Parents' Perception of the Development of Cognitive Aspects of Children Aged 5-6 Years in the Context of Activity-Based Stimulation at Home
DOI:
https://doi.org/10.31000/ceria.v15i2.15850Kata Kunci:
Parental Perception, Cognitive Development, StimulationAbstrak
This study aims to describe parents' perception of the development of cognitive aspects of children aged 5–6 years and to describe the forms of activity-based stimulation applied in the home environment. This research method uses a descriptive qualitative approach, with the research subjects of parents who have children aged 5–6 years in Beiposo State Kindergarten. Data collection was carried out through in-depth interviews and documentation, then analyzed using thematic analysis techniques to find patterns of perception and stimulation practices carried out by parents. The results of the study show that in general, parents have a positive view of children's cognitive development. Children have shown the ability to recognize letters and numbers, follow simple directions, and show good curiosity, despite differences in developmental levels between children. The forms of stimulation provided by parents include educational play activities, literacy and numeracy activities, and children's involvement in daily activities. However, the implementation of the stimulation has not been fully carried out consistently because it is influenced by limited time and the level of understanding of parents.
Unduhan
Referensi
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science,. 13(2), 130–136.
Berk, L. E. (2018). Development Through the Lifespan (Person (ed.); 7th. ed).
Britto, P. R., Lye, S. J., Proulx, K., & Yousafzai, A. K. (2018a). Nurturing care: Promoting early childhood development through parental engagement. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Britto, P. R., Lye, S. J., Proulx, K., & Yousafzai, A. K. (2018b). Nurturing care: Promoting early childhood development through parental engagement.https://doi.org/10.1016/S0140-6736(16)31390-3. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Diammod, A. (2016). Executive functions. Annual Reviewof Psychology, 64(1), 135–168.
Epstein, J. L. (n.d.). School, family, and community partnerships: Preparing educators and improving schools. In 2018. Routledge.
González, C., Pérez, M. A., & RodrÃguez, L. (2022). Home learning environment and cognitive development in preschool children: The mediating role of parental involvement. Early Childhood Research Quarterly, 60, 82–93.
Hamadi, A. S. (2025). Persepsi Orang Tua Petani terhadap Pentingnya Pendidikan Anak Usia Dini di TK Nyiur Hijau, Desa Bakalinga, Kabupaten Banggai Kepulauan. Doctoral dissertation, Universitas Islam Negeri Datokarama palu).
Juniar, H. (n.d.). Hubungan Antara Kualitas Tidur Dengan Perkembangan Kognitif Pada Anak Usia 5-6 Tahun di TK Kelurahan Pinangsia. (Bachelor’s thesis, Jakarta: FITK UIN Syarif Hidayatullah Jakarta).
Kaya, M., & Akyol, A. (2021). Home-based play activities and cognitive development of preschool children. Early Child Development and Care,. 191(14), 2295–2308.
Li, H., & Xie, R. (2024). Responsive home interactions and children’s problem-solving skills. International Journal of Early Childhood Education, 30(2), 133–149.
Ria, Y. (2021). PERAN ORANG TUA DALAM MENINGKATKAN PERKEMBANGAN KOGNITIF PADA MASA COVID-19 KELOMPOK A DI TK ISLAM BINA BALITA WAY HALIM BANDAR LAMPUNG. (Doctoral dissertation, UIN Raden Intan Lampung.
Robbins, S. P., & Judge, T. A. (2017). Organizational behavior (17th ed). Pearson Education.
Santrock, J. W. (2018). Child Development (15th ed). McGraw-Hill Education.
Solichah, N., Solehah, H. Y., & Hikam, R. (2022). Persepsi serta peran orang tua dan guru terhadap pentingnya stimulasi literasi pada anak usia dini. Obsesi: Jurnal Pendidikan Anak Usia Dini., 6(5), 3931–3943. https://obsesi.or.id/index.php/obsesi/article/view/2453
Tudge, J., Mokrova, I., Hatfield, B., & Karnik, R. (2019). Uses and misuses of Bronfenbrenner’s bioecological theory of human development. Journal of Family Theory & Review, 11(4), 415–430.
Woolfolk, A. (2019). Educational psychology (14th ed). Pearson Education.
Woolfolk, A. (2023). Educational psychology (14th ed). Pearson Education.
Zaslow, M., Anderson, R., Redd, Z., Wessel, J., & Tarullo, L. (2016). Quality and characteristics of home-based early care and education: Learning from early care and education quality improvement efforts. ,. Early Childhood Research Quarterly, 36, 1–16. https://doi.org/10.1016/j.ecresq.2016.02.002
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Authors who publish with Ceria: Jurnal Pendidikan Anak Usia Dini agree to the following terms: Authors retain copyright and grant the Ceria: Jurnal Pendidikan Anak Usia Dini right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
