Pengaruh Pendampingan Orang Tua dalam Penggunaan Gadget Terhadap Perkembangan Sosial-Emosional Anak Usia 4-7 Tahun

Authors

  • Naifah Luqyana Azzahra Universitas Pendidikan Indonesia
  • Asep Kurnia Jayadinata Universitas Pendidikan Indonesia
  • Gia Nikawanti Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.37680/absorbent_mind.v6i2.10622

Keywords:

Early childhood, Gadget use, Parental accompaniment, Social-emotional development

Abstract

This study aims to determine the influence of parental accompaniment in gadget use on the socio-emotional development of children aged 4-7 years. This study employed a quantitative approach with an ex post facto design, chosen because the variable of parental accompaniment in gadget use represents a condition that had already occurred naturally in daily life without any manipulation from the researcher, allowing the researcher to solely observe and measure the influence that had taken place on children's socio-emotional development. This study was conducted at TK Devi Aulia, an early childhood education institution located in Bekasi Regency, West Java, Indonesia. The population of this study consisted of 30 parents with children aged 4-7 years at this institution, and the total sampling technique was applied, in which the entire population was used as the research sample. Data were collected through a Likert-scale questionnaire consisting of 13 items measuring parental accompaniment and 16 items measuring children's socio-emotional development, and were then analyzed using descriptive statistics, the Shapiro-Wilk normality test, and simple linear regression analysis. The results show that both parental accompaniment (mean 44.60) and children's socio-emotional development (mean 49.77) fall into the good category, with a significant positive influence between the two variables (Sig. 0.002; R Square 0.288). These findings are consistent with prior research emphasizing that active parental involvement, rather than passive supervision alone, plays a critical role in shaping children's social interaction and emotional regulation, while other factors such as parenting style and peer interaction also contribute to the remaining variance.

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Published

2026-10-02

Issue

Vol. 6 No. 2 (2026): Psychology and Child Development

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