Hasil Pencarian  ::  Simpan CSV :: Kembali

"Tumbuh kembang balita dilalui bertahap sesuai tugas perkembangan di setiap tahapannya. Masing-masing balita berbeda dalam memenuhi tugas pertumbuhan dan perkembangannya. Banyak hal yang mempengaruhi kematangan balita mencapai tugas perkembangannya secara optimal. Tidak terlepas ula peran pengasuhan orang tua terutama ibu yang membantu sebagai stressor pencapaian kemandirian balita dalam tumbuh kembangnya. Tujuan dari penelitian ini adalah mengidentifikasi tingkat kemandirian balita pada ibu bekerja dilihat dari tahap tumbuh kembangya. Penelitian ini menggunakan metode deskriptif sederhana. Populasi responden pada penelitian ini berjumlah 17 orang. Responden adalah ibu yang bekerja juga sebagai mahasiswa program ekstensi Fakultas Ilmu Keperawatan Universitas Indonesia Angkatan 2005 yang mempunyai balita 1-5 tahun. Analisis penelitian menggunakan analisa univariat dengan perhitungan menggunakan skala Likert untuk mendaptkan nilai kategorik mandiri dan tidak mandiri. Hasil penelitian menunjukkan 52,9 % responden mempunyai balita mandiri 47.1 % tidak mandiri. Penelitian ini menunjukkan bahwa balita mandiri pada ibu bekerja di luar rumah lebih banyak mandiri. Penelitian ini diharapkan dapat menjadi gambaran dan acuan bagi ibu bekerja, mahasiswa keperawatan serta peneliti selanjutnya untuk mengembangkan penelitian lebih lanjut tentang kemandirian dan tumbuh kembang balita.

---

The growth and development of toddler and preschool age passed throught as task of growth and development of each phase. Each toddler and preschool age is different in getting maturity on growth and development time. Many things influence the toddler and preschool age getting maturity on growth and development optimally. Althougth mothers role help as stressor to get authority ofgrowtlz and development of toddler and preschool age.

The purpose of this study was identify authority rate of toddler and preschool age of mother worker bassed on growth and development phase. This study use simple descriptive methode. Total population of respondences of this study was 17 persons. The respondences were mother worker as extention student programe at Nursing Faculty of indonesia University who had toddler and preschool age.

The result of this study showed 52,9 % of respondences had toddler and preschool age were authority., 47,1 % unauthority. This study show that authority toddler of mother worker are more than unauthority. This study can be reference by mother worker; nursing student and next researcher to develop: the study about authority of growth and development of toddler and preschool age."

"Kelahiran adik bayi dapat menjadi sumber stres yang cukup besar bagi anak pertama (Levy dan Winniecott dalam Teti, Sakin, Kucera, Corns, dan Eiden, 1996). Salah satunya adalah anak bisa menjadi lebih agresif terhadap adiknya (Teti et al, 1996). Perilaku agresi dapat dikurangi dengan mengembangkan perilaku prososial (Bushman dan Huesmann, 2010). Faktor keluarga adalah salah satu hal yang memengaruhi perkembangan perilaku prososial pada anak. Pada masa pasca kelahiran adik bayi, secara otomatis ibu akan lebih banyak menghabiskan waktu dengan bayi yang baru lahir sehingga diharapkan ayah dapat lebih terlibat dengan anak sulungnya (Volling, 2005). Dalam beberapa penelitian sebelumnya, keterlibatan ayah ditemukan memiliki hubungan dengan beberapa aspek perkembangan anak, seperti perkembangan perilaku prososial. Penelitian ini dilakukan untuk melihat hubungan antara keterlibatan ayah dan perilaku prososial pada anak sulung usia prasekolah terhadap adik bayi. Enam puluh lima orang ayah dan ibu menjadi partisipan dalam penelitian ini untuk melaporkan keterlibatan ayah dan perilaku prososial anak sulung. Keterlibatan ayah diukur dengan menggunakan Paternal Index of Child Care Inventory (Nangle, Kelley, Fals-Stewart, dan Levant, 2003), sedangkan perilaku prososial diukur dengan menggunakan alat ukur yang dikembangkan peneliti. Hasil penelitian menunjukkan bahwa tidak ada hubungan antara keterlibatan ayah dan perilaku prososial anak sulung usia prasekolah terhadap adik bayi.

---

The arrival of a baby sibling can be a major stressor for firtsborn children (Levy and Winniecott, in Teti, Sakin, Kucera, Corns, and Eiden, 1996). This event can increase children?s aggressiveness towards the baby (Teti et al, 1996). Aggressive behavior can be decresead by developing prosocial behavior (Bushman and Huesmann, 2010). Family is one of factors that can determined child?s prosocial behavior. After the arrival of a baby sibling, mother will automatically spend more time with the newborn, so father?s involvement with the firstborn is expected to be improved (Volling, 2005). In some previous studies, the father involvement was found to have correlation with some aspect of children?s development, such as the development of prosocial behavior. This study was conducted to measure the correlation between father involvement and prosocial behavior among preschool-age fistborns toward baby sibling. Sixty five fathers and mothers were participated in this study, reporting father involvement and firstborn?s prosocial behavior. Father involvement was measured using Paternal Index of Child Care Inventory (Nangle, Kelley, Fals- Stewart, dan Levant, 2003), while firstborn?s prosocial behavior was measured using instrument that was developed by researcher. The result of the study shows that there is no correlation between father involvement and prosocial behavior among preschool-age firstborns toward baby sibling."

"Salah satu tugas perkembangan pada masa prasekolah adalah berkembangnya kemampuan motorik kasar anak. Pada saat ini tubuh anak berkembang pesat, terutama perkernbangan otot-otot besar yang memungkinkan perkembangan motorik kasarnya. Anak juga sangat aktif dan energik, sehingga membutuhkan latihan kegiatan motorik kasar. Kemampuan motorik kasar ini memiliki hubungan yang erat dengan perkembangan kognitif, emosi dan sosial pada anak. Pentingnya perkembangan motorik kasar sudah menjadi perhatian para pendidik sejak lama. Sayangnya, di Indonesia, perkembangan motorik kasar anak prasekolah belum mendapat perhatian yang sesuai. Penelitian pada 212 Taman Kanak-kanak (TK) di DKI Jakarta pada tahun 2002, ditemukan bahwa hanya 57,3 % sekolah yang memberi kesempatan bagi murid untuk melakukan kegiatan motorik kasar. Program Pendidikan Rumah Bagi Orangtua Dalam Mengembangkan Motorik Kasar Anak Prasekolah ini disusun sebagai alternatif pendidikan untuk anak prasekolah. Pada masa prasekolah anak tidak harus mengikuti pendidikan di sekolah atau institusi tertentu di luar rumah. Kebutuhan anak adalah memperoleh Stimulasi yang kaya dan beragam, sehingga dapat mengembangkan dirinya dengan optimal. Stimulasi tersebut dapat diberikan sendiri oleh orangtua rnelalui pendidikan rumah. Dengan peran aktif orangtua sebagai guru di rumah dapat terjalin hubungan yang lebih akrab antara anak dengan orangtua. Dengan demikian, program ini disusun agar anak dapat mencapai perkembangan motorik kasar yang optimal. Program ini menggunakan teori perkembangan motorik dari Gallahue dan Ozmun yang dirangkum dengan teori-teori dari ahli-ahli lainnya, seperti Berk, Miller dan Feldman. Perkembangan motorik kasar disebut juga perkembangan gerak, dibagi menjadi tiga aspek, yaitu stabilitas, lokomosi dan manipulasi. Masing-masing aspek terdiri dari beberapa kemampuan yang nantinya akan dilatihkan pada anak. Di dalam program ini terdapat kegiatan-kegiatan yang sederhana, material yang mudah didapat Serta tujuan pembelajaran yang jelas, sehingga aplikatif untuk digunakan oleh orangtua. Untuk penyempurnaan program ini selanjutnya dapat dilakukan dengan uji coba di lapangan serta evaluasi. Perbaikan terhadap hasil evaluasi akan menghasilkan program baru yang telah teruji. Kemudian diberikan pelatihan untuk orangtua."

"The purpose of this research was examining financial reporting timeliness (annual report) that go public at Indonesia Stock Exchange. Indicator of characteristic information at capital market is most actually information which timeliness. Timeliness constitutes main problem so there is trend for public's firms to mistiming deep to pass on financial statements to BAPEPAM. The effect this research is subject to be analized discipline or compliance zoom that gets bearing with financial reporting and to find empiric prove hits factors that regard corporate finance reporting timeliness that go public at Indonesia Stock Exchange. Samples in this research are 198 firms that go public at Indonesia Stock Exchange in year 2003 until 2005. This research used binary logistic's regression by use of program SPSS 13. To determine and chooses best fit model in hypothesis testing was done by estimation by use of two scenario. Result of this research : (1) Size, age and insider ownership impact of corporate finance reporting timeliness. (2) Debt to equity ratio, profitability and outsider ownership did not impact of corporate finance reporting timeliness."

"Rendahnya pemahaman Ibu tentang cara tepat penanganan masalah perilaku mengganggu pada anak prasekolah menyebabkan Ibu memilih cara yang menurutnya cepat dan mudah untuk diaplikasikan. Tujuan penelitian ini adalah mengetahui efektifitas dari intervensi pelatihan 4R untuk meningkatkan pemahaman 4R Ibu dalam menangani anak prasekolah dengan masalah perilaku mengganggu. 4R terdiri dari empat langkah: Respond, Review, Reflect, Right (Borba, 2008) dan merupakan salah satu cara penanganan masalah perilaku mengganggu anak. Lima orang Ibu yang memiliki anak prasekolah dari PAUD di Pondok Kelapa, Jakarta Timur mengikuti intervensi selama tiga hari yang dilanjutkan dengan praktik langkah 4R di rumah. Pelatihan ini menggunakan desain one group pre-test and post-test dengan Kuisoner Pemahaman 4R sebagai alat ukur. Analisis hasil penelitian dengan Paired Sample T-Test serta menggunakan Wilcoxon Signed Rank Test. Hasil menunjukkan bahwa intervensi pelatihan 4R secara signifikan efektif dalam meningkatkan pemahaman 4R Ibu anak prasekolah dengan masalah perilaku mengganggu. Implikasi dari penelitian ini adalah adanya modul pembelajaran yang dapat meningkatkan pemahaman 4R Ibu dalam menangani anak prasekolah dengan masalah perilaku mengganggu.

---

The mother's low understanding of the appropriate way to handle disruptive behavior problems in preschool children causes the mother to choose a method that’s quick and easy to apply. The purpose of the study was to know the effectiveness of 4R training interventions to improve Mother’s 4R understanding of handling preschoolers with disruptive behavior problems. 4R consists of four steps: Respond, Review, Reflect, Right (Borba, 2008). Five Mothers who have preschool children from PAUD in Pondok Kelapa, East Jakarta followed a three-day intervention that followed the practice of 4R steps at home. This training uses a one group pre-test and post-test design with a 4R Understanding Questionnaire as a measuring tool. The analysis of the results was conducted with the Paired Sample T-Test and the Wilcoxon Signed Rank Test. Results showed that interventions were significantly effective in improving the understanding of 4R preschool children Mothers with disruptive behavior problems. This study implies that the presence of learning modules can improve Mother's Understanding of the 4R in dealing with preschoolers with disruptive behavior problems."

"Kegiatan bermain dengan teman sebaya pada anak prasekolah merupakan suatu hal yang alamiah bagi setiap anak. Mereka mulai memperluas pergaulannya dan terlibat dengan kegiatan bermain. Hal ini perlu mendapat dukungan dari orang tua untuk memfasilitasi perkembangan anak terutama perkembangan interpersonal dan kemampuan sosialnya. Tujuan penelitian ini adalah untuk mengetahui persepsi orang tua terhadap pentingnya kegiatan bermain dengan teman sebaya pada anak prasekolah. Penelitian ini dilakukan di Rw. 05 kelurahan Rawasari pada tanggal 22-30 November 2001. Penelitian ini menggunakan metode penelitian deskriptif sederhana dengan responden sebanyak 30 orang. Data yang diperoleh dianalisa dengan menggunakan rumus tendensi sentral, distribusi frekuensi, dan standar deviasi. Dari hasil penelitian didapatkan kesimpulan bahwa rata-rata orang tua di Rw. 05 kelurahan Rawasari mempunyai persepsi yang positif terhadap kegiatan bermain dengan teman sebaya pada anak prasekolah. "

"[ABSTRAKSalah satu karakteristik anak usia prasekolah ialah adanya perkembangan yang sangat pesat pada kemampuan regulasi diri. Studi-studi terbaru menunjukkan kemampuan ini penting dimiliki anak usia prasekolah sebagai pembelajaran dasar yang dapat memudahkan anak saat transisi menuju ke pendidikan yang lebih formal. Kemampuan ini dapat berkembang atau tidak secara optimal bergantung pada pemberian stimulus yang diberikan oleh lingkungan sekitar khususnya melalui pendidikan anak usia dini karena anak di masa ini mulai bersekolah dengan harapan meraka mulai dapat menyenangi kegiatan belajar. Pengembangan kemampuan regulasi diri di sekolah usia dini sangat melibatkan peran guru melalui kegiatan-kegiatan harian yang dirancangnya. Bagaimana praktik yang guru terapkan dalam keseharian ini sangat dipengaruhi oleh teachers? beliefs yang dimiliki guru terhadap kemampuan regulasi diri anak. Hal ini dikarenakan untuk memahami cara seseorang mengajar dan berinteraksi, kita harus menyadari terlebih dahulu beliefs yang mendasari perilakunya. Oleh karena itu, penelitian ini ditujukan untuk mendapatkan gambaran kemampuan regulasi diri dan teachers? beliefs terhadap regulasi diri anak pada usia prasekolah. Penelitian ini menggunakan metode kuantitatif. Regulasi diri pada anak usia prasekolah diukur menggunakan challenge task, sedangkan teachers? beliefs terhadap regulasi diri anak diukur menggunakan alat ukur yang dibuat oleh peneliti dengan berdasarkan pengertian dari teachers? beliefs dan komponen regulasi diri.Responden penelitian ini berjumlah 39 orang anak prasekolah yang berasal dari sekolah yang berbeda-beda di Depok, Jawa Barat. Berdasarkan hasil penelitian, didapatkan bahwa teachers? beliefs yang dimiliki guru terhadap kemampuan regulasi diri anak usia prasekolah berperan dalam pembentukan kemampuan regulasi diri anak. Guru dengan teachers? beliefs terhadap kemampuan regulasi diri anak usia prasekolah yang tinggi akan membentuk anak didik yang memiliki kemampuan regulasi diri yang baik.ABSTRACTOne of the characteristic of preschool age children is their tremendous progress on development of self-regulation ability. Some recent studies showed that the ability is very important for a preschool age children to have during their transition toward a more formal stage of education. The optimal development rate of this abilty depend on the stimulation that is given to the children, specifically through the preschool education because in this period, they started to go to school expecting that they like the learning activity. Developing the ability of self regulation in preschool age deeply involved teacher?s role through the daily activities that they designed. The practices that teachers implement in these daily activities excessively influenced by teachers? beliefs which they have toward students? self regulation, and to understand the way someone teach and have interaction, we have to analyze the beliefs that underlied teachers? behavior. To see that purpose, teachers? beliefs toward self-regulation and the self regulation ability preschool age children. This research is done using the quantitative methods. Self regulation on preschool age children is measured using a challenge task, whereas teachers? beliefs on children?s self regulation measured using measuring tools that have made by researcher based on the definition of teachers? beliefs and self regulation components. Respondent of this research is 39 preschool age children registered in different schools in Depok, West Java. Based on research?s result, its clear that teachers? beliefs which teachers have toward preschool age children?s self regulation involved in the development of children?s ability of self regulation. Teachers with high score of teachers? beliefs toward preschool age children?s self regulation will develop the children with good self regulation ability.;One of the characteristic of preschool age children is their tremendous progress on development of self-regulation ability. Some recent studies showed that the ability is very important for a preschool age children to have during their transition toward a more formal stage of education. The optimal development rate of this abilty depend on the stimulation that is given to the children, specifically through the preschool education because in this period, they started to go to school expecting that they like the learning activity. Developing the ability of self regulation in preschool age deeply involved teacher?s role through the daily activities that they designed. The practices that teachers implement in these daily activities excessively influenced by teachers? beliefs which they have toward students? self regulation, and to understand the way someone teach and have interaction, we have to analyze the beliefs that underlied teachers? behavior. To see that purpose, teachers? beliefs toward self-regulation and the self regulation ability preschool age children. This research is done using the quantitative methods. Self regulation on preschool age children is measured using a challenge task, whereas teachers? beliefs on children?s self regulation measured using measuring tools that have made by researcher based on the definition of teachers? beliefs and self regulation components. Respondent of this research is 39 preschool age children registered in different schools in Depok, West Java. Based on research?s result, its clear that teachers? beliefs which teachers have toward preschool age children?s self regulation involved in the development of children?s ability of self regulation. Teachers with high score of teachers? beliefs toward preschool age children?s self regulation will develop the children with good self regulation ability., One of the characteristic of preschool age children is their tremendous progress on development of self-regulation ability. Some recent studies showed that the ability is very important for a preschool age children to have during their transition toward a more formal stage of education. The optimal development rate of this abilty depend on the stimulation that is given to the children, specifically through the preschool education because in this period, they started to go to school expecting that they like the learning activity. Developing the ability of self regulation in preschool age deeply involved teacher’s role through the daily activities that they designed. The practices that teachers implement in these daily activities excessively influenced by teachers’ beliefs which they have toward students’ self regulation, and to understand the way someone teach and have interaction, we have to analyze the beliefs that underlied teachers’ behavior. To see that purpose, teachers’ beliefs toward self-regulation and the self regulation ability preschool age children. This research is done using the quantitative methods. Self regulation on preschool age children is measured using a challenge task, whereas teachers’ beliefs on children’s self regulation measured using measuring tools that have made by researcher based on the definition of teachers’ beliefs and self regulation components. Respondent of this research is 39 preschool age children registered in different schools in Depok, West Java. Based on research’s result, its clear that teachers’ beliefs which teachers have toward preschool age children’s self regulation involved in the development of children’s ability of self regulation. Teachers with high score of teachers’ beliefs toward preschool age children’s self regulation will develop the children with good self regulation ability.]"

"[ABSTRAKUsia prasekolah merupakan masa persiapan anak untuk masuk sekolah. Pada usiaini perkembangan sosial, emosi, dan kognitif anak berkembang dengan cepat.Penelitian ini bertujuan untuk mengetahui faktor-faktor yang mempengaruhikesiapan anak usia prasekolah untuk mulai bersekolah. Desain penelitian inimenggunakan studi deskriptif. Dengan pengumpulan data kesiapan sekolahmenggunakan pemeriksaan Nijmeegse Schoolbekwaanheids Test (NST) pada 206anak. Hasil penelitian ini menjelaskan sebesar 42,3% anak sudah siap masuksekolah. Hasil regresi logistik multinomial menunjukkan jenis kelamin anak,pendidikan ibu, pekerjaan ibu, penghasilan keluarga, dan perilaku orang tuamerupakan faktor yang mempengaruhi kesiapan masuk sekolah. Penelitian inimerekomendasikan perawat dapat memberikan edukasi tentang pentingnya peranibu dalam mempersiapkan anak masuk sekolah terutama pada anak usiaprasekolah.

---

ABSTRACTPreschool age is the perfect time for children to get ready for school as rapidchildren growth of social, emotional, and cognitive happened at this time round.This research seeks the factors that affect the children?s readiness for school. Priorthe data collection an NST was conducted on 206 children. Then a descriptivestudy was used to collect the NST result 42,3% children are found ready toschool. On multinomial logistic regression test have showed that gender ofchildren, mother?s education, family income, mother?s occupation, and parentsbehavior were factor that affect the school readiness. This study implied theimportance of mother?s roles an preparing their children for school and for nursesto enhance that roles.;Preschool age is the perfect time for children to get ready for school as rapidchildren growth of social, emotional, and cognitive happened at this time round.This research seeks the factors that affect the children?s readiness for school. Priorthe data collection an NST was conducted on 206 children. Then a descriptivestudy was used to collect the NST result 42,3% children are found ready toschool. On multinomial logistic regression test have showed that gender ofchildren, mother?s education, family income, mother?s occupation, and parentsbehavior were factor that affect the school readiness. This study implied theimportance of mother's roles an preparing their children for school and for nursesto enhance that roles.;Preschool age is the perfect time for children to get ready for school as rapidchildren growth of social, emotional, and cognitive happened at this time round.This research seeks the factors that affect the children?s readiness for school. Priorthe data collection an NST was conducted on 206 children. Then a descriptivestudy was used to collect the NST result 42,3% children are found ready toschool. On multinomial logistic regression test have showed that gender ofchildren, mother?s education, family income, mother?s occupation, and parentsbehavior were factor that affect the school readiness. This study implied theimportance of mother?s roles an preparing their children for school and for nursesto enhance that roles.;Preschool age is the perfect time for children to get ready for school as rapidchildren growth of social, emotional, and cognitive happened at this time round.This research seeks the factors that affect the children’s readiness for school. Priorthe data collection an NST was conducted on 206 children. Then a descriptivestudy was used to collect the NST result 42,3% children are found ready toschool. On multinomial logistic regression test have showed that gender ofchildren, mother’s education, family income, mother’s occupation, and parentsbehavior were factor that affect the school readiness. This study implied theimportance of mother’s roles an preparing their children for school and for nursesto enhance that roles., Preschool age is the perfect time for children to get ready for school as rapidchildren growth of social, emotional, and cognitive happened at this time round.This research seeks the factors that affect the children’s readiness for school. Priorthe data collection an NST was conducted on 206 children. Then a descriptivestudy was used to collect the NST result 42,3% children are found ready toschool. On multinomial logistic regression test have showed that gender ofchildren, mother’s education, family income, mother’s occupation, and parentsbehavior were factor that affect the school readiness. This study implied theimportance of mother’s roles an preparing their children for school and for nursesto enhance that roles.]"

"Usia prasekolah merupakan masa keemasan bagi pertumbuhan dan perkembangan anak. Penelitian ini bertujuan untuk mengetahui gambaran tumbuh kembang anak berdasarkan karakteristik pengasuh. Desain penelitian yang digunakan yaitu deskriptif dengan jumlah responden 93 orang yang dipilih secara konsekutif. Hasil penelitian menunjukkan 74,2% balita memiliki pertumbuhan normal, dan 69,9% balita dengan perkembangan yang sesuai. Berdasarkan karakteristik pengasuh menunjukkan, bahwa mayoritas balita yang diasuh oleh ibu memiliki pertumbuhan normal 57% dan perkembangan sesuai 54,8%. Rekomendasi penelitian ini adalah perlunya pengadaan konsultasi bagi orang tua tentang tumbuh kembang anak di masyarakat melalui sekolah atau posyandu.

---

Preschool is the golden period for growth and development in children. The aim of this research was to describe the growth and development of preschool-aged children based on caregiver characteristics. This research used descriptive design involving 93 respondents with consecutive sampling technique. The results showed that 74,2% of respondents have normal growth and 69,9% of respondents have appropriate development.

Based on the characteristics of caregivers, it can be seen that the majority of children who are taken care by mothers have normal growth and appropriate develompent by 57% and 54,8% consecutively. This study recommends the provision of consultations for parents on child development through school or village health center."

"Penelitian ini bertujuan untuk mengetahui hubungan usia gestasi dengan tumbuh kembang anak usia 1 tahun yang lahir prematur. Penelitian kuantitatif yang menggunakan desain cross sectional dengan metode wawancara dan pemeriksaan tumbuh kembang (z-score dan Denver II). Subyek penelitian adalah anak yang dilahirkan prematur (usia gestasi < 37 minggu) yang berusia 1 tahun pada tahun 2013 dengan jumlah responden sebanyak 44. Hasilnya tidak ada perbedaan proporsi kejadian gangguan pertumbuhan pada perbedaan usia gestasi (p value = > 0,05) dan terdapat perbedaan proporsi kejadian suspek keterlambatan perkembangan pada perbedaan usia gestasi (p value = 0,002, OR 1,7). Semakin muda usia gestasi akan berisiko mengalami suspek keterlambatan perkembangan sebesar 1,7 kali lebih tinggi dibandingkan dengan usia gestasi yang lebih tua.

---

This study aimed to know the correlation of gestational age with the growth of children development in 1 year old who were born prematurely. The study used quantitative cross-sectional design with interviews and examination of growth (z-score and the Denver II). The subjects of this research were children who were born prematurely (gestational age <37 weeks) 1 year old in 2013 with a number of respondents were 44 patients. The results is there was no differences of impaired growth in the proportion of gestational age (p value> 0.05) and there were differences in the proportion of events with suspected developmental delays in gestational age difference (p value = 0.002, OR 1.7). The younger of gestational age would be at risk of developmental delay at 1.7 times higher than the older gestational age."