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All Journal Kindergarten: Journal of Islamic Early Childhood Education
Raden Rachmy Diana
Sunan Kalijaga State Islamic University Yogyakarta
Education Social Sciences

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Early Detection and Treatment of Speech Delays in Early Childhood Kesuna Hilyati Fadhila; Raden Rachmy Diana
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40826

Abstract

Speech delay is one of the language development disorders commonly found in early childhood and has the potential to hinder social interaction skills as well as long-term academic development. This study aims to describe the early detection process, identify causal factors, and analyze the achievement of language development milestones in children with speech delays at the Pertiwi DWP Setda Wonosobo Playgroup. This study employed a qualitative, case-study approach. The research subjects were four children in the “Lebah” Class, aged 3–4 years. Data were collected through observation, in-depth interviews with the principal and teachers, and documentation of language development milestone checklists based on indicators from the American Speech-Language-Hearing Association. Data analysis was conducted through the stages of data condensation, data presentation, and drawing conclusions. The results showed that early detection was carried out by teachers through initial communication with parents and observation of the children’s communicative behavior from the time they were introduced to the school environment. Factors contributing to speech delays included minimal verbal interaction with parents, excessive exposure to electronic devices, and a limited social play environment for the children. Milestone analysis revealed major delays in expressive language skills, particularly in fluent speech, word pronunciation, and two-way communication. Interventions implemented by teachers included providing scaffolding, collaborating with parents, and referring children to speech-language pathologists. Keywords: early detection, speech delay, language milestones.
Overstimulation as A Risk Factor in Early Childhood Development Ulfa Malini; Raden Rachmy Diana; Khamim Zarkasih; Nurhasanah Bakhtiar
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): April 2026
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v9i1.40831

Abstract

Penelitian ini bertujuan mengkaji overstimulasi sebagai faktor risiko perkembangan anak usia dini di konteks PAUD Indonesia. Menggunakan pendekatan kualitatif field research, data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi di TK B selama September–Desember 2025. Informan terdiri atas empat guru kelas (informan kunci) dan lima orang tua (informan pendukung). Analisis data mengikuti model interaktif Miles, Huberman, dan Saldana. Hasil menunjukkan overstimulasi terjadi dalam bentuk jadwal harian yang padat (sekolah + les baca-tulis-hitung-mengaji hampir setiap hari kerja) yang dikombinasikan dengan paparan media digital tidak terkontrol di rumah, sehingga waktu bermain bebas anak sangat terbatas. Penyebab utamanya adalah pola asuh ambisius berorientasi prestasi, rendahnya literasi pengasuhan berbasis tahap perkembangan, serta tekanan sosial-budaya kompetitif yang diperkuat oleh FOMO melalui media sosial dan grup WhatsApp orang tua. Dampaknya bersifat multidimensional: kelelahan fisik, penurunan konsentrasi dan working memory, kejenuhan serta penurunan motivasi belajar, dan terhambatnya keterampilan interpersonal. Pencegahan memerlukan kolaborasi orang tua, guru, dan lembaga PAUD melalui stimulasi proporsional, pembelajaran berbasis bermain, rutinitas seimbang, dan program parenting berbasis bukti. Kontribusi utama penelitian ini terletak pada dua hal. Pertama, dokumentasi empiris fenomena overstimulasi ganda (akademis formal yang dipercepat + paparan digital) di setting lapangan PAUD Indonesia, yang selama ini masih jarang dikaji secara simultan. Kedua, analisis mekanisme FOMO berbasis media sosial dan grup WhatsApp orang tua yang berinteraksi dengan budaya kompetitif lokal (tekanan calistung dan mengaji untuk persiapan masuk SD), sehingga menghasilkan model pemahaman kontekstual mengenai jalur terjadinya overstimulasi pada anak usia dini di Indonesia.
The Development of Emotional Independence in Early Childhood during Group Play Activities: A Library Research Study Kurnia Siska; Raden Rachmy Diana; Khamim Zarkasih Putro
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40836

Abstract

Emotional independence is a crucial aspect of early childhood development and requires optimal facilitation. This study examines the development of emotional independence in young children within group play activities through a library research approach, analyzing journals, books, and scholarly articles published between 2021 and 2025. The findings indicate that group play contributes significantly to children’s emotional independence through three main aspects: (1) the ability to manage one’s own emotions, (2) the ability to empathize with and understand the feelings of others, and (3) the ability to make independent decisions in social situations. Group play gives children opportunities to practice emotion regulation, resolve peer conflicts, and build self-confidence through meaningful social interaction. The synthesis also identifies supporting factors (teacher emotional coaching, peer relationship quality, inclusive play design, and parental involvement) and inhibiting factors (overprotection, excessive screen time, unresponsive environments, and limited facilities). The implications encourage educators and parents to design structured, inclusive group play activities that respond holistically to children’s emotional needs, particularly in Islamic Early Childhood Education.
Co-Authors Kesuna Hilyati Fadhila Khamim Zarkasih Khamim Zarkasih Putro Kurnia Siska Nurhasanah Bakhtiar Ulfa Malini