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The Relationship between Gadget use Duration and Social-Emotional Development in Pre-School Age Children at TK Negeri Pembina 02 Batam Center in 2020
Keywords:Gadgets, Emotional Social Development, Pre-School Children
AbstractWorld Health Organization (WHO) reports that 5-25% of pre-school children have experienced social and emotional development disorders. It is recorded that 8 to 9% of pre-school children have experienced social-emotional development disorders such as anxiety, difficulty in adapting, difficulty in socializing, always wanting to be close to parents, children are difficult to control and behave aggressively. Various stimulations can affect children's development, including gadgets. According to pre-survey data, some parents said that their children lost track of time when operating gadgets. So, they frequently ignore their parents' orders to take a bath, eat, and study. The population in this research were 30 students aged 3-5 years old at TK Negeri Pembina 02 Batam Center. The type and design of this research used observational survey with direct observation to the object of research to see closely the activities undertaken, as well as applying questionnaire and checklist sheet as the research instruments. The sampling technique used was purposive sampling with a sample size of 30 respondents. This research aims to identify the relationship between the duration of gadget use and the social and emotional development of pre-school age children at TK Negeri Pembina 02 Batam Center in 2020. The research results indicated that 16 (53.3%) respondents had an abnormal duration of operating gadgets and 17 (56.7%) respondents had inappropriate social-emotional development. TheÂ results of chi square correlation test obtained p value 0.000 (p <0.05), meaning that there was a significant relationship between the duration of gadget use and social-emotional development in pre-school age children at TK Negeri Pembina 02 Batam Center in 2020. Based on the research results, it is suggested that parents and teachers at school should be more selective in giving toys to children and should be assertive in reminding the children about the limit for operating gadgets.
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