Optimalisasi Perkembangan Bahasa Anak: Pencegahan Speech Delay melalui Membaca Interaktif bersama Orang Tua Di Nagari Persiapan Koto Tangah Lamo, Kecamatan Tilatang Kamang, Kabupaten Agam

Zulian Fikry; Gumi Langerya Rizal; Lisa Putriani; Gustina Erlianti; Sherly Aprisi

doi:10.35960/pimas.v4i4.2040

Authors

Zulian Fikry Universitas Negeri Padang
Gumi Langerya Rizal Universitas Negeri Padang
Lisa Putriani Universitas Negeri Padang
Gustina Erlianti Universitas Negeri Padang
Sherly Aprisi Universitas Negeri Padang

DOI:

https://doi.org/10.35960/pimas.v4i4.2040

Keywords:

Speech delay, language stimulation, interactive reading, family literacy, community service

Abstract

Speech delay is a developmental issue that frequently occurs in early childhood and affects communication, social skills, and academic readiness. This phenomenon is also found in Kanagarian Persiapan Koto Tangah Lamo, Agam Regency, where high gadget use and low family language stimulation are contributing factors. The “Optimizing Children’s Language Development” program was implemented as a community service initiative using a participatory approach through psychoeducation, interactive reading training, a family reading corner, a Storytelling Day, and evaluation activities. The results showed high enthusiasm from parents, increased understanding of speech delay, and greater awareness of the importance of interactive reading as a form of language stimulation. Parents expressed their hope that similar activities could be carried out continuously. Thus, interactive reading can serve as an effective strategy to prevent and address speech delay while also strengthening the culture of family literacy.

References

American Academy of Pediatrics. (2020). Media and young minds: Policy statement. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591

American Speech-Language-Hearing Association. (2020). Typical speech and language development. https://www.asha.org

Cabrera, N. J., Volling, B. L., Barr, R., & Mendelsohn, A. (2022). Fathers’ contributions to early child development: What we know and what we need to know. Child Development Perspectives, 16(3), 178–185. https://doi.org/10.1111/cdep.12454

Dicataldo, R., Rowe, M., & Roch, M. (2022). Dialogic reading and language development in preschool children: A meta-analysis. Early Childhood Research Quarterly, 58, 287–302. https://doi.org/10.1016/j.ecresq.2021.09.008

Duursma, E. (2020). Father involvement in shared book reading and children’s language outcomes: A review. Early Child Development and Care, 190(11), 1738–1750. https://doi.org/10.1080/03004430.2018.1550088

Fitriani, F., Nurulita, D., & Fadilah, S. (2024). Pengaruh intensitas penggunaan gadget terhadap perkembangan bicara anak usia dini. Jurnal Ilmiah Manusia dan Kesehatan (MAKES), 7(1), 45–53. https://jurnal.umpar.ac.id/index.php/makes/article/view/3519

Kementerian Kesehatan Republik Indonesia. (2022). Profil kesehatan anak Indonesia 2022. Jakarta: Kemenkes RI.

Lestari, N., & Kurniawan, H. (2023). Faktor-faktor yang memengaruhi keterlambatan bicara anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 876–890. https://doi.org/10.31004/obsesi.v7i2.4301

Livingstone, S., & Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. Oxford University Press.

Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2020). Association between screen time and children’s performance on developmental screening tests. JAMA Pediatrics, 174(11), e201602. https://doi.org/10.1001/jamapediatrics.2020.1602

Murray, J., Andrews, M., & Morales, K. (2023). The effects of dialogic reading interventions on parent–child interaction and child language development: A systematic review and meta-analysis. Journal of Applied Developmental Psychology, 86, 101511. https://doi.org/10.1016/j.appdev.2023.101511

Nurjannah, S., & Astuti, W. (2024). Hubungan penggunaan gadget dengan keterlambatan bicara anak usia dini di Kota Makassar. Jurnal Pendidikan Anak Usia Dini Indonesia, 9(1), 34–42.

Rahmawati, D. (2022). Father involvement in early child development: A qualitative study in Indonesia. Indonesian Journal of Early Childhood Education Research, 11(2), 122–135.

Ramsey, M. A., Bellom-Rohrbacher, C., & Saenz, L. (2021). Shared book reading and language development: Revisiting classic findings with modern methods. Early Childhood Research Quarterly, 56, 322–334. https://doi.org/10.1016/j.ecresq.2021.05.002

Rice, M. (2017). Specific language impairment and late talking in young children. Language Learning and Development, 13(3), 346–363. https://doi.org/10.1080/15475441.2016.1264517

Rizal, G. L., & Fikry, Z. (2023). The effect of spousal support on work–family conflict of women with dual-career family in Padang City. In Proceedings of the International Conference on Psychology and Humanity (ICOPHI 2022) (pp. 45–52). Atlantis Press. https://doi.org/10.2991/assehr.k.230110.008

Rizal, G. L., Govindasamy, M., Fikry, Z., & Duryati, D. (2024). The role of spousal support and work–family conflict on parenting stress among dual-earner families. Jurnal ATTA’DIB, 9(1), 33–44. https://jurnalfai-uikabogor.org/index.php/attadib/article/view/1657

Silva, C., Martins, M. A., & Sim-Sim, I. (2020). Shared book reading and early literacy development: A meta-analysis. Frontiers in Psychology, 11, 579363. https://doi.org/10.3389/fpsyg.2020.579363

Takahashi, I., Inoue, T., & Kobayashi, Y. (2023). Longitudinal associations between screen time and communication delay among toddlers: A population-based cohort study. JAMA Pediatrics, 177(1), 12–21. https://doi.org/10.1001/jamapediatrics.2022.4203

Wulandari, A., Heryanti, E., Usman, A., Ridha, M., & Fortunasari, M. (2022). Parental involvement in fostering young children’s speaking skills through interactive reading. International Research Journal of Education, 5(4), 102–115.

World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. Geneva: WHO.