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Brigita Puridawaty
Program Studi Magister Pendidikan Anak Usia Dini, FKIP, Universitas Panca Sakti Bekasi
Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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Case Study on the Impact of Permissive Parenting on Early Childhood Social–Emotional Development Ferawati Ferawati; Brigita Puridawaty; Nova Pujiastuti; Nadyantri Rahmadhani; Fatikha Ni’matussilva; Syarifah Lutfiyah
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1026

Abstract

Social–emotional development is a critical foundation for children’s lifelong learning, well-being, and social adjustment. Parenting style plays a central role in shaping children’s emotional regulation and social competence during early childhood. This study aims to explore the impact of permissive parenting on early childhood social–emotional development using a qualitative descriptive case study approach. The participant was a six-year-old male child enrolled in an early childhood education institution who demonstrated persistent challenges in emotional regulation. Data were collected through classroom observations, anecdotal records, semi-structured interviews with parents, and documentation. Data trustworthiness was ensured through technique triangulation and source triangulation. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal that while the child demonstrated basic social interaction skills and emerging empathy, significant difficulties were evident in emotional regulation, frustration tolerance, and independent problem-solving. These findings suggest that permissive parenting, characterized by high emotional responsiveness and low behavioral control, may limit opportunities for children to develop emotional self-regulation and social–emotional autonomy. This study highlights the importance of balanced parenting practices that integrate warmth with consistent boundaries to support optimal social–emotional development in early childhood.
A Case Study of the Impact of Parenting Styles on Independence in Early Childhood Liyana Liyana; Brigita Puridawaty; Atikah Oktaviani; Baiq Masniati; Popon Widianingsih; Asri Mar'atus Sholihah
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1027

Abstract

Independence is a crucial aspect of early childhood development that contributes to the formation of self-regulation, decision-making, and responsibility. This study aims to examine the influence of parenting styles on early childhood independence through a case study of Child A, a five-year-old child. The research employed a qualitative approach using a case study method. Data were collected through observation, interviews with parents and teachers, and documentation. The findings indicate that Child A’s independence has not yet developed optimally, particularly in the emotional, behavioral, and value-based aspects. Child A demonstrates a high level of dependence on adult assistance in carrying out daily activities both at home and at school. This condition is closely related to a permissive parenting style characterized by excessive assistance and a lack of consistent responsibility training from an early age. These findings align with Hurlock’s (1993) view that children’s independence develops through opportunities, habituation, and developmentally appropriate support. Therefore, active collaboration between parents and teachers is essential to provide appropriate guidance and opportunities to foster independence in early childhood.
A Case Study on Aggressive Behavior in Early Childhood Children with Left-Brain Dominance Rahmah Rohadatul ‘Aisy; Brigita Puridawaty; Vina Vebianti; Ai Nela; Dian Mardiana; Nia Soniati
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1028

Abstract

Aggressive behavior in early childhood is a multidimensional phenomenon influenced by the interaction between neurobiological and environmental factors. This study aims to analyze aggressive behavior in early childhood with left-hemisphere dominance and to examine its relationship with social learning processes and emotional regulation. A qualitative approach with an instrumental case study design was employed. The subject was a boy aged five years and eleven months identified as having left-brain dominance and a high level of aggressiveness based on psychological assessment results. Data were collected through participatory observation, in-depth interviews with parents and a child psychologist, and analysis of psychological documents. Thematic analysis was conducted based on Bandura’s social learning theory, Pavlov’s classical conditioning theory, and executive function concepts. The findings indicate that aggressive behavior manifested in physical and verbal forms, triggered by frustration, cognitive rigidity, and limited emotional regulation. Left-brain dominance functioned as an indirect risk factor when not balanced by social-emotional maturity. This study emphasizes the importance of holistic interventions involving family and school to support optimal social-emotional development in early childhood.
A Case Study on Aggressive Behavior in Early Childhood from the Perspective of Parenting Styles and Social Environment Gina Muplihah; Brigita Puridawaty; Wiwin Mulyani; Dini Hartati; Dwina Febrianti Sri Rahayu; Lisnawati Lisnawati
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1029

Abstract

This study aims to describe aggressive behavior and emotional regulation in early childhood as viewed from parenting styles and the child’s social environment. The research employed a qualitative method with a case study approach, utilizing observation, interviews, and documentation techniques. The findings indicate that the child exhibited both verbal and physical aggression, which were influenced by authoritarian parenting practices and a less supportive social environment. The child’s emotional regulation skills were found to be low, as evidenced by difficulties in expressing and controlling emotions. This study emphasizes the importance of responsive parenting and a positive social environment in reducing aggressive behavior and enhancing emotional regulation abilities in early childhood.
Case Study On The Effect Of Audiovisual Media On The Concentration Of Children With Adhd (Attention Deficit Hyperactivity Disorder) Tia Septiani; Brigita Puridawaty; Nuni Puji Rahayu; R. Dewi Dharina; Heni Srigunawati; Eva Nurchafiah
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1030

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) experience major difficulties in attention control, impulse regulation, and behavioral self-regulation, which affect their engagement in classroom learning. This study aims to describe the effect of audio-visual media on improving learning concentration in an early childhood student with ADHD tendencies. The research employed a qualitative descriptive approach using a case study method involving a five-year-old boy enrolled in an Islamic kindergarten. Data were collected through participant observation, interviews with teachers and parents, and supporting documentation, including developmental records and psychological assessment results. The findings indicate that prior to the intervention, the child showed limited attention span, high distractibility, and difficulty following learning instructions. After the implementation of structured learning activities supported by audio-visual media, improvements were observed in attention duration, active engagement in learning activities, and the ability to follow simple instructions. Audio-visual media were effective in directing the child’s attention through the integration of visual and auditory stimuli, thereby reducing environmental distractions. This study concludes that audio-visual media have the potential to serve as an effective pedagogical strategy to support learning concentration in children with ADHD when applied consistently and developmentally appropriately in early childhood education settings.
A Case Study On Self-Regulation In Early Childhood With Intellectual Developmental Delay Nurachmi Maisyaroh; Brigita Puridawaty; Nadia Masfhufaturahmah; Teta Nurul Ismah; Eka Safrianti; Ida Nuraida
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1031

Abstract

Self-regulation is a crucial ability in early childhood development, encompassing the control of attention, behavior, and emotions within learning contexts and social interactions. This ability serves as a foundational component of children’s learning readiness and social adjustment in educational settings. Children with intellectual developmental delay often experience difficulties in self-regulation due to limitations in cognitive capacity and executive functioning, which subsequently affect learning engagement and social adaptability. This study aimed to describe the self-regulation of an early childhood learner with intellectual developmental delay using a case study approach. The research employed a descriptive qualitative method with continuous observation conducted over a four-month period in a kindergarten learning environment. The research subject was a six-year-old child diagnosed with moderate intellectual developmental delay. Observations focused on attention regulation, behavioral regulation, emotional regulation, and social-emotional functioning during learning activities. The findings revealed that the child’s self-regulation had not developed in accordance with chronological age expectations. The most prominent difficulties included limited sustained attention, dependence on external guidance for behavior regulation, emotional instability when facing challenges, and restricted peer interactions. These findings indicate that intellectual developmental delay affects multiple and interrelated aspects of self-regulation, highlighting the importance of understanding self-regulation based on developmental rather than chronological age
A Case Study on the Influence of Palatal Conditions on Language Ability in Early Childhood Nurul Shifa Fauziah; Brigita Puridawaty; Mahzura Mahzura; Anni Farhani; Vuspa Nurvaera; Musoheh Musoheh
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1032

Abstract

This case study examines language development in a five-year-old child with a palatal physical abnormality, focusing on differences among receptive language, early literacy skills, and expressive language. Observational findings indicate that the child’s receptive language development is age-appropriate, as shown by the ability to understand instructions, recognize vocabulary, and participate effectively in conversations. In addition, early literacy skills are well developed, reflected in the ability to recognize letters, associate sounds with symbols, and comprehend simple stories. However, the most significant area of difficulty is expressive language. This is characterized by limited vocabulary, short sentence production, difficulties in articulating certain speech sounds, and the presence of hypernasality. Although the child has undergone palatal surgery, speech function has not fully recovered, resulting in expressive language abilities that remain below age expectations. These expressive language difficulties are influenced by limitations in articulatory function, suboptimal control of airflow, restricted communication experiences, and the possibility of mild hearing impairment.
Development Of The “Rumah Pintar Gembira (Maharia)” Learning Media To Improve Cognitive Abilities Of Early Childhood Nura Puspa Nirwani; Brigita Puridawaty; Debie Susanti
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1066

Abstract

This study aims to develop an innovative learning medium called Rumah Pintar Gembira (MAHARIA) to improve the cognitive abilities of early childhood. The research was conducted using a Research and Development (R&D) approach with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study was carried out in two early childhood education institutions, namely TK Sukakarya and TK Cemerlang in Sukabumi City, with children aged 4–5 years as the research subjects. The needs analysis revealed that cognitive learning media used in both institutions were limited and mostly consisted of worksheets and static picture cards. Most teachers (78–90%) expressed the need for concrete, manipulative, and interactive learning media, while the average cognitive ability of children was still in the low category (43.7%). Based on these findings, the MAHARIA learning media was developed in the form of a three-dimensional miniature house equipped with eight learning activity components designed to stimulate number recognition, one-to-one correspondence, classification skills, and simple problem-solving abilities. The feasibility of the media was validated by three experts consisting of one media expert and two material experts, resulting in an average feasibility score of 75.3%, categorized as feasible with revision. The effectiveness test was conducted using a comparative experimental design. The experimental group obtained an average N-Gain score of 0.51 (moderate category), which was higher than the comparison group with an average N-Gain score of 0.28 (low category). These findings indicate that the MAHARIA learning media contributes positively to improving early childhood cognitive abilities compared to conventional learning media. Therefore, the MAHARIA learning media can serve as an alternative innovative learning medium to support cognitive development in early childhood education.
Co-Authors Ai Nela Anni Farhani Asri Mar'atus Sholihah Atikah Oktaviani Baiq Masniati Debie Susanti Dian Mardiana Dini Hartati Dwina Febrianti Sri Rahayu Eka Safrianti Eva Nurchafiah Fatikha Ni’matussilva Ferawati Ferawati Gina Muplihah Heni Srigunawati Ida Nuraida Lisnawati Lisnawati Liyana Liyana Mahzura Mahzura Musoheh Musoheh Nadia Masfhufaturahmah Nadyantri Rahmadhani Nia Soniati Nova Pujiastuti Nuni Puji Rahayu Nura Puspa Nirwani Nurachmi Maisyaroh Nurul Shifa Fauziah Popon Widianingsih R. Dewi Dharina Rahmah Rohadatul ‘Aisy Syarifah Lutfiyah Teta Nurul Ismah Tia Septiani Vina Vebianti Vuspa Nurvaera Wiwin Mulyani