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"Masa prasekolah merupakan masa dimana anak mengalami mengalami peningkatan yang pesat dalam perkembangan Bahasa, kognitif dan psikososial. Dalam hal ini dibutuhkan stimulasi agar perkembangan fungsi organ tubuh dan otak optimal. Stimulus dilakukan pada empat sektor utama perkembangan anak, yaitu motorik kasar dan motorik halus, bahasa, serta personal sosial. Seiring dengan perkembangan teknologi dan maraknya penggunaan internet. Anak usia prasekolah sudah mulai terpapar dengan gadget. Namun, gadget tidak bisa memenuhi keempat sektor utama perkembangan anak yang harus di stimulasi orang tua agar perkembangan anak optimal. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara intensitas penggunaan gadget dengan perkembangan anak usia prasekolah. Penelitian menggunakan pendekatan Fisher Exact pada 167 responden orang tua dan anak yang dipilih melalui teknik simple random sampling menggunakan instrumen kuesioner penggunaan gadget dan kuesioner pra skrining perkembangan (KPSP). Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara intensitas penggunaan gadget dengan perkembangan anak yang dibuktikan dengan nilai p value = 0.001 (p < 0.05).

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The preschool period is a time when children experience a large increase in language, cognitive, and psychosocial development. In this case, stimulation is needed so that the development of body organs and brain function is optimal. Stimulus is carried out in four main sectors of child development, namely gross and fine motor skills, language, and social personality. Along with the development of technology and the widespread use of the internet. Preschool children are starting to be exposed to gadgets. However, gadgets cannot fulfill the four main sectors of child development that parents must stimulate for optimal child development. This research aims to identify the relationship between the intensity of gadget use and the development of preschool children. The research used a Fisher Ecxact approach with 167 parent and child respondents who were selected through a simple random sampling technique using gadget-use questionnaire instruments and developmental pre-screening questionnaires (KPSP). The results of the research show that there is a significant relationship between the intensity of gadget use and children's development, as evidenced by the p value of 0.001 (p < 0.05)."

"Penelitian ini bertujuan mengetahui hubungan kebiasaan mendongeng orangtua dengan perilaku negatif pada anak usia prasekolah. Lokasi penelitian dilakukan di Daerah Istimewa Yogyakarta, penentuan subjek yang ditentukan secara purposive dengan kriteria orangtua yang mempunyai anak berusia prasekolah (5 tahun), dan orangtua yang mempunyai kebiasaan mendongeng kepada anaknya. Teknik pengumpulan data melalui penyebaran kuesioner pada 30 keluarga, objek penelitian adalah kebiasaan mendongeng orangtua dan perilaku negatif anak prasekolah. Penghitungan menggunakan program product moment dari SPS Sutrisnohadi dengan hasil nilai rxy 0,487 dengan p 0,018 dan koefisien determinasi 0,299. Hasil tersebut dapat dimaknai bahwa sumbangan kebiasaan mendongeng yang dilakukan orangtua terhadap perilaku negatif anak prasekolah cukup berarti. Artinya, anak mempunyai kecenderungan berperilaku negatif dengan kebiasaan mendongeng yang dilakukan orangtua dapat mencegah perilaku negatif anak prasekolah . Berdasarkan hasil penelitian, direkomendasikan kepada Kementerian Sosial RI, melalui Direktorat Kesejahteraan Anak, untuk meningkatkan program penguatan keluarga (peran orangtua melalui kebiasaan mendongeng) dalam rangka membentuk anak sebagai potensi generasi mendatang dapat menjadi sumber daya manusia yang cerdas dan berkualitas serta mempunyai kecerdasan moral yang baik"

"Penelitian ini bertujuan untuk menguji program intervensi dramatic play untuk meningkatkan empati anak usia 5-6 tahun. Desain penelitian ini adalah non-experimental within subject. Pelaksanaan rangkaian aktivitas penelitian dilakukan secara tatap muka di sekolah RA Al Ikhlas Kabupaten Bandung. Penelitian ini melibatkan guru sebagai fasilitator yang menyampaikan rangkaian aktivitas. Penelitian diawali dengan praintervensi berupa pemberian materi kepada guru terkait empati, dramatic play, dan rancangan intervensi. Partisipan penelitian adalah anak-anak kelas B berusia lima hingga enam tahun (n=5). Alat ukur yang digunakan saat pre-test dan post-test adalah Skala Empati Anak. Hasil analisis statistik Wilcoxon Signed Rank Test menunjukkan bahwa tidak ada perbedaan signifikan pada skor rata-rata anak pada waktu pre-test (M=7, SD=1.78) dan post-test 1 (M=11.16, SD=0.70) Z=-1.841ᵇ, p>0.05. Angka menunjukkan dramatic play tidak efektif meningkatkan empati anak. Hasil analisis statistik kedua menunjukkan bahwa tidak ada perbedaan signifikan pada skor rata-rata post-test 1 dan rata-rata post-test 2 (M=11.4, SD=0.89) Z=-1.414ᵇ, p>0.05. Angka menunjukkan dramatic play tidak memberi pengaruh setelah jangka waktu tertentu.

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This study aims to examine the intervention program “dramatic play” to improving kindergarten’s empathy. This research design is on-experimental within subject. The implementation of research activities was carried out by face-to-face at RA Al Ikhlas School, Bandung Regency. This study involved the teacher as the person who delivered the activities. This study began with pre-intervention to providing materials for teacher related to empathy, dramatic play, and manual program research. The participants were kindergarten children age 5-6 years old (n=5). The measuring instrument used during pre-test and post-test is Skala Empati Anak. Statistical analysis used Wilcoxon Signed Rank Test showed that there was no significant difference on kindergarten’s emotional understanding mean score in pre-test (M=7, SD=1.78) and post-test 1 (M=11.16, SD=0.70) Z=-1.841ᵇ, p>0.05. It shows that dramatic play is no effective in increasing kindergarten’s emotional understanding. The result of the second statistical analysis show that there was no significant difference in the mean score of post-test 1 and post-test 2 (M=11.4, SD=0.89) Z=-1.414ᵇ, p>0.05. It shows that dramatic play doesn’t take effect certain amount of time."

"ABSTRAKHospitalisasi pada anak prasekolah merupakan pengalaman yang sering membuatanak stress dan mengalami kecemasan.Tujuan penelitian untuk menganalisa pengaruhpenggunaan rompi bergambar oleh perawat terhadap kecemasan anak prasekolahakibat hospitalisasi. Desain penelitian quasi eksperimen post test-only non equivalentcontrol group. Instrumen pengukuran kecemasan anak menggunakan kuesioner yangdiisi orang tua. Sampel penelitian berjumlah 34 anak terbagi dalam kelompokkontrol dan intervensi. Analisis untuk melihat pengaruh antara kedua variabelmenggunakan Mann Withney test Hasil penelitian menunjukkan ada pengaruhpenggunaan rompi bergambar terhadap kecemasan anak akibat hospitalisasi dengan pvalue = 0,003. Penggunaan rompi bergambar dapat digunakan sebagai upaya untukmenurunkan kecemasan anak akibat hospitalisasi.

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ABSTRACTThe experiences of hospitalization leaded to stress and anxiety. The aim of thisresearch was to analyze the influence of wearing patterned vest duringhospitalization by the nurses to hospital-related anxiety. The research design wasquasi experiment post test-only non equivalent control group and the sample was 17children in intervention group and 17 children in control group. Spance ChildrenAnxiety Scale was filled out by the parents to measure the level of children?s anxiety.The data was analyzed with Mann Withney test. The research showed that there wasa significant relationship between wearing patterned vest during hospitalization bythe nurses and children?s anxiety (p value=0.003). Patterned vest uniform can beused to decreasing children?s hospital related anxiety."

"[ABSTRAKPerilaku prososial merupakan modal penting untuk berhasil beradaptasi dalam kehidupan sosial (Berns, 2010). Keikutsertaan dalam kegiatan taman kanak-kanak memperluas mikrosistem anak dan menuntut pengembangan perilaku sosial sesuai dengan situasi sosial yang berbeda dan lebih luas. Upaya sistematik perlu dilakukan di tingkat prasekolah untuk memastikan bahwa perilaku prososial berkembang sesuai dengan harapan. Upaya menumbuhkembangkan tingkah laku prososial pernah dilakukan dengan menerapkan berbagai metode, antara lain, bermain peran, bermain konstruktif, pembacaan cerita dan metode bercerita shared reading. Metode shared reading dengan komponen membacakan cerita (C), berdiskusi (D) mengenai isi cerita serta mempraktekkan langsung informasi yang terdapat dalam isi cerita (K) akan diterapkan dalam Program Cerita Prososial Aktif rancangan peneliti. Efektivitas program cerita prososial aktif yang secara konseptual merupakan implementasi dari metode shared reading, akan diuji melalui penelitian eksperimental yang berdesain before-and-after . Partisipan berjumlah 20 murid taman kanak-kanak berusia antara 4-5 tahun. Penelitian dilakukan terhadap 1 kelompok eksperimen (CDK) yang diintervensi dengan metode shared reading dan 3 kelompok kontrol berturut-turut: kelompok CD, C dan CG. Kelompok CD diintervensi dengan cerita dan diskusi, kelompok C dibacakan cerita oleh peneliti dan CG dibacakan cerita oleh guru murid-murid tersebut. Dilakukan intervensi selama 15 sesi. Perilaku prososial diukur melalui observasi terhadap 15 item senarai tingkah laku prososial. Program Cerita Prososial Aktif yang menggunakan metode shared reading ternyata efektif meningkatkan tingkah laku prososial anak prasekolah secara signifikan (Z=-2.032) setelah dilakukan 5 sesi intervensi dan tingkahlaku prososial secara konsisten terus meningkat frekuensinya sampai penelitian berakhir. Metode bercerita tanpa diskusi dan kegiatan efektivitasnya paling rendah.

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ABSTRACTAdaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups., Adaptation to social interactions in a larger social environment is determined by individual’s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.]"

"Penelitian ini bertujuan untuk mengetahui faktor dominan terhadap perilaku picky eating pada anak umur prasekolah di beberapa Kelompok Bermain dan Taman Kanak-Kanak di Kota Depok tahun 2016. Penelitian ini merupakan penelitian kuantitatif dengan desain studi cross sectional. Subjek penelitian ini merupakan anak KB dan TK yang memenuhi kriteria sebanyak 120 responden yang dipilih dengan menggunakan metode total sampling. Data penelitian ini didapatkan dengan cara penyebaran angket dan pengukuran antropometri tinggi badan dan berat badan. Hasil penelitian menunjukkan sebesar 32,5% anak merupakan picky eater dan hasil bivariat yang menggunakan chi square menunjukkan adanya perbedaan proporsi yang bermakna antara riwayat ASI eksklusif (p=0,001), riwayat berat lahir (p=0,033), perilaku makan ibu (p=0,033), anggota keluarga yang berperilaku picky eating (p=0,001), tekanan untuk makan (p=0,026), pembatasan makanan anak (p=0,006), kontrol terhadap makanan anak (p=0,037), merayu makan anak (p=0,029), status pekerjaan ibu (p=0,006), nafsu makan anak (p=0,002), dan variasi makanan (p=0,001) dengan perilaku picky eating, sedangkan hasil multivariat menggunakan regresi logistik menunjukkan bahwa faktor dominan dari perilaku picky eating adalah variasi makanan anak. Selain itu terdapat perbedaan proporsi yang signifikan antara picky eating dan status gizi kurang (p=0,015). Picky eating kerap terjadi pada anak yang mengonsumsi variasi makanan yang terbatas dibandingkan dengan anak yang tidak picky eating.

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The purpose of this study was to determine the dominant factor of picky eating behaviour in children of some playgroup and kindergarten in Depok City 2016. This research is a quantitative research with cross-sectional study design. Subjects of this study is 120 children in play group and kindergarten students who meet the criterias. Data of this research obtained by questionnaires and antropometri measurements for height and weight. Results of this study showed as much as 32,5% of children are picky eaters and bivariate results using the chi square showed a significant association between exclusive breastfeeding (p=0,001), birth weight (p=0,033), mother's eating behaviour (p=0,033), family history of picky eaters (p=0,001), pressured to eat (p=0,026), food restriction (p=0,006), food monitoring (p=0,037), persuade to eat (p=0,029), mother's employment status (p=0,006), eating enjoyment (p=0,002), and food variety (p=0,001) with picky eating behaviors while multivariate results showed that the dominant factor of picky eating is food variety. In addition there is a significant relationship between picky eating and underweight (p=0,015). Picky eating often occurs in children who consume a limited food variety than children who are not picky eating. "

"ABSTRAKTemporal term merupakan jenis kosakata yang menunjukkan jarak dan urutan waktu terjadinya peristiwa. Melalui pemahaman temporal term, dapat diketahui pemahaman konsep waktu seseorang. Penelitian ini bertujuan untuk meneliti perbedaan pemahaman temporal term pada anak bilingual dan monolingual anak usia 4 hingga 5 tahun. Pengukuran pemahaman temporal term menggunakan alat ukur yang telah dikembangkan oleh peneliti berdasarkan penelitian Grant dan Suddendorf (2011) serta Utami (2014). Karakteristik bilingual dan monolingual dikontrol dengan self-report dari orangtua. Responden penelitian sebanyak 81 anak yang terdiri dari 40 anak bilingual dan 41 anak monolingual. Hasil penelitian menunjukan bahwa hipotesis null penelitian ditolak (t=-3,499, p < 0.05) pada temporal term yang mengarah ke masa depan, yang berarti terdapat perbedaan antara pemahaman temporal term yang mengarah ke masa depan pada anak bilingual dan monolingual. Penelitian ini juga menunjukan bahwa faktor usia merupakan faktor yang memiliki pengaruh paling kuat dalam pemahaman temporal term. Hasil penelitian ini diharapkan dapat memberi informasi mengenai kemampuan anak bilingual dan monolingual dalam memahami konsep waktu.

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ABSTRACTTemporal term refers to group of words that describe distance and sequence of an event. Someone?s concept of time can be determined through temporal term. This study aimed to find if there is also a difference in temporal term between bilingual and monolingual children age 4-5 years old. In present study, temporal term measured by an instrument that already improved from previous studies (Grant and Suddendorf (2011) and Utami (2014). Bilingual and monolingual characteristic is determined from parent?s self-report. Total 81 children, 40 bilingual children and 41 monolingual children, participate in this study. Null hypothesis is rejected (t=-3,499, p < 0.05) for temporal term that refer to the future. This study also find that age is a dominant factor in children to understand the temporal term. The study result can provide information regarding bilingual and monolingual children?s ability to understand the concept of time"

"Usia prasekolah merupakan masa keemasan bagi pertumbuhan dan perkembangan anak. Penelitian ini bertujuan untuk mengetahui gambaran tumbuh kembang anak berdasarkan karakteristik pengasuh. Desain penelitian yang digunakan yaitu deskriptif dengan jumlah responden 93 orang yang dipilih secara konsekutif. Hasil penelitian menunjukkan 74,2% balita memiliki pertumbuhan normal, dan 69,9% balita dengan perkembangan yang sesuai. Berdasarkan karakteristik pengasuh menunjukkan, bahwa mayoritas balita yang diasuh oleh ibu memiliki pertumbuhan normal 57% dan perkembangan sesuai 54,8%. Rekomendasi penelitian ini adalah perlunya pengadaan konsultasi bagi orang tua tentang tumbuh kembang anak di masyarakat melalui sekolah atau posyandu.

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Preschool is the golden period for growth and development in children. The aim of this research was to describe the growth and development of preschool-aged children based on caregiver characteristics. This research used descriptive design involving 93 respondents with consecutive sampling technique. The results showed that 74,2% of respondents have normal growth and 69,9% of respondents have appropriate development.

Based on the characteristics of caregivers, it can be seen that the majority of children who are taken care by mothers have normal growth and appropriate develompent by 57% and 54,8% consecutively. This study recommends the provision of consultations for parents on child development through school or village health center."