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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Usia Dini EDULITE: Journal of English Education, Literature and Culture AL-ATHFAL : JURNAL PENDIDIKAN ANAK SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Early Childhood Research Journal (ECRJ) Jurnal Teknologi Informasi dan Pendidikan Abdi Dosen : Jurnal Pengabdian Pada Masyarakat EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis PEDAGOGIKA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Inovatif Ilmu Pendidikan Indonesian Journal of Research and Educational Review (IJRER) World Psychology Jurnal Pengabdian Papua Jurnal Intisabi
Diana Setyaningsih
Universitas Cendeawasih
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: ANALYZING THE IMPACT OF PARENTAL INTERACTION AND EDUCATIONAL ENVIRONMENT Sirjon; Diana Setyaningsih; Elyaum Farihah
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1221

Abstract

Early childhood represents a critical period for cognitive development, during which foundational abilities such as language, memory, and problem solving are rapidly formed through interaction with the surrounding environment. Parental interaction and educational environment are recognized as influential factors, yet their combined effects are examined separately. This study aims to analyze the impact of parental interaction and educational environment on cognitive development in early childhood using an analytical perspective. A correlational research design was employed involving children aged four to six years enrolled in early childhood education institutions and their parents. Data were collected through parental interaction questionnaires, educational environment assessments, and standardized cognitive development tests, then analyzed using descriptive statistics, correlation, and multiple regression techniques. The results indicate that both parental interaction and educational environment have positive relationships with early childhood cognitive development, with parental interaction emerging as a stronger predictor. The combined model explains variance in cognitive development outcomes, demonstrating complementary roles of home and school contexts. The findings suggest that cognitive development in early childhood is shaped by cumulative aligned experiences across family and educational settings. Strengthening parental engagement alongside improving early educational environments is essential for optimizing cognitive development during this formative stage for young children.
Co-Authors Agustinus Tandilo Mamma Ali, Manal ANDRIANUS KROBO Catur F. Djarwo Dessy Putri Wahyuningtyas Elyaum farihah Endang Sri Mulyanie Erna Olua Erna Olua Erna Olua Evania Yafie Florentina Maria Panda Florentina Maria Panda, Florentina Maria Haerul Annuar Handasah, Rr Retno Handasah, Rr. Retno Indrawati Indrawati Inggaber, Mamberuman Iryouw, Veronika Lisa Nur Maulidia Mamma, Agustinus Tandilo Mingsep Rante Sampebua Norazrena Abu Samah Olufunke, Olusola-Fadumiye Titilope Remuz MB Kmurawak Rian Riolin Beay Robbaniyah, Inayatur Sirjon Sirjon Sirjon Siti R. Ayub Solicha, Solicha Sri Watini Sulle, Naomi Mersi Susi Susanti Tiku Tandiangnga Wiranata, I Gusti Lanang Agung Worumi, Hengki Yalince Yikwa Yohana B. Pabendan Yokelin Tokoro Yuniar Matarru Zakiah Mohamad Ashari