Abstrak
Background: Preschool children are at a risk of social-emotional problems at 58.8%, with 72.2% of post-flood disaster children experiencing emotional behavior problems. In flood-affected areas, the self-concept of preschool children shows poor self-image (53.4%), low self-esteem (56.8%), and a negative self-role (52.3%).
Purpose: To understand the overview and factors correlation to the social-emotional development of preschool children in flood-prone areas.
Methods: This research was designed as a descriptive cross-sectional study. A total of 125 preschool children living in flood-prone areas were the research subjects. The ASQ-SE questionnaire was used to measure the social-emotional development of children. Spearman tests were conducted to determine the correlation between respondent characteristics and social-emotional development.
Result: This study shows 88% of preschool children living in flood-prone areas are at risk of experiencing social-emotional problems. The questions with the highest scores in the 36-month, 48-month, and 60-month questionnaires were related to children intentionally hurting themselves. Gender is significantly correlated with the social-emotional development of children in flood-prone areas (p < 0.05).
Conclusion: Preschool children in flood-prone areas are more likely to experience social-emotional problems. Gender plays a role in the social-emotional development of children. The results provide insight for pediatric nurses in developing interventions to prevent social-emotional problems in children with a family-centered care approach.
Referensi
Chen, C.-Y., Squires, J., Filgueiras, A., & Fernandez-J.Landeira. (2016). Examining the Factor Structure of an Early Childhood Social Emotional Screening Assessment EMOTIONAL SCREENING. Journal of Special Education and Rehabilitation, (September). https://doi.org/10.19057/jser.2016.12
Eurenius, E., Mohamed, A. F., Lindkvist, M., & Ivarsson, A. (2021). Social-Emotional Problems Among 3-Year-Olds Are Associated With an Unhealthy Lifestyle : A Population-Based Study, 9(November). https://doi.org/10.3389/fpubh.2021.694832
Hijrah Tiala, N., Haryanti, F., & Akhmadi. (2020). The Relationship between Father Involvement with Growth and Social-Emotional Development in Preschool Children. Indian Journal of Public Health Research & Development, 11(January), 1364–1370. https://doi.org/10.37506/v11/i1/2020/ijphrd/194035
Mejah, H., Yazid, A., Bakar, A., & Amat, S. (2019). The socio-emotional development of preschoolers : a case study, 8(1), 1–5.
Safitri, W., & Nizami, N. H. (2021). Gambaran Perkembangan Sosial-Emosional Anak yang Menggunakan Gadget. JIM FKep, V(2), 139–145.
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Tatminingsih, S. (2019). Socio-Emotional Ability of Early Childhood in West Nusa Tenggara. Ournal of Obsession: Journal of Early Childhood Education, 3 (2), 484–493. https://doi.org/https://doi.org/10.31004/obsesi.v3i2.170
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