Parents' Perceptions of Abusive Language in Early Childhood

Penulis

  • Reisa Puji Rosalvaluna Universitas Pendidikan Indonesia image/svg+xml
  • Asep Kurnia Jayadinata
  • Gia Nikawanti Universitas Pendidikan Indonesia image/svg+xml

DOI:

https://doi.org/10.31000/ceria.v15i2.16461

Kata Kunci:

Parents' Perceptions, Abusive Language, Early Childhood

Abstrak

Abusive language refers to the use of negative language, such as expressions that demean, insult, or threaten others. This study aimed to explore parents' perceptions of abusive language among early childhood children. A qualitative approach employing a phenomenological research design was adopted. Participants were selected using a purposive sampling technique, involving two parents of children aged 5–6 years residing in Griya Abdi Negara Housing Estate, Purwakarta. Data were collected through semi-structured interviews and documentation. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldana, consisting of data reduction, data display, and conclusion drawing. The findings revealed that children do not fully understand the meaning of the harsh language they use, and parents perceive abusive language as imitative behavior performed without a profound understanding of its meaning. In response, parents employed persuasive approaches by providing explanations and age-appropriate moral guidance to prevent the recurrence of such behavior.

Unduhan

Data unduhan tidak tersedia.

Referensi

Adhe, K. R., Safitri, D. G. L., & Ningrum, M. A. (2026). The Development of POPBUL (Pop-Up Badminton) to Improve Critical Thinking in Children Aged 5-6 Years. Ceria: Jurnal Pendidikan Anak Usia Dini, 15(1), 1–16. https://doi.org/10.31000/ceria.v15i1.14397

Agusniatih, A., Nurhayati, N., & Durrotunnisa, D. (2023). Empowering Merdeka Play: Unleashing Potential Through Project-Based Learning in Kindergarten. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(6), 7385–7396. https://doi.org/10.31004/obsesi.v7i6.5547

Agusniatih, A., & R, S. M. (2022). Implementasi Pembelajaran STEAM melalui Kegiatan Fun Cooking Sebagai Pembelajaran Abad 21. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 6502–6512. https://doi.org/10.31004/obsesi.v6i6.3418

Alfina, A., & Juwita, R. P. (2026). Strategies for Developing Fine Motor Skills in Early Childhood at PAUD Harsya Ceria. Ceria: Jurnal Pendidikan Anak Usia Dini, 15(1), 31–43. https://doi.org/10.31000/ceria.v15i1.15328

Alotaibi, M. S. (2024). Game-based learning in early childhood education: a systematic review and meta-analysis. Frontiers in Psychology, 15(1), 1–11. https://doi.org/10.3389/fpsyg.2024.1307881

Apriyani, N. (2021). Metode Bermain Dalam Pembelajaran Anak Usia Dini. Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini, 5(2), 126–140. https://doi.org/10.19109/ra.v5i2.8933

Ardyan, E., & Boari, Y. (2023). Metode penelitian kualitatif dan kuantitatif. PT Sonpedia Publishing Indonesia.

Chen, M. Y., Rouse, E., & Morrissey, A.-M. (2024). Intentionality and the active decision-making process in play-based learning. The Australian Educational Researcher, 51(4), 1373–1388. https://doi.org/10.1007/s13384-023-00644-6

Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). New York: Sage Publications.

Göncü, A., & Main, C. (2023). Early Childhood Teacher Narratives on Constructivism. Mind, Culture, and Activity, 30(1), 42–56. https://doi.org/10.1080/10749039.2023.2228295

Hartanti, W., & Afandi, N. K. (2024). Analisis Implementasi Metode Menggambar Bagi Pembentukan Kreativitas Anak Usia Dini Dalam Perspektif Teori Konstruktivisme. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 8(2), 193–204. https://doi.org/10.32678/assibyan.v8i2.9430

Hong, S. B., & Han, J. (2024). Early childhood preservice teachers’ learning about children’s metacognitive thinking processes and constructivist pedagogy. Early Years, 44(3–4), 539–554. https://doi.org/10.1080/09575146.2023.2179960

Kartikasari, A. P., Ningrum, M. A., Adhe, K. R., & Safitri, D. G. L. (2026). Development of Monopoly Mitigation Game (Momi) to Improve Critical Thinking Skills of Early Childhood. Ceria: Jurnal Pendidikan Anak Usia Dini, 15(1), 61–73. https://doi.org/10.31000/ceria.v15i1.14295

Konishi, H., & Chesney, R. (2024). How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation. Journal of Early Childhood Teacher Education, 45(3), 337–351. https://doi.org/10.1080/10901027.2024.2345064

Nurani, Y., Pratiwi, N., Situmorang, R., & Lestari, N. G. A. M. Y. (2024). Children’s Character Learning Model Based on Indonesian Local Wisdom: Implemented to Early Childhood Education in Play Centers. JPUD - Jurnal Pendidikan Usia Dini, 18(1), 99–111. https://doi.org/10.21009/JPUD.181.07

Nurjamilah, Rizki, S. A., Bik, M. T. N., & Susanti, E. (2025). Teori Belajar Konstruktivisme. In Pediaqu : Jurnal Pendidikan Sosial dan Humaniora (Vol. 4, Issue 4). https://publisherqu.com/index.php/pediaqu/article/view/3075

Piaget, J. (1972). Intellectual Evolution from Adolescence to Adulthood. Human Development, 15(1), 1–12. https://doi.org/10.1159/000271225

Putri, S. U., & Taqiudin, A. A. (2021). Steam-PBL: Strategi Pengembangan Kemampuan Memecahkan Masalah Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2), 856–867. https://doi.org/10.31004/obsesi.v6i2.1270

Rozikan, M., & Adisti, A. R. (2025). A Qualitative Analysis of Innovative Teaching and Counselling Techniques to Foster Early Childhood Growth and Resilience. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(3), 722–734. https://doi.org/10.31004/obsesi.v9i3.6928

Saputri, D. A., & Katoningsih, S. (2023). Peran Guru PAUD dalam Menstimulasi Keterampilan Bahasa Anak untuk Berpikir Kritis pada Usia 5-6 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(3), 2779–2790. https://doi.org/10.31004/obsesi.v7i3.4353

Sari, D., & Mahyuddin, N. (2023). Strategi Pendekatan Kurikulum Pendidikan Anak Usia Dini dengan Pembelajaran Tematik Integratif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 685–708. https://doi.org/10.31004/obsesi.v7i1.4074

Saugi, W., Damayun, M., & Malik, L. R. (2023). Block Center Learning of Sekolah Penggerak: Portrait of Merdeka Belajar in Kindergarten. Jurnal Pendidikan Anak Usia Dini Undiksha, 11(1), 52–65. https://doi.org/10.23887/paud.v11i1.58930

Trihantoyo, S., Herachwati, N., Purwono, R., Supriyanto, S., Haq, M. S., Windasari, W., & Galih, W. P. (2024). Co-Construction Online Learning Models in Early Childhood Education Management Courses. Jurnal Pendidikan Anak Usia Dini Undiksha, 11(3), 393–401. https://doi.org/10.23887/paud.v11i3.63904

Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman (eds.)). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Walyani, E., Suminar, T., & Kusumandari, R. B. (2023). Peran Fasilitator dalam Pendampingan Pelaksanaan PAUD Holistik Integratif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(6), 7409–7423. https://doi.org/10.31004/obsesi.v7i6.5576

Wijayanti, C. S., Waharjani, W., & Wantini, W. (2023). Teacher’s Strategy to Overcome the Learning Plateau in Early Childhood Learning. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 609–617. https://doi.org/10.31004/obsesi.v7i1.3601

Wijayanto, P. W., Priyatiningsih, N., Herman, H., Sudadi, S., & Saputra, N. (2023). Implementation of Problem Based Learning Model to Improve Early Childhood Abilities in Creative Thinking. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(1), 1017–1023. https://doi.org/10.31004/obsesi.v7i1.3909

Wulan, S., & Jamaris, M. (2023). Increasing Children’s Character Overt Behaviours by Neuro Pedagogy-Based Play. JPUD - Jurnal Pendidikan Usia Dini, 17(2), 363–377. https://doi.org/10.21009/JPUD.172.12

Unduhan

Diterbitkan

2026-07-31

Terbitan

Vol 15 No 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini

Bagian

Articles

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).