THE INFLUENCE OF MOTHER-CHILD ATTACHMENT AND CAREGIVER-CHILD INTERACTION ON PRESCHOOL CHILDREN’S SOCIAL-EMOTIONAL DEVELOPMENT
Abstract
In dual-earner families, the mother's role in fostering social-emotional development in children must be complemented by support from other caregivers, such as daycare staff. This study examines the impact of child and family characteristics, mother-child attachment, and caregiver-child interactions on the social-emotional development of preschool children attending daycare. Utilizing a quantitative approach with a cross-sectional design, the research was conducted in a daycare facility located in Bogor and included 40 mothers and their children, along with 20 caregivers. The findings revealed a significant positive relationship between mother-child attachment and children’s social-emotional development. Conversely, negative interactions between caregivers and children—particularly those characterized by harassment and detachment—were found to have a significant detrimental effect on children’s social-emotional development. Additionally, the analysis indicated that a secure mother-child attachment positively influences children’s social-emotional development, while negative interactions, such as harassment, detachment, and permissiveness among caregivers, adversely affect this aspect of development.
References
Agustia, D. R., Setyaningsih, W., & Suharno, B. (2021). Perkembangan Psikososial Anak Usia 3-4 Tahun di Daycare. Aulad: Journal on Early Childhood, 3(3), 149–154. https://doi.org/10.31004/aulad.v3i3.75.
Agustina, S., Nurlaili, N., & Nirwana, E. S. (2022). Pengaruh Pekerjaan Orang Tua Terhadap Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Di Paud Islam Ummu Fathimah Kota Bengkulu. Al Fitrah: Journal Of Early Childhood Islamic Education, 5(2), 208-218. http://dx.doi.org/10.29300/alfitrah.v5i2.6326.
Ainsworth, M. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709–716. https://doi.org/10.1037//0003-066x.44.4.709.
Akmalia, I., & Rahayuningsih, S. I. (2018). Attachment (kelekatan) ibu dan anak dengan perkembangan sosial emosional bayi. Jurnal Ilmiah Mahasiswa Fakultas Keperawatan, 3(1), 365–370.
Anteni, K., Chiar, M., & Miranda, D. 2018. Pemanfaatan Pengasuhan Anak dalam Mengoptimalkan Perkembangan Sosial di Daycare Global Maju Khatulistiwa. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 7(5).
Arnett, J. (1989). Caregiver Interaction Scale. Educational Testing Service.
Aryanti, S. (2015). Kelekatan Dalam Perkembangan Anak. Tarbawiyah, 12(2), 245–258.
Cárcamo, R. A., Vermeer, H. J., van der Veer, R., & van IJzendoorn, M. H. (2016). Early full-time day care, mother–child attachment, and quality of the home environment in Chile: Preliminary findings. Early Education and Development, 27(4), 457-477. https://doi.org/10.1080/10409289.2016.1091971.
Erikson, E. (2013). Childhood and Society. WW Norton & Company.
Fadhilah, H. A., Aisyah, D. S., & Karyawati, L. (2021). Dampak Pola Asuh Permisif Orang Tua Terhadap Perkembangan Sosial-Emosional Anak Usia Dini. Early Childhood: Jurnal Pendidikan, 5(2), 90–104. https://doi.org/10.35568/earlychildhood.v5i2.1323.
Groeneveld, M. G., Vermeer, H. J., van IJzendoorn, M. H., & Linting, M. (2016). Randomized Video-Feedback Intervention in Home-Based Childcare: Improvement of Children’s Wellbeing Dependent on Time Spent with Trusted Caregiver. Child and Youth Care Forum, 45(4), 587–606. https://doi.org/10.1007/s10566-015-9344-8.
Hadayani, S. P. (2014). Pola Pengasuhan Anak pada Taman Penitipan Anak Aisyiyah Wilayah Riau (Doctoral dissertation, Riau University).
Indanah, I., & Yulisetyaningrum, Y. (2019). Perkembangan sosial emosional anak usia pra sekolah. Jurnal Ilmu Keperawatan Dan Kebidanan, 10(1), 221-228. https://doi.org/10.26751/jikk.v10i1.645.
Irzalinda, V., Sofia, A., & Erika, A. L. (2022). Pentingnya Kelekatan Ibu dalam Membangun Kecerdasan Sosial Emosional Anak Usia 5–6 Tahun. Jurnal Pendidikan Anak, 8(1).
Islamiah, N., Breinholst, S., Walczak, M. A., & Esbjørn, B. H. (2023). The role of fathers in children's emotion regulation development: A systematic review. Infant and Child Development, 32(2), e2397.
Jeynes, W. H. (2016). Meta-analysis on the roles of fathers in parenting: Are they unique?. Marriage & Family Review, 52(7), 665-688.
Maulina, E. I. N. (2023). Perbedaan peran ibu dalam stimulasi perkembangan anak usia prasekolah pada ibu bekerja dan tidak bekerja di wiliyah kerja Puskesmas Banyu Urip Surabaya (Doctoral dissertation, Universitas Airlangga).
Morrissey, T. W. (2010). Sequence of child care type and child development: what role does peer exposure play?. Early Childhood Research Quarterly, 25(1), 33-50. https://doi.org/10.1016/j.ecresq.2009.08.005.
Mubarak, W., Chayanti, N., & Rozikin, S. (2007). Promosi Kesehatan Sebuah Pengantar Proses Belajar Mengajar dalam Pendidikan. Graha Ilmu.
Muñoz, J. M., Braza, P., Carreras, R., Braza, F., Azurmendi, A., Pascual-Sagastizábal, E., Cardas, J., & Sánchez-Martín, J. R. (2017). Daycare center attendance buffers the effects of maternal authoritarian parenting style on physical aggression in children. Frontiers in Psychology, 8(MAR), 1–7. https://doi.org/10.3389/fpsyg.2017.00391.
Parker, R., Thomsen, B. S., & Berry, A. (2022, February). Learning through play at school–A framework for policy and practice. In Frontiers in Education (Vol. 7, p. 751801). Frontiers Media SA. 10.3389/feduc.2022.751801.
Puspita, H. (2019). Kelekatan Anak dengan Pengasuh Tempat Penitipan Anak. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 6(1), 49–55. https://doi.org/10.21107/pgpaudtrunojoyo.v6i1.5374.
Rentzou, K., & Sakellariou, M. (2011). The Quality of Early Childhood Educators: Children’s Interaction in Greek Child Care Centers. Early Childhood Education Journal, 38(5), 367–376. https://doi.org/10.1007/s10643-010-0403-3.
Robinson, J. (1994). Quality of attachment as a predictor of parental visitation when a young child or infant hospitalized. Drake University.
Simanjuntak, A. F., Indriati, G., & Woferst, R. (2022). Gambaran Perkembangan Sosial Emosional Pada Anak Usia Prasekolah. Health Care : Jurnal Kesehatan, 11(1), 43–51.
Squires, J., Bricker, D., Waddell, M., Funk, K., & Hoselton, R. (2014). Social Emotional Assesment/Evaluation Measures (SEAMTM) (Research E). Brookes Publishing Co.
Statistik, B. P. (2022). Persentase Tenaga Kerja Formal Menurut Jenis Kelamin (Persen), 2020-2022.
Supsiloani, S. S., Puspitawati, P. P., & Hasanah, N. (2016). Eksistensi Taman Penitipan Anak dan Manfaatnya bagi Ibu Rumah Tangga yang Bekerja (Studi Kasus di TPA Dharma Asih Kota Medan). Jupiis: Jurnal Pendidikan Ilmu-Ilmu Sosial, 7(2), 119. https://doi.org/10.24114/jupiis.v7i2.3117.
Taswiyah, & Imron, A. (2023). Optimalisasi perkembangan anak masa golden age melalui daycare. Amal Insani: Indonesian Multidiscipline of Social Journal, 4(1), 1–14.
Uce, L. (2017). The golden age: Masa Efektif Merancang Kualitas Anak. Bunayya: Jurnal Pendidikan Anak, 1(2), 77–92. https://doi.org/10.1177/002070200906400118.
Van Der Voort, A., Juffer, F., & J. Bakermans-Kranenburg, M. (2014). Sensitive parenting is the foundation for secure attachment relationships and positive social-emotional development of children. Journal of Children's Services, 9(2), 165-176. https://doi.org/10.1108/JCS-12-2013-0038.
Wijirahayu, A., Pranaji, D. K., & Muflikhati, I. (2016). Kelekatan Ibu-Anak, Pertumbuhan Anak, dan Perkembangan Sosial Emosi Anak Usia Prasekolah. Jurnal Ilmu Keluarga Dan Konsumen, 9(3), 171–182. https://doi.org/10.24156/jikk.2016.9.3.171.
Yenti, S., & Mayar, F. (2021). Perkembangan Sosial Emosional Anak Usia Dini (AUD): Studi Literatur. Jurnal Pendidikan Tambusai, 5(3), 9814-9819.
Zainuddin, S. S., Surianti, N. M., & Alfiasari. (2021). The Competencies of Daycare Caregivers in Building Interaction and Attachment with Children to Optimize Their Cognitive Development. Journal of Family Sciences, 6(1), 67–79. https://doi.org/10.29244/jfs.v6i1.3334.
