's care. Children of young mothers have risks in emotional and intellectual social problems in children. Objective: The purpose of the study was to determine the relationship of quality care of young mothers with social-emotional development in preschool children in the working area of the Health Center of Kemalang, Klaten Regency, Indonesia.Methods: This was a correlational analytic research with cross sectional design. The sample of the study was 124 young mothers with preschool children selected using consecutive sampling technique. The study was conducted from July to August 2017 at six kindergarten schools in the working area of the Health Center of Kemalang, Klaten Regency. Data were collected using parent behavior questionnaire and stage social-emotional instrument. Data were analyzed using chi square test. Results: Findings showed that 58.1% of young mothers had good quality of care, and 55.6% of preschoolers were at risk of developing emotional social development problems. There was a significant correlation between the quality of care of young mothers with social-emotional development in preschool children (p-value <0.05). Conclusion: There was a correlation between the quality of care of young mothers with social-emotional development in preschool children.

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