Hubungan Stress dan Waktu Pengasuhan dengan Perkembangan Bahasa pada Anak Usia 3 – 5 Tahun
Abstract
This study aims to analyze the relationship between stress and parenting time with language development in children aged 3-5 years. The method used is a descriptive correlation with the cross-sectional approach. The results showed a significant relationship between stress and parenting time and the language development of children aged 3-5 years, where the p-values were 0.027 and 0.006. In conclusion, stress experienced by parents and non-parenting time is related to child development. So, it is suggested that health workers educate the growth and development of toddlers and practice relaxation techniques so that mothers can deal with stress independently.
Keywords: Children's Language Development, Stress, Parenting Time
References
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Neam, S. Y., Baker, E., Hodges, R., & Munro, N. (2020). Speech Production Abilities of 4- to 5-Year-Old Children with and without a History of Late Talking: The Tricky Tyrannosaurus. International Journal of Speech-Language Pathology, 22(2), 184–195. https://doi.org/10.1080/17549507.2019.1638968
Noel, M., Peterson, C., & Jesso, B. (2018). The Relationship of Parenting Stress and Child Temperament to Language Development among Economically Disadvantaged Preschoolers. Journal of Child Language, 35(4), 823–843. https://doi.org/10.1017/S0305000908008805
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Pappas, L., Feng, T., Eve-dill, S., & Rozelle, S. (2023). How Does the Family Environment Affect Toddlerhood Language and Cognitive Development ? Evidence from Peri-Urban China. Applied Developmental Science, 1–6. https://doi.org/ 10.1080/10888691.2023.2165077
Piplani, S., Kalaiah, M. K., & Shastri, U. (2022). Relationship between Parental Stress and Attitude Towards Cochlear Implantation Outcomes in Children in an Indian Context. Codas, 34(5), 1–5. https://doi.org/10.1590/2317-1782/20212021125
Ranjitkar, S., Kvestad, I., Strand, T. A., Ulak, M., Shrestha, M., Chandyo, R. K., Shrestha, L., & Hysing, M. (2018). Acceptability and Reliability of the Bayley Scales of Infant and Toddler Development-III Among Children in Bhaktapur, Nepal. Frontiers in Psychology, 9(7), 1–28. https://doi.org/10.3389/fpsyg.2018.01265
Schachinger-Lorentzon, U., Kadesjö, B., Gillberg, C., & Miniscalco, C. (2018). Children Screening Positive for Language Delay at 2.5 Years: Language Disorder and Developmental Profiles. Neuropsychiatric Disease and Treatment, 14, 3267–3277. https://doi.org/10.2147/NDT.S179055
Vaillant, E., Geytenbeek, J. J. M., Oostrom, K. J., Beckerman, H., Vermeulen, R. J., & Buizer, A. I. (2022). Determinants of Spoken Language Comprehension in Children with Cerebral Palsy. Disability and Rehabilitation, 45(10), 1–55. https://doi.org/10.1080/09638288.2022.2072960
Yang, J., Xie, W., Lin, X., & Li, H. (2022). Parenting Stress, Parent–Child Literacy Activities, and Pre-Schoolers’ Reading Interest: The Moderation Role of Child Number in Chinese Families. Sustainability (Switzerland), 14(23), 1–14. https://doi.org/10.3390/su142315783
Zhang, S., Garner, R., Heidinger, L., & Findlay, L. (2021). Parents’ Use of Child Care Services and Differences in Use by Mothers’ Employment Status. Statistics Canada (pp. 1–26). https://www150.statcan.gc.ca/n1/en/pub/75-006-x/2021001/article/00007-eng.pdf?st=yv41Ncuu
Auliya, F., Pranoto, Y. K. S., Sunawan, S., & Sunarso, A. (2021). The Permissive Non-Parental Childcare and Moral Intelligence: Indonesian Setting. International Journal of Evaluation and Research in Education, 10(2), 569–575. https://doi.org/10.11591/ijere.v10i2.21032
Berlinski, S., Ferreyra, M. M., Flabbi, L., & Martin, J. D. (2021). Child Care Markets, Parental Labor Supply, and Child Development. SSRN Electronic Journal (pp. 1–84). https://doi.org/10.2139/ssrn.3525232
Bland, A., Husain, Z., Martin-O’Dell, B., Gronceski, S., Hamrick, L., & Kelleher, B. (2021). Child and Language Development Child and Language Development. Journal of Purdue Undergraduate Research, 11, 24–33. https://docs.lib.purdue.edu/jpur/vol11/iss1/4/
Blank, A., Holt, R. F., Pisoni, D. B., & Kronenberger, W. G. (2020). Associations between Parenting Stress, Language Comprehension, and Inhibitory Control in Children with Hearing Loss. Journal of Speech, Language, and Hearing Research, 63(1), 321–333. https://doi.org/10.1044/2019_JSLHR-19-00230
Bratsch-Hines, M. E., Carr, R., Zgourou, E., Vernon-Feagans, L., & Willoughby, M. (2020). Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes. Child Development, 91(6), 1854–1864. https://doi.org/10.1111/cdev.13389
Brodin, J., & Renblad, K. (2020). Improvement of Preschool Children’s Speech and Language Skills. Early Child Development and Care, 190(14), 2205–2213. https://doi.org/10.1080/03004430.2018.1564917
Calder, S. D., Brennan-Jones, C. G., Robinson, M., Whitehouse, A., & Hill, E. (2022). The Prevalence of and Potential Risk Factors for Developmental Language Disorder at 10 Years in the Raine Study. Journal of Paediatrics and Child Health, 58(11), 2044–2050. https://doi.org/10.1111/jpc.16149
Craig, L., & Churchill, B. (2018). Parenting Stress and the Use of Formal and Informal Child Care: Associations for Fathers and Mothers. Journal of Family Issues, 39(12), 3203–3224. https://doi.org/10.1177/0192513X18776419
Dore, R. A., Purtell, K. M., Chen, J., & Justice, L. M. (2022). The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers. Early Education and Development, 1–27. https://doi.org/10.1080/10409289.2022.2106767
Gennetian, L. A., Datta, A. R., Goerge, R., Zanoni, W., Brandon, R., Witte, A., & Krishnamurty, P. (2019). How Much of Children’s Time in Nonparental Care Coincides with Their Parents’ Time at Work? Socius, 5, 1–24. https://doi.org/10.1177/2378023119894848
Hodges, R., Baker, E., Munro, N., & Masso, S. (2022). The Emergent Literacy Skills of 4- to 5-Year-Old Children with and without a History of Late Talking. International Journal of Speech-Language Pathology, 32(1), 1–46. https://doi.org/10.1080/17549507.2022.2152866
Horvath, S., Kueser, J. B., Kelly, J., & Borovsky, A. (2022). Difference or Delay? Syntax, Semantics, and Verb Vocabulary Development in Typically Developing and Late-talking Toddlers. Language Learning and Development, 18(3), 352–376. https://doi.org/10.1080/15475441.2021.1977645
Huang, S. Y., Chang, C. Y., Wang, P. J., & Tang, S. C. (2022). Characteristics of Mastery Motivation and its Relationship with Parenting Stress in Toddlers with Language Delay. Acta Psychologica, 230(October), 1–23. https://doi.org/10.1016/j.actpsy.2022.103769
Kotsis, K., Boukouvala, M., Serdari, A., Koullourou, I., Siafaka, V., & Hyphantis, T. (2023). Parental Stress Scale: Psychometric Properties in Parents of Preschool Children with Developmental Language Disorder. Healthcare, 11(9), 1–11. https://doi.org/10.3390/healthcare11091332
Luo, J., Wang, M.-C., Gao, Y., Zeng, H., Yang, W., Chen, W., Zhao, S., & Qi, S. (2019). Refining the Parenting Stress Index–Short Form (PSI-SF) in Chinese Parents. Assessment, 23(1), 1–23. https://pubmed.ncbi.nlm.nih.gov/31072108/
Murray, E. T., Lacey, R., Maughan, B., & Sacker, A. (2020). Non-Parental Care in Childhood and Health Up To 30 Years Later: ONS Longitudinal Study 1971-2011. European Journal of Public Health, 30(6), 1121–1127. https://doi.org/10.1093/eurpub/ckaa113
Neam, S. Y., Baker, E., Hodges, R., & Munro, N. (2020). Speech Production Abilities of 4- to 5-Year-Old Children with and without a History of Late Talking: The Tricky Tyrannosaurus. International Journal of Speech-Language Pathology, 22(2), 184–195. https://doi.org/10.1080/17549507.2019.1638968
Noel, M., Peterson, C., & Jesso, B. (2018). The Relationship of Parenting Stress and Child Temperament to Language Development among Economically Disadvantaged Preschoolers. Journal of Child Language, 35(4), 823–843. https://doi.org/10.1017/S0305000908008805
Northcott, D. J. (2021). Triadic Relations between Parents’ Screen Use, Parenting Stress and Child Vocabulary Ability. The Plymouth Student Scientist, 14(1), 621–638. https://pearl.plymouth.ac.uk/handle/10026.1/17318
Pappas, L., Feng, T., Eve-dill, S., & Rozelle, S. (2023). How Does the Family Environment Affect Toddlerhood Language and Cognitive Development ? Evidence from Peri-Urban China. Applied Developmental Science, 1–6. https://doi.org/ 10.1080/10888691.2023.2165077
Piplani, S., Kalaiah, M. K., & Shastri, U. (2022). Relationship between Parental Stress and Attitude Towards Cochlear Implantation Outcomes in Children in an Indian Context. Codas, 34(5), 1–5. https://doi.org/10.1590/2317-1782/20212021125
Ranjitkar, S., Kvestad, I., Strand, T. A., Ulak, M., Shrestha, M., Chandyo, R. K., Shrestha, L., & Hysing, M. (2018). Acceptability and Reliability of the Bayley Scales of Infant and Toddler Development-III Among Children in Bhaktapur, Nepal. Frontiers in Psychology, 9(7), 1–28. https://doi.org/10.3389/fpsyg.2018.01265
Schachinger-Lorentzon, U., Kadesjö, B., Gillberg, C., & Miniscalco, C. (2018). Children Screening Positive for Language Delay at 2.5 Years: Language Disorder and Developmental Profiles. Neuropsychiatric Disease and Treatment, 14, 3267–3277. https://doi.org/10.2147/NDT.S179055
Vaillant, E., Geytenbeek, J. J. M., Oostrom, K. J., Beckerman, H., Vermeulen, R. J., & Buizer, A. I. (2022). Determinants of Spoken Language Comprehension in Children with Cerebral Palsy. Disability and Rehabilitation, 45(10), 1–55. https://doi.org/10.1080/09638288.2022.2072960
Yang, J., Xie, W., Lin, X., & Li, H. (2022). Parenting Stress, Parent–Child Literacy Activities, and Pre-Schoolers’ Reading Interest: The Moderation Role of Child Number in Chinese Families. Sustainability (Switzerland), 14(23), 1–14. https://doi.org/10.3390/su142315783
Zhang, S., Garner, R., Heidinger, L., & Findlay, L. (2021). Parents’ Use of Child Care Services and Differences in Use by Mothers’ Employment Status. Statistics Canada (pp. 1–26). https://www150.statcan.gc.ca/n1/en/pub/75-006-x/2021001/article/00007-eng.pdf?st=yv41Ncuu
