Role In Children's Development Research Articles

Aspek-Aspek Kunci dalam Perkembangan Anak pada Masa Usia Dini

Early childhood development has a very large influence on the formation of various aspects of their lives, such as cognitive, emotional, social, and physical abilities. During this period, children begin to develop basic skills that will affect their quality of life in the future. This study aims to explore various factors that influence early childhood growth and development through an analysis of five relevant studies from Indonesia. Through a qualitative analysis approach, it was found that appropriate stimulation from the environment, supportive social interactions, and effective parenting patterns play an important role in child development. These findings are expected to provide insight for parents and educators in creating an environment that supports optimal child growth and development.

Parent-child interaction frequency: associations with age, sibling presence, and child health.

Parent-child interaction plays a crucial role in child development. This study investigated associations between the frequency of parent-child-interactions and sociodemographic characteristics (age, sex, socio-economic status, family structure, number and age of siblings), physical and psychological symptoms in children, and mental health of parents. The frequencies of 11 different parent-child interactions (shared reading, singing, moving, painting, building, puzzle, playing ball, role games, language games, number games and talking about problems) were assessed in 739 children aged 2-6.5 years-old using a standardised parental questionnaire, within a population-based cohort study in Leipzig, Germany. Physical and psychological symptoms were investigated using the HBSC Symptom-Checklist and parental depression symptoms using the Patient Health Questionnaire. We applied regression analyses to assess associations between variables. Shared reading was the parent-child interaction reported most frequently, with an average occurrence of several times a week. Number games were reported least frequently, with an average occurrency of every two weeks. Fewer parent-child interactions were significantly associated with higher child age, higher number of siblings, presence of older siblings and a lower level of physical and psychological symptoms. The other variables (sex, SES, living situation, presence of younger siblings or both (younger and older), depression symptoms of parents) were not significantly associated with the frequency of parent-child interactions. The findings show that age of children and number as well as age of siblings at home may shape the frequency of parent-child interaction in preschool children. In addition, the findings suggest that parent-child interaction might be related to the health of children rather than the (mental) health of parents. This study assessed the associations between the frequency of different types of parent-child interactions and sociodemographic as well as health-related parameters in a large sample of children. There still exist sex-specific differences in the frequency of parent-child interactions related to traditional role models of girls and boys. A higher frequency of parent-child interactions is associated with more physical and psychological symptoms in children. Parent-child interactions are less frequent in families with more children, especially when older siblings are present.

Contribution Of Parental And Teachers' Guidance Towards Independent Behavior Of Elementary School Children

The contribution of parental and teacher guidance to the independent behavior of elementary school children needs to be considered carefully. Although this guidance plays an important role in child development, overprotective attitudes, lack of consistency, and the influence of the social and technological environment can hinder children's independence. This study uses the library research method. The data collection technique in this study was carried out through documentation review or document review. To ensure the validity of the data in this study, the source triangulation technique was used. The results of the study showed that 1). The Role of Parents in Shaping the Independence of Elementary School Children is to play an important role in shaping children's independence, with democratic parenting patterns proven to be more effective in encouraging independence than authoritarian or permissive parenting patterns. 2). The Role of Teachers in Developing the Independence of Elementary School Children is to develop student independence through a teaching approach that encourages responsibility and active participation. By giving individual and group assignments, and involving students in projects and class discussions, teachers help students learn independently. 3). Collaboration of Parents and Teachers in Developing Independence of Elementary School Children is that parents and teachers play an important role in supporting the development of independence of elementary school children. Open communication and good cooperation between the two parties ensure that children receive consistent guidance, both at home and at school.

A review of Australian early childhood teacher education. Is physical development missing?

ABSTRACT Early childhood education (ECE) settings play an important role in child development, including children’s physical development. However, ECE educators have low competence and confidence in facilitating learning experiences that promote physical development. Content delivered in teacher education may influence educator’s knowledge, competence, and confidence in this area. No studies have comprehensively explored early childhood teacher education in Australia to determine if such content is included. Therefore, the aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development. A desktop audit of Australian university undergraduate early childhood degrees was conducted. Subjects for early childhood degrees were categorized based on their title. Subject overviews and general outlines for subjects which broadly focused on physical development were inductively analyzed. Australian early childhood teacher education degrees offer a variety of subjects, including subjects that focused on play, health and wellbeing, and physical education. No subjects specifically focused on child physical development. We suggest early childhood teacher education degrees need to reconsider their subject offerings and include at least one subject that focus on physical development. Physical development is critically important as it underpins children’s social, emotional, language, and cognitive development. This study highlights a potential content area that could be included in early childhood teacher education degrees within the Australian context and internationally.

Model Komunikasi Orang Tua untuk Kecerdasan Emosional dan Spiritual Anak dalam Membangun Generasi Emas di Medan

Abstract The Golden Generation is a generation that has high intelligence, character and competitiveness. One important factor in forming the Golden Generation is to provide children with emotional and spiritual intelligence. This emotional and spiritual intelligence will help children develop themselves as a whole and be able to face various challenges in life. Parental communication has an important role in child development, including the development of emotional and spiritual intelligence. An effective parental communication model can help children in several ways, including: 1. Developing self-confidence 2. Learning to manage emotions 3. Building positive relationships with other people 4. Developing moral and spiritual values. This research uses qualitative method with a case study approach. Data was collected through in-depth interviews with parents and children in Medan. The research results show that there are several models of parental communication that are effective in building children's emotional and spiritual intelligence in Medan. Some of these models include: 1. Open and honest communication 2. Communication that is full of love and attention 3. Communication that provides support and encouragement 4. Communication that is based on moral and spiritual values ​​Effective parental communication models have a role important in forming the emotional and spiritual intelligence of children in Medan. By giving children emotional and spiritual intelligence, we can help them develop themselves holistically and be able to face various challenges in life. This will ultimately contribute to the formation of a Golden Generation in Medan.

The gradient of social determinants of health and related inequalities and early childhood development: Analysis of two rounds of a cross-sectional survey.

Social determinants of health (SDH) have a critical role in child development. Yet these determinants are often overshadowed. This study examines the effect of composites of five SDH on early childhood development (ECD) of children of age 36-59 months. We used two 2013 and 2019 rounds of Multiple Indicator Cluster Survey Bangladesh data. The analytical sample included ECD data for 25 721 children. ECD was computed following United Nations International Children's Emergency Fund's psychometric approach. Three composite indices of SDH were developed to examine their gradient effects on ECD. Poisson regression with robust variance was used to examine the relationship between SDH indices and ECD. The concentration index was computed, and a concentration curve was developed to measure inequalities in being on track of ECD among children with various levels of SDH. Almost 69% of children were on track in their ECD, a higher percentage in 2019 (74.85%) than in 2017 (65.37%). The prevalence of children on track in their ECD significantly rises per unit in the score of three SDH composites (adjusted prevalence ratios are 1.04 (95% confidence interval (CI): 1.03-1.04) for summative and standardised indexes and 1.49 (95% CI: 1.41-1.58) for weighted index). There is almost a linear positive relationship between the SDH composite and ECD. Significant concentration indexes suggest SDH-related inequalities in ECD. Children's early development can be hampered due to unfavourable SDH. Although ECD plays a vital role in creating and maintaining socio-economic and health inequalities through to adulthood, favourable SDH needs to be ensured during childhood.

Hubungan antara Pola Asuh Orang Tua terhadap Sikap Bullying pada Remaja

Bullying behavior is not a new phenomenon, but has been happening in Indonesia for a long time and continues to increase. Bullying behavior is mentioned as a form of negative action based on the misuse of power and strength that is carried out intentionally and repeatedly by one or a group of students who are offensive. This study aims to determine the relationship between parenting patterns with bullying attitudes in adolescents. This study used a correlational study method with Accidental Sampling sampling technique which obtained the research subjects as many as 132 teenagers.. The data analysis technique used in this research is descriptive analysis and inferential analysis. The results of this study indicate a significant relationship between parenting and bullying attitudes in adolescents based on a sig value that is less than 0.05, which is 0.039. This study also shows the Correlation Coefficient value of -0.216 (rcount > 0.1946), meaning that there is a low and opposite correlation between parenting and bullying attitudes. This value also means that the higher the parenting style, the lower the bullying attitude in adolescents. The results of this study indicate that the highest dimension is found in the bully dimension which indicates that the bullying attitude of adolescents is mostly shown through the bullying behavior that has been carried out by the teenager. The results in this study also stated that the parenting pattern that was widely applied by the respondent's parents was permissive parenting. Parenting styles play different roles in child development adequately and depend on children's involvement in bullying behavior.

Strengthening Resilience: Parent Experiences in Developing their Children Executive Function Skills

Executive functions (EF) play a key role in child development. However, Thai parents’ knowledge and practice skills for their children’s EF are still limited. This study aimed to explore the lived experiences of Thai parents in developing their children’s EF skills in a semi-rural sociocultural context. The theme pattern was interpreted using the Heideggerian hermeneutic phenomenological approach, and the themes were reflected in Van Manen’s fundamental existential themes of the life world. As many as 16 parents were selected using the purposive sampling method. Semi-structured interviews were conducted. The results of this study revealed seven themes: 1) strong resilience, self-confidence, and responsibilities; 2) challenges in handling misbehaving family members and children with poor self-control; 3) living in a natural and peaceful environment; 4) staying away from terrible things; 5) practicing time management; 6) trying to use the mobile phone safely; and 7) organizing belongings and toys. In conclusion, nurses can help parents to increase their children’s EF skills by strengthening parents’ resilience, self-confidence, and responsibilities; supporting parents and co-parents to deal with terrible situations; time management; and preparing a safe, green, and natural environment for children to develop their EF skills.

Effects of a staff-led multicomponent physical activity intervention on preschooler's fundamental motor skills and physical fitness: The ACTNOW cluster-randomized controlled trial

BackgroundFundamental motor skills (FMS) and physical fitness (FIT) play important roles in child development and provide a foundation for lifelong participation in physical activity (PA). Unfortunately, many children have suboptimal levels of PA, FMS, and FIT. The Active Learning Norwegian Preschool(er)s (ACTNOW) study investigated the effects of a staff-led PA intervention on FMS, FIT, and PA in 3–5-year-old children.MethodsPreschools in Western Norway having ≥ six 3–4-year-old children were invited (n = 56). Of these, 46 agreed to participate and were cluster-randomized into an intervention (n = 23 preschools [381 children, 3.8 yrs., 55% boys]) or a control group (n = 23 [438, 3.7 yrs., 52% boys]). Intervention preschools participated in an 18-month PA intervention involving a 7-month staff professional development between 2019 and 2022, amounting to 50 h, including face-to-face seminars, webinars, and digital lectures. Primary outcomes in ACTNOW were cognition variables, whereas this study investigated effects on secondary outcomes. FMS was measured through 9 items covering locomotor, object control, and balance skills. FIT was assessed as motor fitness (4 × 10 shuttle-run test) and upper and lower muscular strength (handgrip and standing long jump). PA was measured with accelerometers (ActiGraph GT3X +). All measures took place at baseline, 7-, and 18-month follow-up. Effects were analysed using a repeated measures linear mixed model with child and preschool as random effects and with adjustment for baseline scores.ResultsParticipants in the intervention preschools showed positive, significant effects for object control skills at 7 months (standardized effect size (ES) = 0.17) and locomotor skills at 18 months (ES = 0.21) relative to controls. A negative effect was found for handgrip strength (ES = -0.16) at 7 months. No effects were found for balance skills, standing long jump, or motor fitness. During preschool hours, sedentary time decreased (ES = -0.18), and light (ES = 0.14) and moderate-to-vigorous PA (ES = 0.16) increased at 7 months, whereas light PA decreased at 18 months (ES = -0.15), for intervention vs control. No effects were found for other intensities or full day PA.ConclusionsThe ACTNOW intervention improved some FMS outcomes and increased PA short-term. Further research is needed to investigate how to improve effectiveness of staff-led PA interventions and achieve sustainable improvements in children’s PA, FMS, and FIT.Trial registrationClinicaltrials.gov, identifier NCT04048967, registered August 7, 2019.FundingACTNOW was supported by the Research Council of Norway (grant number 287903), the County Governor of Sogn og Fjordane, the Sparebanken Sogn og Fjordane Foundation, and the Western Norway University of Applied Sciences.

Penguatan Sosiologi Keluarga Di Dunia Digital: Studi Literasi Pengasuhan Anak Usia Dini Berbasis Keluarga

The role in child development in the digital era, the digital era is very influential on a child's development in terms of positive and negative impacts and where there is a very high increase in technological developments that affect the style and lifestyle of children in the digital era.Of course the role of parents in this case is very important due to the impact of the acceleration of technology which is very increasing so that access is very easy, so the role of a parent in this case to supervise a child in using technology in the digital era is never separated from related objects related to access to an internet. The research method in this study is to use literacy studies related to parenting in the advanced era and take case examples from various sources in Indonesia in the last 10 years with an approach from Leedy which focuses on synthesizing between data to obtain relean results and criticize the data which aims as a search for new sources of knowledge on certain social problems, especially on the role of parents and children. The result is that there are three main indicators in positioning parents in dealing with Generation Z, namely as content filters, as technology mentors, and as positive models in early childhood. In addition, authoritative parenting is found to provide limits to children about good and bad things, encourage children's creativity so that children can be adaptive to technology, introduce digital literacy, and collaborative processes with third parties in the form of schools, tutoring, children's social spaces, and informal institutions.

Benefits of Time Spent Outdoors in Early Childhood Education: A Systematic Review

Several studies have provided evidence that time spent in nature (i.e., in natural environments or the outdoors) plays a beneficial role in child development by positively influencing children’s cognitive processes and states (Bowler et al., 2010; Bratman et al., 2012; 2014; Cameron-Faulkner et al., 2018; Kaplan, 1995; Mitchell et al.). However, to date, no study has looked systematically at the overall literature addressing the benefits nature plays in early childhood education, primarily through outdoor learning or time spent outside in natural environments. The purpose of the current study is to provide a systematic review of the empirical literature evaluating outcomes linked to children spending time outdoors through outdoor play, forests, gardens, or school playgrounds. A systematic search of PsycINFO was conducted to identify critical studies linking the outdoors with outcomes during early childhood. Inclusion criteria were as follows: research studies conducted with children enrolled in early childhood education programs (age 2-5-year-olds) related to nature base experiences in the United States and peer-reviewed articles written in English. This search yielded 12 empirical studies. Codes were developed to examine a) what outcomes have been measured for children spending time outdoors in their early childhood education settings and b) what approaches were used to measure these outcomes. The two most measured outcomes included in studies were children’s behavior (N = 3; 25%) and educational or learning outcomes (N = 3; 25%). Most activities were child-led (N= 6, 50%) while children engaged in free-play (N = 5, 29%) and physical activities (N= 5, 29%). The most common method utilized was a quasi-experimental design (N=5, 29%), followed by secondary research designs (N=2, 16%). A few studies used rigorous methods to examine the links between children spending time outdoors and their specific beneficial outcomes. Implications for future research in this area are discussed.

Parenting style and child mental health at preschool age: evidence from rural China

BackgroundMental health problems among children at preschool age are a common issue across the world. As shown in literature, a caregiver’s parenting style can play a critical role in child development. This study aims to examine the associations between a caregiver’s parenting style and the mental health problems (or not) of their child when he/she is at preschool age in rural China.MethodsParticipants were children, aged 49 to 65 months, and their primary caregivers. The primary caregivers of the sample children completed the Parenting Styles and Dimensions Questionnaire, Short Version, the Strengths and Difficulties Questionnaire, and a questionnaire that elicited their socio-demographic characteristics. The level of cognitive development of each sample child was assessed using the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition. Pearson correlation analysis, linear regression analysis, and multivariable regression analysis were used to analyze the data.ResultsThe prevalence of mental health problems among sample children at preschool age was high (31.6%). If a caregiver practices an authoritative parenting style, it was found to be negatively associated with the mental health problems of their child. In contrast, a caregiver’s authoritarian parenting style was positively associated with the mental health problems of their child. Compared to those in a subgroup of primary caregivers that used a combination of low authoritative and low authoritarian parenting style, primary caregivers that used a combination of high authoritarian and low authoritative or a combination of high authoritative and high authoritarian were found to have positive association with child health problems. A number of demographic characteristics were found to be associated with the adoption of different parenting styles.ConclusionDifferent parenting styles (including authoritative, authoritarian, and combination of authoritative and authoritarian) of the sample caregivers had different associations with the mental health problems of the sample children. Parenting programs that aim to improve the parenting styles (favoring authoritative parenting styles) should be promoted in an effort to improve the status of child mental health in rural China.

Investigation of the Impact of Positive and Negative Parenting on Pre-school and School-aged Children’s Emotion Regulation

Parenting plays a crucial role in child development. Emotion Regulation (ER) is considered as an important ability during development since it is tightly associated with children’s future social competence and also their external and internal behaviors. This research investigation explores the profound impact of positive and negative parenting on pre-school and school age children's ER. The essay finds positive parenting, characterized by warmth, support, and consistent discipline, emerges as a crucial factor in nurturing healthier emotion regulation in pre-school children. These children exhibit greater emotional awareness and competence, fostering overall well-being and improved social interactions. Conversely, negative parenting, marked by harsh discipline and emotional neglect, obstructs emotional growth, leading to emotional dysregulation and behavioral challenges. Additionally, this paper delves into the nuances of the influence exerted by fathers and mothers on children's emotion regulation. While both parental figures play vital roles in a child's emotional development, their impact can vary due to unique parenting styles and interactions. In conclusion, this research underscores the pivotal role of positive parenting practices in cultivating robust emotion regulation skills in pre-school children. It emphasizes the necessity for parents to establish nurturing and supportive environments conducive to emotional growth and the importance of recognizing the distinct roles of fathers and mothers in shaping children's emotional development. Ultimately, comprehending the dynamics of parenting and their implications on children's emotional regulation is vital for creating a positive and nurturing environment that promotes children's well-being and emotional resilience.

Investigating the psychometric properties of PaRCADS-Parenting to Reduce Child Anxiety and Depression Scale in a Norwegian sample.

Parents play a pivotal role in child development and several parental factors have been identified as risk or protective factors for childhood anxiety and depression. To assess and target these parental factors in interventions, there is a need for a comprehensive, easy-to-use instrument. This study aimed to investigate the psychometric properties of an adapted version of the Parenting to Reduce Child Anxiety and Depression Scale, PaRCADS(N) in a Norwegian community sample (N=163) of parents of children aged 8-12years. Our findings indicate that PaRCADS(N) has acceptable psychometric properties. These results are comparable to those of the original study of the PaRCADS in Australia. Based on these results, we recommend that PaRCADS(N) can be utilized by health care workers as a tool for assessment and identification of parental practices related to child anxiety and/or depression to target relevant risk and protective factors in treatment and prevention.

Determinants of Stunting Among Children Under Five Years in Indonesia: Evidence from the 2021-2022 Demographic and Health Survey

At the global level, the prevention of stunting is one of the Sustainable Development Goals (SDGs). Indonesia is currently working towards achieving the second Sustainable Development Goal, which entails ending hunger, ensuring food security, improving nutrition, and supporting sustainable agriculture. As a part of this objective, efforts are being made to decrease the prevalence of stunting in children by 2025. Attention towards stunting is crucial as it can adversely affect children's physical and cognitive development well into adulthood if not addressed appropriately. This paper conducted a literature review from various sources, with a focus on google scholar and prioritizing sources from the last five years, as well as research on the population in Indonesia. It was determined through the analysis of several sources that maternal, child, and environmental factors pose various risks for stunting in Indonesia. Maternal factors that may play a role in child development include the mother's age, upper arm circumference, height, breastfeeding or complementary feeding practices, early initiation of breastfeeding and food quality during pregnancy. A history of low birth weight or prematurity, male sex, neonatal illness, frequent and recurrent diarrhea, infectious diseases, and lack of immunization are among the child factors associated with developmental outcomes. Factors such as living in a low socio-economic environment, limited family education, especially maternal education, insufficient household income, open defecation in rivers, gardens or inadequate latrines, consumption of untreated drinking water and high exposure to pesticides are also associated with the prevalence of stunting.

The Effect of Paternal Co-Parenting on Preschool Children's Problem Behaviors: The Chain-Mediating Role of Maternal Parenting Burnout and Psychological Aggression.

With the social changes, a growing number of women have joined the workforce, leading to a shift in the traditional roles of child-rearing. There has been a growing focus on the significance of fathers' roles in child development, particularly the influence of fathers on children's problematic behaviors, making it an increasingly prominent issue. However, there is limited understanding regarding the potential mechanisms through which fathers may exert influence on children's problem behaviors. To address this gap, this study sought to investigate the link between paternal co-parenting and preschool children's problem behaviors, and the mediating effects of maternal parenting burnout and psychological aggression. This study used the Personal Information Form and four scales to administer questionnaires to 1164 mothers of preschool children (Mage = 4.26 ± 0.85) in Guangdong Province, China. The collected data underwent processing and analysis using SPSS 22.0. Paternal co-parenting demonstrated a significantly positive correlation with problem behaviors among preschool children. The impact of paternal co-parenting on children's problem behaviors was mediated by maternal parenting burnout, maternal psychological aggression, and the combined effect of maternal parenting burnout and psychological aggression. Maternal parenting burnout and maternal psychological aggression play a sequential mediating role between paternal co-parenting and problem behaviors among preschool children. This study revealed the internal mechanism through which paternal co-parenting influenced problem behaviors exhibited by children. It provides some evidence to support the important role of fathers in child development, and provides a reference for policymakers and educators to develop interventions for children's problem behaviors.

Sleeping soundly? Testing the links between sleep quality and neurodevelopmental characteristics

Sleep plays a major role in child development and sleep problems have been implicated in several neurodevelopmental conditions. However, its exact role in these conditions remains unknown. Co-occurrence is a core challenge of the existing diagnostic framework, with many advocating for a transdiagnostic approach to studying neurodevelopment. In this exploratory investigation, we look at a transdiagnostic sample of 299 children to (1) identify and compare data-driven sleep profiles and explore their links to behaviour, cognition and learning and (2) use a network approach to simultaneously characterise the relationship between sleep and symptoms of behaviour, communication and mental health. Cluster analysis identified two sleep profiles – regular sleepers and poor sleepers. Between-group comparisons showed that poor sleepers disproportionately experienced poorer emotion regulation, peer relationships and structural language. The network analysis suggested that after statistically accounting for the overlap between symptoms of behaviour, communication and mental health, sleep remained directly linked to multiple symptoms, with a particularly strong relationship with emotion regulation. These findings advance our knowledge of the role of sleep in neurodevelopmental conditions, highlighting its importance as a transdiagnostic process and priority in neurodevelopmental research. Lay abstract Sleep quality and quantity are essential in children’s development. Children diagnosed with neurodevelopmental conditions tend to present more sleep problems. However, the exact interaction between sleep and these conditions is still under discussion. Here, novel statistical approaches were used to explore the relationship between sleep and aspects of children’s behaviour, communication, and mental health. These methods identified two groups of children based on their sleep quality: poor sleepers and regular sleepers. The two groups were compared across a broad set of measures including neurodevelopmental difficulties, learning outcomes and mental health. The regular sleepers performed better than those with sleep problems on all measures, with poor sleepers presenting crucial difficulties in emotion regulation, peer relationships and structural language. Using network models, an explorative global analysis of all the participants together reiterated the influence of structural language on other behaviours and uncovered a strong connection between sleep and emotion regulation. Overall, this study improves our knowledge of the role of sleep in conditions affecting brain development and its relationship with behaviour, communication and mental health.

Father Involvement of Circular Migrant Worker: The Role of Paternal Self-Efficacy and Mother Social Support

Fathering plays a very important role in child development. Circular migrant worker fathers who live in different regions from their families will have many difficulties to carry out the parenting role. The purpose of this study is to analyze the influence of paternal self-efficacy and mother support on father involvement in circular migrant workers. This study used a quantitative approach with an explanatory research design. The sampling technique used was snowball sampling and data collection was done online using Google Form with a total respondent of 41 circular migrant worker fathers. The data was processed using Microsoft Office Excel and analyzed using SPSS. The results showed that the father's age was significant positively correlated with paternal self-efficacy, while paternal self-efficacy, mother support, and father involvement have a significant positive relationship with each other. The education level of father has significant negative relationship with paternal self-efficacy and mother support. The result of regression test showed that education level of father has a significant negative influence on father involvement. Furthermore, paternal self-efficacy and mother support has a significant positive influence on father involvement of circular migrant worker. The findings in this study emphasize the need to take sides with the protection of parent-child relationships in families that are structurally separate, such as families of circular migrant workers.

Bioecological factors associated with gross motor skills of preschool children

ABSTRACT Motor skills during early childhood play a significant role in child development. We used the bioecological model to determine the bioecological factors associated with preschool children's gross motor skills (GMS). The GMS of randomly sampled 280 children were tested using a standardized checklist. The background variables theoretically framed in process, person and context characteristics were applied for multilevel logistic regression models. The children whose parents engaged daily in child-stimulating activities and who had family income above the mean were 2.3 times more likely to have normal GMS. Moreover, the children from the schools equipped with toys were 2.7 times more likely to be normal. Interestingly, the children who had teachers with higher degrees and more extended experience were less likely to be normal in GMS, demanding further exploration. Therefore, national child development policies and programmes should ensure parental support and the provision of motivated teachers.

Penerapan Prompts dan Reinforcement untuk Meningkatkan Frekuensi Kontak Mata pada Anak dengan Autisme

Children with autism spectrum disorder (ASD) have deficits in the ability to interact and communicate socially. The deficit in communication skills is also seen in the lack of eye contact displayed by ASD children. Eye contact plays a vital role in child development, such as responding to interactions, following instructions, and acquiring vocabulary and educational understanding. This intervention aims to increase the frequency of eye contact in a 4-year-old boy (N = 1) with mild ASD and language impairment. Researchers used prompts and reinforcement techniques, considered adequate for improving social skills in children with neurodevelopmental disorders. Researchers use designs A (Baseline) and B (Intervention). The results showed an increase in the frequency of eye contact with the subject from 0-2 times to 10 times in one session consisting of 10 times calling the child's name. Furthermore, this intervention also found an increase in children's eye contact when carried out by parents at home.