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"The focus of this study is application DIR Model from Greenspan and Wieder for autistic child to develop his functional emotional developmental capacities. When we want to intervention with autistic child, we consider 3 aspects are Developmental (focus on functional developmental level), Individual (sensory proiile and individual differences), and Relationship (means interact between children and parents). The rationale of this study is autism which pervasive developmental disorder so he has dysfunction in two main areas are sensory processing and social engagement. DIR Model can help autistic child to overcome sensory processing ditiiculties and communication and relating in social context. The purpose of this study is autistic child be able to share attention, engage with, and interact purpeselirl way which are basic skills from functional emotional developmental capacities.This research is descriptive study case. Subject is 6,5 years old boy who has low functioning autistic disorder. Research duration for 3 months started from September tmtil December on 2006. Intervention was divided with 3 program were Sensory Integration Therapy, Diet Therapy and Floortime Tlierapy. Subject followed 8 sessions sensory integration therapy and joined with diet program to control his behavior. Sensory integration therapy was conducted by therapist and dict program was controlled by pediatrician. Third intervention started from December 14th until 20th. Researcher had two roles, first as a therapist playing with tloortime methods with subject and the second as an observer when subject and his mother were playing together. Recording data by audiovisual data taking and interviewing method as the process was taken place.The main result from this research is l) sensory integration therapy help subject to start shared attention and regulate any kind of sensory information; 2) dict therapy also has positive effect to his digestive system and help the mother to manage feeding habit; 3). Floortime therapy can develop functional emotional capacities in 3 areas: shared attention, engagement, and purposeful emotional interaction; 4) Sensory integration therapy can improve subject?s sensory reactivity so he more is alert with environment and help him manage his behavior calmly; 5) to develop functional communication capacities, jlooriime session is useful strategy. The reason is Ileortime can enrich the subject behavior when relating with therapist. The sensitivity to the subject sensory preferences made the engagement come easily. Play activities still focused on sensory-motor play. This findings means sensory integration therapy and dict therapy both are important to make basic skill for subject. Floortime is a basic tool to make the subject want to relate intentionaly with others in fun context."

"ABSTRAKKemampuan untuk memahami apa yang disampaikan olehorang lain dan kemampuan untuk mengutarakan isi pikiran kepada oranglain adalah penting. Petty dan Jensen (1980) menyatakan bahwakemampuan berbahasa berkorelasi positif dengan keberhasilan belajar anak.Untuk dapat dipahami oleh orang dewasa, anak-anak yang menguasaikebanyakan konsep spontan dapat saja menguasai konsep ilmiah denganbantuan guru di sekolah atau melalui interaksi dengan orang dewasa yanglebih ahli di lingkungannya.Dalam penelitian ini, peneliti tertarik untuk meneliti apakahada pengaruh lingkungan belajar terhadap kemampuan bahasa anak usia 8 -10 tahun yang diukur melalui kompetensi komunikatif. Lingkungan belajardalam penelitian ini dibatasi pada lingkungan belajar di rumah dan disekolah. Sedangkan aspek-aspek yang terdapat di dalam lingkungan belajardibatasi pada aspek : Orang-orang di sekitar anak dan interaksinya,Aktivitas anak, Fasilitas fisik , dan Komunikasi dan nilai-nilai yang dianut,seperti yang dikemukakan oleh Bronfenbrenner (dalam Myers, 1992).Subyek yang diikutsertakan dalam penelitian ini adalah siswa-siswi sekolah dasar berusia 8 - 10 tahun dengan tingkat inteligensi umumrata-rata. Subyek-subyek penelitian diambil dari 2 lingkungan belajar yang berbeda, yaitu sebanyak 30 subyek berasal dari lingkungan belajar yangbanyak menyediakan stimulus secara kualitatif dan kuantitatif dalammerangsang kompetensi komunikatif anak (lingkungan belajar A) dansebanyak 30 subyek lainnya berasal dari lingkungan belajar yang kurangdalam menyediakan stimulus secara kualitatif dan kuantitatif dalammerangsang kompetensi komunikatif anak (lingkungan belajar B). Untukmengukur kompetensi komunikatif subyek, subyek diminta untukmenjabarkan/menjelaskan 9 kata benda target.Hasil penelitian ini menunjukkan bahwa anak-anak yangberada di lingkungan belajar yang banyak menyediakan stimulus-stimulussecara kualitatif maupun kuantitatif dalam merangsang kompetensikomunikatif anak memiliki nilai kompetensi komunikatif yang Iebih tinggisecara signifikan daripada anak-anak yang berada di lingkungan belajaryang kurang dalam menyediakan stimulus. Di samping itu, penelitian inijuga menunjukkan bahwa walaupun semua aspek-aspek lingkungan belajarmemberikan pengaruh dan berkorelasi positif terhadap kemampuan bahasaanak yang dalam penelitian ini dikaitkan dengan penguasaan konsep yangdiukur melalui kompetensi komunikatif anak, namun aspek 1 yaitu orang-orang di sekitar anak dan interaksinya memberikan sumbangan yang palingbesar terhadap kompetensi komunikatif anak. Begitu pula halnya dengankata-kata benda target yang dapat dengan sangat mudah dijelaskan/dijabarkan oleh anak adalah kata-kata benda target yang berada di dunianyaterutama dunia bermain. Hasil penelitian ini juga menunjukkan adanyaindikasi bahwa faktor sosial ekonomi juga mempengaruhi seberapa dekatdan sering anak berinteraksi atau memiliki pengalaman terhadap benda-benda tersebut sehingga mempengaruhi hasil kompetensi komunikatif.Sementara itu juga didapatkan hasil bahwa pada anak usai 8 -10 tahun, usiatidak mempengaruhi kompetensi komunikatif anak secara signifikan.Sedangkan untuk jenis kelamin didapatkan hasil yang berbeda antaralingkungan belajar A, di mana jenis kelamin mempengaruhi kompetensikomunikatif anak secara signifikan, dengan lingkungan belajar B, di manajenis kelamin tidak mempengaruhi kompetensi komunikatif anak.Untuk penelitian selanjutnya, disarankan untuk melihat jugaperanan orang-orang di sekitar anak selain orang tua dan guru. Kemudiandapat juga dilihat hubungan kompetensi komunikatif dengan prestasi siswa,mengingat kemampuan berbahasa anak berkorelasi positif dengankeberhasilan belajar anak."

"[ABSTRAKPerilaku prososial merupakan modal penting untuk berhasil beradaptasi dalam kehidupan sosial (Berns, 2010). Keikutsertaan dalam kegiatan taman kanak-kanak memperluas mikrosistem anak dan menuntut pengembangan perilaku sosial sesuai dengan situasi sosial yang berbeda dan lebih luas. Upaya sistematik perlu dilakukan di tingkat prasekolah untuk memastikan bahwa perilaku prososial berkembang sesuai dengan harapan. Upaya menumbuhkembangkan tingkah laku prososial pernah dilakukan dengan menerapkan berbagai metode, antara lain, bermain peran, bermain konstruktif, pembacaan cerita dan metode bercerita shared reading. Metode shared reading dengan komponen membacakan cerita (C), berdiskusi (D) mengenai isi cerita serta mempraktekkan langsung informasi yang terdapat dalam isi cerita (K) akan diterapkan dalam Program Cerita Prososial Aktif rancangan peneliti. Efektivitas program cerita prososial aktif yang secara konseptual merupakan implementasi dari metode shared reading, akan diuji melalui penelitian eksperimental yang berdesain before-and-after . Partisipan berjumlah 20 murid taman kanak-kanak berusia antara 4-5 tahun. Penelitian dilakukan terhadap 1 kelompok eksperimen (CDK) yang diintervensi dengan metode shared reading dan 3 kelompok kontrol berturut-turut: kelompok CD, C dan CG. Kelompok CD diintervensi dengan cerita dan diskusi, kelompok C dibacakan cerita oleh peneliti dan CG dibacakan cerita oleh guru murid-murid tersebut. Dilakukan intervensi selama 15 sesi. Perilaku prososial diukur melalui observasi terhadap 15 item senarai tingkah laku prososial. Program Cerita Prososial Aktif yang menggunakan metode shared reading ternyata efektif meningkatkan tingkah laku prososial anak prasekolah secara signifikan (Z=-2.032) setelah dilakukan 5 sesi intervensi dan tingkahlaku prososial secara konsisten terus meningkat frekuensinya sampai penelitian berakhir. Metode bercerita tanpa diskusi dan kegiatan efektivitasnya paling rendah.

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ABSTRACTAdaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups., Adaptation to social interactions in a larger social environment is determined by individual’s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.]"

"Empati penting dimiliki manusia untuk beradaptasi dalam kehidupan. Untuk beradaptasi di kehidupan sosial, manusia membutuhkan soft skill berupa manajemen perilaku prososial yang baik dan kemampuan dalam membangun relasi teman sebaya. Penelitian ini menggambarkan hubungan empati dengan perilaku prososial dan relasi teman sebaya pada anak sekolah dasar usia 4-14 tahun. Studi dalam penelitian ini yaitu studi potong lintang. Instrumen yang digunakan yaitu kuesioner EQ-C/ SQ-C berbahasa indonesia yang sudah tervalidasi dengan nilai alpha 0,979. Kuesioner EQ-C/SQ-C digunakan untuk mengukur empati anak. Sedangkan, untuk mengukur perilaku prososial dan relasi teman sebaya, peneliti menggunakan kuesioner SDQ. Sejumlah 620 kuesioner diisi oleh orangtua anak sekolah dasar dan dijadikan sampel dari penelitian ini. Orangtua yang dapat mengisi kuesioner memiliki riwayat pendidikan minimal sekolah menengah pertama. Setelah mendapatkan seluruh sampel, dilakukan random sampling dan didapatkan data sejumlah 384 data yang akan dianalisis. Pada proses analisis, brain type dibagi menjadi tiga kelompok, yakni brain type E (Extreme E dan E), brain type B, dan brain type S (Extreme S dan S). Analisis data dilakukan dengan uji Chi-Square menggunakan windows SPSS versi 20. Hasil analisis menunjukkan terdapat hubungan antara empati terhadap perilaku prososial dan relasi teman sebaya (p<0.05).

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Empathy is the ability to understand and relate to others feelings or emotion. Empathy is one of the critical skills to alter in life. To adapt in human social life, people requires soft skills in the form of good prosocial behavior and good management in building peer relations. This cross-sectional study describes the relationship of empathy skills with prosocial behavior and peer relations in primary school children aged 4-14 years. The instrument used for this study is Indonesian language EQ-C/SQ-C questionnaire which value 0,979 in Cronbachs alpha to measure childrens empathy skills. To measure prosocial behavior and peer relationships, researchers used the SDQ questionnaire. A total of 620 questionnaires were filled in by parents of primary school children in Indonesia and were sampled for this study. Parents who can fill out the questionnaire have a minimum education of junior high school. Researchers obtained 384 data through random sampling to be analyzed. In the analysis process, empathy skills are devided into three groups, namely type E (Extreme E and E), type B and type S (Extreme S and S). Data analysis was done by Chi-Square test with SPSS program version 20 for both sample. Due to lack of sample (<5) for abnormal prosocial behavior, we look for Fisher test for the result of prosocial behavior. The result shows siginificant outcome. State that there is a relationship between empathy skills with prosocial behavior and peer relationships (p<0.05)."

"A must-have resource for anyone who lives or works with young kids, with an introduction by Adele Faber, coauthor of How to Talk So Kids Will Listen &​ Listen So Kids Will Talk, the international mega-bestseller The Boston Globe dubbed "The Parenting Bible." For over thirty-five years, parents have turned to How to Talk So Kids Will Listen &​ Listen So Kids Will Talk for its respectful and effective solutions to the unending challenges of raising children. Now, in response to growing demand, Adele's daughter, Joanna Faber, along with Julie King, tailor How to Talk's powerful communication skills to children ages two to seven. Faber and King, each a parenting expert in her own right, share their wisdom accumulated over years of conducting How To Talk workshops with parents and a broad variety of professionals. With a lively combination of storytelling, cartoons, and fly-on-the-wall discussions from their workshops, they provide concrete tools and tips that will transform your relationship with the young kids in your life. What do you do with a little kid who'won't brush her teeth'screams in his car seat'pinches the baby ... refuses to eat vegetables'throws books in the library ... runs rampant in the supermarket' Organized according to common challenges and conflicts, this book is an essential emergency first-aid manual of communication strategies, including a chapter that addresses the special needs of children with sensory processing and autism spectrum disorders. This user-friendly guide will empower parents and caregivers of young children to forge rewarding, joyful relationships with terrible two-year-olds, truculent three-year-olds, ferocious four-year-olds, foolhardy five-year-olds, self-centered six-year-olds, and the occasional semi-civilized seven-year-old. And, it will help little kids grow into self-reliant big kids who are cooperative and connected to their parents, teachers, siblings, and peers."

"ABSTRAKPenelitian ini berfokus pada penerapan program intervensi berbasisDevelopmental-Individual-Relationship (DIR) yang dikembangkan olehGreenspan dan Wieder (1998, 2000, 2006) bagi anak penyandang autis. AspekDevelopmental memfokuskan pada tahap komunikasi fungsional yang akandikembangkan pada anak. Aspek Individual menekankan pada penerimaankeunikan anak. Aspek Relationship menitikberatkan pada fokus relasi yanginteraktif antara orangtua dan anak. Dasar pemikiran menggunakan pendekatantersebut adalah autisme merupakan gangguan perkembangan pervasif sehinggaanak mengalami kendala dalam aspek pemrosesan sensorik dan mengembangkankapasitas dalam komunikasi dan menjalin relasi sosial (social engagement).Pendekatan DIR sifatnya menyeluruh yang mencakup intervensi pada aspekpemrosesan sensorik dan social engagement. Tujuan dari penelitian ini agar anakpenyandang autis dapat mengembangkan kemampuan untuk melakukan ’sharedattention’, ’engagement’, dan ’purposeful emotional interaction’ yang merupakantahap awal dari perkembangan komunikasi fungsional. Penelitian ini termasukpenelitian studi kasus dengan pendekatan kualitatif. Subjek penelitian ini adalah seorang anak laki-laki berusia 6,5 tahun yangmengalami gangguan autis dengan derajat berat. Ia tergolong low funetioning.Penelitian berlangsung selama 3 bulan dari Akhir September - Akhir Desember2006. Program Intervensi pertama adalah pemberian terapi sensory intégrationyang diberikan oleh ahli terapi di bidangnya dari Awal Oktober hingga Minggukedua Desember 2006 di sebuah rumah sakit ibu dan anak selama 8 sesi.Intervensi kedua adalah diet yang diawasi oleh seorang dokter ahli alergi yangbanyak menangani anak berkebutuhan khusus di rumah sakit yang sama. Programdiet dilakukan dari bulan Oktober Minggu ke 2 sampai pelaksanaan keseluruhanintervensi selesai. Intervensi ketiga yaitu kegiatan floortime di rumah yangdilakukan oleh peneliti selama 22 sesi yang berlangsung dari tanggal 14 Desember- 20 Desember 2006. Dari 22 sesi tersebut, ibu dari Subjek juga dilibatkan untukbermain dengan pendekatan floortime bersama dengan subjek. Pengumpulan datadilakukan dengan merekam proses intervensi secara audiovisual dan wawancaradengan ibu. Analisis data secara kualitatif merujuk pada perilaku yangmenggambarkan masing-masing aspek dari komunikasi fungsional berdasarkanpanduan Greenspan dan Wieder. Dari analisis film dan wawancara dapat disimpulkan bahwa: 1) terapi sensoryintégration membantu S dalam melakukan shared attention atau pengembangankapasitas komunikasi fungsional tahap pertama. Terapi sensory intégrationmemperbaiki fungsi pemrosesan informasi sensorik S sehingga S mulai dapatmenerima ragam sensasi dan mulai menyimak lingkungan; 2) Intervensi dengan diet memperbaiki fungsi pencernaan sehingga S mulai memiliki regulasi dalamhal tidur. Diet juga membantu mengelola kebiasaan makan S menjadi teratur; 3)Terapi Jloortime mempermudah S mengembangkan kapasitas komunikasifimgsionalnya baik dari shared attention, engagement, dan purposeful emotionalinteraction. Dengan catatan: selama Jloortime peneliti juga memperhatikan profilsensorik S sehingga terapis dapat mengatasi masalah perilaku yang terjadi dalamproses terapi; 4) Terapi Sensory Integration saja tidak cukup kuat untukmembantu S mengembangkan kapasitas komunikasi fungsionalnya. Terapisensory integration fokus pada kemampuan S menerima dan memproses berbagaisensasi sehingga S dapat menyelesaikan tantangan selama terapi; 5) TerapiFioortime tanpa diawali dengan perbaikan integrasi sensorik dan fungsipencernaan juga sulit dilakukan karena perilaku S masih sulit diarahkan."

"Penelitian ini bertujuan untuk menggambarkan pelaksanaan program Taman Anak Sejahtera Yayasan Sayap Ibu (TAS YSI) bagi anak-anak berkebutuhan khusus serta kendala yang dihadapi dalam pelaksanaannya terkait dengan tumbuh kembang sebagai pemenuhan hak anak. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Teknik penarikan sampel yang digunakan adalah teknik purposive sampling dengan 5 orang informan penelitian. Temuan lapangan penelitian menggambarkan proses stimulasi terhadap perkembangan anak berkebutuhan khusus melalui layanan pendidikan dan layanan kesehatan dalam pelaksanaan program TAS YSI, perubahan pada aspek perkembangan anak setelah mengikuti layanan, serta kendala menghambat berjalannya pelaksanaan program. Hasil penelitian membahas pelaksanaan program TAS YSI sebagai pendidikan anak usia dini, pelaksanaan program TAS YSI dalam meningkatkan aspek perkembangan fisik-motorik, kognitif, bahasa, dan sosial-emosional sebagai pemenuhan hak tumbuh kembang anak, serta bagaimana kendala dalam pelaksanaan program TAS YSI terkait dengan tumbuh kembang sebagai pemenuhan hak anak. Pada akhir penelitian terdapat saran bagi pihak lembaga TAS YSI dan orang tua peserta program TAS YSI agar kualitas pelayanan dapat ditingkatkan menjadi lebih optimal.

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This study aims to illustrate how the Taman Anak Sejahtera program at Yayasan Sayap Ibu (TAS YSI) for children with special needs and the obstacles faced in implementing the program are related to child’s development tasks as fulfillment of children's rights. This study uses a qualitative approach with descriptive design. The sampling technique used was purposive sampling technique with 5 research informants. The findings illustrate the stimulation process for the development of children with special needs through education and health services in the implementation of the TAS YSI, changes in aspects of child development, and obstacles to the implementation of the program. The results of the study discussed how the implementation of the TAS YSI program as early childhood education, how the implementation of the TAS YSI enhances aspects of physical-motor development, cognitive development, language development, and social-emotional development as the fulfillment of children's development rights, and how the obstacles in implementing the TAS YSI program are related to child’s development tasks as fulfillment of children's rights. At the end of the study there were suggestions for the TAS YSI and parents of the students at TAS YSI so that service quality could be improved to be more optimal.

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"Peningkatan atensi terhadap penggunaan Screen Time orang tua maupun anak sudah menjadi bagian integral dalam kehidupan. Sayangnya, anak usia sekolah saat ini lebih sering beraktivitas dengan hanya menatap layar selama waktu yang lama. Hal itu, membuat anak terpapar layar dengan durasi yang melebihi rekomendasi sehingga menimbulkan efek negatif terhadap tumbuh kembang anak. Penelitian ini bertujuan untuk melihat gambaran Screen Time dan mengidentifikasi hubungan lama Screen Time dengan perkembangan sosial. Penelitian menggunakan pendekatan cross-sectional pada 285 responden orang tua yang sesuai dengan kriteria inklusi melalui metode stratified sampling. Instrumen SCREENS-Q untuk mengukur Screen Time dan Strength and difficulties Questionnaire (SDQ) mengukur perkembangan sosial. Hasil penelitian menunjukkan 74,4% anak mengalami Screen Time berlebihan dan terdapat hubungan antara lama Screen Time dengan setiap sub-skala perkembangan sosial (p value <0,05). Peneliti merekomendasikan adanya sosialisasi dan kerjasama pihak tenaga kesehatan dengan orang tua untuk mencari solusi bersama mengatasi permasalahan ini.

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Increasing attention to the use of Screen Time for parents and children has become an integral part of life. Unfortunately, today's school-age children are more active by just staring at the screen for a long time. This causes children to be exposed to screens for a duration that exceeds the recommendations, which has a negative effect on children's development. This study aims to look at the description of Screen Time and identify the relationship between long Screen Time and social development. The study used a cross-sectional approach to 285 parents who fit the inclusion criteria through a stratified sampling method. The SCREENS-Q instrument to measure Screen Time and the Strength and Difficulty Questionnaire (SDQ) to measure social development. The results showed that 74.4% of children experienced excessive Screen Time and there was a relationship between the length of Screen Time and each social development sub-scale (p value <0.05). Researchers recommend socialization and collaboration between health workers and parents to find solutions together to overcome this problem."

"Peningkatan kualitas kesehatan pada anak sebagai upaya pembentukan sumber daya manusia yang produktif. Peningkatan kesehatan anak dilakukan dengan perhatian optimal terhadap tahapan perkembangan anak khususnya pada masa keemasan yaitu usia prasekolah. Perkembangan merupakan faktor penting dikehidupan anak usia prasekolah karena akan menentukan perkembangan anak diusia yang selanjutnya. Perkembangan anak belum menjadi prioritas utama orang tua dalam pengasuhan anak. Kondisi ini sangat berdampak terhadap pemberian stimulasi perkembangan pada anak usia prasekolah oleh orang tua. Program "Sahabat" adalah salah satu upaya untuk mengoptimalkan perkembangan anak usia prasekolah. Penulisan ini bertujuan untuk memberikan gambaran pelaksanaan "Sahabat" di taman kanak-kanak yang terintegrasi dengan manajemen pelayanan kesehatan, asuhan keperawatan komunitas, dan asuhan keperawatan keluarga. Praktik residensi ini dilakukan dengan pendekatan case studi. Hasil kegiatan praktik yaitu terbentuknya penanggung jawab program perkembangan di TK. Hasil praktik juga menunjukkan peningkatan perkembangan anak usia prasekolah. dari 76 menjadi 95, dan peningkatan pengetahuan orang tua dari 63 menjadi 93, sikap 42 hingga 86, dan keterampilan 53 hingga 76. Program "Sahabat" dapat digunakan oleh perawat komunitas sebagai upaya promotif dan preventif dalam perkembangan anak.

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The enhancement of child's health quality is a means of creating a more productive human resources. The enhancement of child's health is conducted with optimal attention to the child's development especially during preschool age, which is the golden age of a child. A child's development is an important factor in a child 39;s preschool life because this will decide how the child will develop in their next age stage. A child's development have not been a parent's main priority in parenting. This condition really affects the stimulus given to the child during the preschool age by their parents. Sahabat program is one of the solution to optimize preschool children's development. This paper aims to give a demonstration of implementation of how it can be done in preschools that are integrated with health care, community nursing care, and family nursing care. This practice is conducted with case study approach. The result of the research is the formation of person in charge of development program in kindergarten. The result of this research shows that there are enhancements in the preschool children's development, from 76 to 95, and the parent's knowledge regarding the matter rises from 63 to 93, attitude from 42 to 86, and skills from 53 to 76 . Sahabat program can be used by the nurse community as a means of children's development in a preventive way."