<![CDATA[Early childhood language development is a crucial aspect of preparing children for the next stage of their education. Parental satisfaction regarding a child's language development is influenced not only by the quality of instruction provided at school but also by the role parents play in providing language stimulation at home. This study aims to analyze the factors influencing parental satisfaction levels regarding children's language development at Tut Wuri Handayani Kindergarten in Sampang. The research focuses on two independent variables—quality of language instruction (X1) and the parental role in language stimulation at home (X2)—and one dependent variable: parental satisfaction with the child's language development (Y). A quantitative descriptive method was employed, with data collected via questionnaires distributed to 30 parents acting as respondents. The research instrument underwent validity and reliability testing, and the data were analyzed using descriptive statistics, specifically by calculating the mean score for each variable indicator. The results indicate that, overall, the level of parental satisfaction regarding children's language development falls into the "very high" category, with an average score of 85.1% (Y). The variable with the highest score was the quality of language instruction (X1) at 91.35%, demonstrating that teachers successfully delivered language instruction in a clear, effective, and high-quality manner. Meanwhile, the variable with the lowest score was the parental role in language stimulation at home (X2) at 79.6%, although this still fell within the "high" category. These findings confirm that the quality of school instruction significantly impacts children's language development; however, parental support at home also needs to be enhanced to optimize the language stimulation children receive.]]>
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