Skip to main navigation menu Skip to main content Skip to site footer
Academia Open

Philosophy. Psychology. Religion

Vol 8 No 2 (2023): December

Preschooler Social And Emotional Development During the Covid-19 Pandemic
Perkembangan Sosial dan Emosional Anak Prasekolah selama Pandemi Covid-19



(*) Corresponding Author
DOI
https://doi.org/10.21070/acopen.9.2024.8614
Published
December 29, 2023

Abstract

Pre-schoolers’ social and emotional development has impacted by Covid-19 pandemic. The pandemic has limited their activities. This study aims to narratively review various articles related to the social and emotional development problems of children affected by the COVID-19 pandemic and to find out its factors. Article reviews is used to collect data related to pre-schoolers social and emotional development and its factors during the pandemic. The result indicates that there are several psychological problems on pre-schoolers, namely anxiety, attachment issues, and maladaptive behaviour. The research also includes pre-schoolers’ social and emotional development moderating factors, namely parent belief, parenting stress, parenting efficacy, and school management. This research implies that boosting parent and school competencies to create playful and connected circumstances can help pre-schoolers’ develop their social and emotional competence.

Highlights:

  • The COVID-19 pandemic has negatively affected pre-schoolers' social and emotional development.
  • Psychological issues, including anxiety and attachment issues, have emerged among pre-schoolers during the pandemic.
  • Parental beliefs, parenting stress, and school management play crucial roles in moderating pre-schoolers' social and emotional development during these challenging times.

Keywords: Pandemic covid-19, Preschool, Socioemotional Development

References

  1. M. von Salisch, K. Voltmer, R. Miller-Slough, J.-C. Chin, and S. Denham, “Emotions and Social Development in Childhood,” in The Wiley-Blackwell Handbook of Childhood Social Development, John Wiley & Sons, Ltd, 2022, pp. 631–650. DOI: 10.1002/9781119679028.ch34.
  2. Q. Y. H. Sukatin, A. A. Alivia, and R. Bella, “Analisis psikologi perkembangan sosial emosional anak usia dini,” Bunayya J. Pendidik. Anak, vol. 6, no. 2, pp. 156–171, 2020.
  3. R. Damri, “Rintangan Tak Terduga Berujung Stres: Peran Psikologi Positif pada Kesehatan Mental di Era VUCA,” Proceeding Conf. Psychol. Behav. Sci., vol. 2, no. 1, Art. no. 1, Nov. 2023.
  4. G. Khera, R. Chandrika Yelisetty, G. M. Spence, W. D. M. H. AlAhbabi, and V. B. Dadzie, “Impact of the COVID-19 pandemic on the well-being of preschoolers: A parental guide,” Heliyon, vol. 9, no. 4, p. e14332, Apr. 2023. DOI: 10.1016/j.heliyon.2023.e14332.
  5. N. Hasanah and R. Drupadi, “Perilaku Prososial Anak selama Pandemi Covid-19,” BUANA Gend. J. Studi Gend. Dan Anak, vol. 5, no. 2, pp. 97–107, 2020.
  6. A. S. Wijaya and N. Nugroho, “Dampak Gawai terhadap Perkembangan Anak Usia Pra Sekolah pada Masa Pandemi Covid-19,” J. Keperawatan Silampari, vol. 5, no. 1, pp. 103–114, 2021.
  7. J. S. H. Terapan, “School from home (SFH): Perjuangan para orang tua siswa usia dini di masa pandemi COVID-19,” J. Sos. Hum. Terap., vol. 3, no. 2, 2021.
  8. S. Suyami, C. Elsera, and S. F. Cahyaningrum, “Children’s Anxiety During The Covid-19 Pandemic: Literature Review,” presented at the Prosiding University Research Colloquium, 2021, pp. 1009–1020.
  9. R. A. Khoja, B. F. Abualhamay, A. A. Alanazi, and S. M. NoorWali, “The impact of COVID-19 pandemic on school-age children’anxiety level in Jeddah, Saudi Arabia,” [Year Missing].
  10. A. Solmaz, H. Karataş, T. M. F. Ercan, T. Erat, F. Solmaz, and H. Kandemir, “Anxiety in Paediatric Patients Diagnosed with COVID-19 and the Affecting Factors,” J. Trop. Pediatr., vol. 68, no. 2, p. fmac018, 2022.
  11. X. Zhang, “Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: familial correlates and relations to children’s learning behavior and emotional distress,” Early Child. Res. Q., vol. 60, pp. 319–331, 2022.
  12. E. Delvecchio et al., “COVID-19: Psychological symptoms and coping strategies in preschoolers, schoolchildren, and adolescents,” J. Appl. Dev. Psychol., vol. 79, p. 101390, 2022.
  13. L. Zhang, H. Cao, C. Lin, and P. Ye, “Family socio-economic status and Chinese Preschoolers’ anxious symptoms during the COVID-19 pandemic: The roles of parental investment, parenting style, home quarantine length, and regional pandemic risk,” Early Child. Res. Q., vol. 60, pp. 137–149, 2022.
  14. L. M. Glynn, E. P. Davis, J. L. Luby, T. Z. Baram, and C. A. Sandman, “A predictable home environment may protect child mental health during the COVID-19 pandemic,” Neurobiol. Stress, vol. 14, p. 100291, 2021.
  15. M. Milawati, E. Y. Kurniawati, and Y. U. Khasanah, “Analisis Dampak Pandemi Covid-19 Pada Anak Prasekolah Usia 36-72 Bulan:(Studi di KB Kuncup Melati dan TK Pamardi Putra),” J. Ilmu Kebidanan, vol. 8, no. 1, 2021.
  16. P. A. Nabila, N. Sukamti, and A. M. Usman, “Hubungan Pola Asuh Orang Tua Dengan Perkembangan Sosial Dan Kemandirian Fisik Anak Usia Prasekolah 4-6 Tahun Di Taman Kanak-Kanak Wilayah Meruyung Kota Depok,” MAHESA Malahayati Health Stud. J., vol. 2, no. 2, pp. 224–233, 2022.
  17. F. S. Che Yob et al., “VUCA And Sustainable Well-Being: Impact On B40 Children’s Socio-Emotional Development,” Eur. Proc. Multidiscip. Sci. [Year Missing].
  18. R. Eme, “Developmental psychopathology: A primer for clinical pediatrics,” World J. Psychiatry, vol. 7, no. 3, pp. 159–162, Sep. 2017. DOI: 10.5498/wjp.v7.i3.159.
  19. D. E. Papalia, S. W. Olds, and R. D. Feldman, Human development. McGraw-Hill, 2007.
  20. S. A. Denham and L. Grout, “Socialization of emotion: Pathway to preschoolers’ emotional and social competence,” J. Nonverbal Behav., vol. 17, pp. 205–227, 1993.
  21. N. Daulay, “Perilaku Maladaptive Anak dan Pengukurannya,” Bul. Psikol., vol. 29, no. 1, pp. 45–63, 2021.
  22. E. C. Hanno, J. Cuartas, L. W. Miratrix, S. M. Jones, and N. K. Lesaux, “Changes in children’s behavioral health and family well-being during the COVID-19 pandemic,” J. Dev. Behav. Pediatr., vol. 43, no. 3, pp. 168–175, 2022.
  23. B. Landman et al., “Emotional and behavioral changes in French children during the COVID-19 pandemic: a retrospective study,” Sci. Rep., vol. 13, no. 1, Art. no. 1, Feb. 2023. DOI: 10.1038/s41598-023-29193-9.
  24. U. Bronfenbrenner, “Ecological models of human development,” Int. Encycl. Educ., vol. 3, no. 2, pp. 37–43, 1994.
  25. D. Cicchetti and D. J. Cohen, “Perspectives on developmental psychopathology,” 1995.
  26. C. Cantiani, C. Dondena, E. Capelli, E. M. Riboldi, M. Molteni, and V. Riva, “Effects of COVID-19 Lockdown on the Emotional and Behavioral Profiles of Preschool Italian Children with and without Familial Risk for Neurodevelopmental Disorders,” Brain Sci., vol. 11, no. 4, Art. no. 4, Apr. 2021. DOI: 10.3390/brainsci11040477.
  27. M. Respler-Herman, B. A. Mowder, A. E. Yasik, and R. Shamah, “Parenting Beliefs, Parental Stress, and Social Support Relationships,” J. Child Fam. Stud., vol. 21, no. 2, pp. 190–198, Apr. 2012. DOI: 10.1007/s10826-011-9462-3.
  28. M. Cusinato et al., “Stress, Resilience, and Well-Being in Italian Children and Their Parents during the COVID-19 Pandemic,” Int. J. Environ. Res. Public. Health, vol. 17, no. 22, Art. no. 22, Jan. 2020. DOI: 10.3390/ijerph17228297.
  29. E. L. Adams, D. Smith, L. J. Caccavale, and M. K. Bean, “Parents Are Stressed! Patterns of Parent Stress Across COVID-19,” Front. Psychiatry, vol. 12, 2021. [Online]. Available: https://www.frontiersin.org/articles/10.3389/fpsyt.2021.626456.

Downloads

Download data is not yet available.