Analysis of the Influence of Environmental Factors on Communication Development and Self-Confidence in 2 Years Old Children

Aditia Hendri Maulana; Alvita Farha Aini; Sita Ardelia Kurniawati; Nargis Nargis

doi:10.47134/jpbi.v1i4.733

Authors

Aditia Hendri Maulana Universitas Muhammadiyah Tangerang
Alvita Farha Aini Universitas Muhammadiyah Tangerang
Sita Ardelia Kurniawati Universitas Muhammadiyah Tangerang
Nargis Nargis Universitas Muhammadiyah Tangerang

DOI:

https://doi.org/10.47134/jpbi.v1i4.733

Keywords:

child development, communication, self-confidence, environmental factors, age 2 years

Abstract

The purpose of this study was to track and assess the development of communication, self-confidence, and the influence of environmental factors in a two-year-old child. This case study investigated a child named Bara through direct observation for two hours in the playground and home environment on June 15–16, 2024. Direct interaction with the subject and observation were part of the data collection process. The results showed that Bara had age-appropriate communication skills, including understanding basic instructions and using simple words and sentences. Bara showed confidence in various activities and interactions with adults. Bara found that his home and social environment, with adequate stimulation and positive interactions, were very supportive of his growth. The study found that Bara has developed in communication and self-confidence at a good level, with significant support from environmental factors. Suggestions for further development include enriching language, increasing self-confidence, and making the supportive environment more optimal.

References

Ames, H. (2019). Purposive sampling in a qualitative evidence synthesis: A worked example from a synthesis on parental perceptions of vaccination communication. BMC Medical Research Methodology, 19(1). https://doi.org/10.1186/s12874-019-0665-4 DOI: https://doi.org/10.1186/s12874-019-0665-4

Anderson, R. E. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63-75. https://doi.org/10.1037/amp0000392 DOI: https://doi.org/10.1037/amp0000392

Bell, S. C. (2020). The future of cystic fibrosis care: A global perspective. The Lancet Respiratory Medicine, 8(1), 65-124. https://doi.org/10.1016/S2213-2600(19)30337-6 DOI: https://doi.org/10.1016/S2213-2600(19)30337-6

Bodrova, E., & Leong, D. J. (2015). Vygotskian and Post-Vygotskian Views on Children’s Play. American Journal of Play, 7(3), 371–388. http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-3-article-vygotskian-and-post-vygotskian-views.pdf

Dalton, L. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child and Adolescent Health, 4(5), 346-347. https://doi.org/10.1016/S2352-4642(20)30097-3 DOI: https://doi.org/10.1016/S2352-4642(20)30097-3

Goldfarb, E. S. (2021). Three decades of research: The case for comprehensive sex education. Journal of Adolescent Health, 68(1), 13-27. https://doi.org/10.1016/j.jadohealth.2020.07.036 DOI: https://doi.org/10.1016/j.jadohealth.2020.07.036

Greer, D. M. (2020). Determination of brain death/death by neurologic criteria: The World Brain Death Project. JAMA - Journal of the American Medical Association, 324(11), 1078-1097. https://doi.org/10.1001/jama.2020.11586 DOI: https://doi.org/10.1001/jama.2020.15898

Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://doi.org/10.1007/s13158-020-00272-6 DOI: https://doi.org/10.1007/s13158-020-00272-6

Lipkin, P. H. (2020). Promoting optimal development: Identifying infants and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1). https://doi.org/10.1542/PEDS.2019-3449 DOI: https://doi.org/10.1542/peds.2019-3449

Lord, C. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6(1). https://doi.org/10.1038/s41572-019-0138-4 DOI: https://doi.org/10.1038/s41572-020-0146-4

Maclellan, E. (2014). How might teachers enable learner self-confidence? A review study. Educational Review, 66(1), 59–74. https://doi.org/10.1080/00131911.2013.768601 DOI: https://doi.org/10.1080/00131911.2013.768601

Malasinghe, L. P. (2019). Remote patient monitoring: A comprehensive study. Journal of Ambient Intelligence and Humanized Computing, 10(1), 57-76. https://doi.org/10.1007/s12652-017-0598-x DOI: https://doi.org/10.1007/s12652-017-0598-x

Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112–125. https://doi.org/10.1016/j.ecresq.2018.04.001 DOI: https://doi.org/10.1016/j.ecresq.2018.04.001

Prime, H. (2020). Risk and resilience in family well-being during the COVID-19 pandemic. American Psychologist, 75(5), 631-643. https://doi.org/10.1037/amp0000660 DOI: https://doi.org/10.1037/amp0000660

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function. Psychological Science, 29(5), 700–710. https://doi.org/10.1177/0956797617742725 DOI: https://doi.org/10.1177/0956797617742725