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Dental caries is one of the most common oral health problems among young children. Preschool-aged children are highly dependent on their parents, especially mothers, for dental health care. A mother's level of knowledge is expected to influence the incidence of caries in children. Purpose: This study aims to determine the relationship between maternal knowledge and the incidence of dental caries among children at Qalby Play School, Bogor Regency. Method: This research employed a cross-sectional design with an analytic survey approach. The population consisted of all mothers and their children at Qalby Play School, totaling 30 participants, selected using total sampling. Data were collected using questionnaires to assess maternal knowledge and odontogram sheets to measure caries incidence. Data were analyzed using univariate and bivariate analysis with the Chi-square test. Result: The results showed a significant relationship between maternal knowledge and the incidence of dental caries in children, with a p-value 0,047 < 0,05. Conclusion: There is a statistically significant relationship between maternal knowledge and the incidence of dental caries in children. Therefore, it is important for parents, especially mothers, to pay close attention to their children's oral health by ensuring proper and regular tooth brushing and scheduling dental check- ups every six months.

Sleep duration and sleep quality are essential physiological needs that play a significant role in the emotional and behavioral development of children aged 3–6 years. Adequate sleep supports brain development, cognitive functioning, emotional regulation, and social interaction skills in early childhood. Conversely, poor sleep duration and low sleep quality may negatively affect children’s attention, mood stability, and ability to interact socially with peers and caregivers. This article is a literature review using a systematic review approach that analyzes 10 scientific articles published between 2016–2026 to evaluate the relationship between sleep duration and sleep quality with emotional and behavioral problems in preschool children. The article selection process followed the PRISMA flow diagram, with articles sourced from Google Scholar, PubMed, and ScienceDirect databases. The findings consistently indicate that inadequate sleep duration and poor sleep quality are associated with increased emotional and behavioral problems, including hyperactivity, anxiety, emotional dysregulation, and difficulties in social interaction among children. Furthermore, sleep disturbances were found to negatively influence children’s emotional self-regulation abilities, which are crucial for adaptive behavior. Therefore, ensuring adequate sleep duration and improving sleep quality are important strategies to support optimal emotional and behavioral development in preschool-aged children.

. Malnutrition rates among children remain quite high, according to 2024 national statistics, which indicate that good eating habits in accordance with balanced nutritional needs are not yet ideal. Children's eating habits, dietary diversity, and parental understanding all impact their nutritional status. To promote optimal growth and development in children, it is crucial to monitor and establish appropriate eating habits from an early age. The aim of this study was to determine the relationship between eating habits and nutritional status of preschool-aged children. This study used a cross-sectional analytical design and quantitative methodology. Purposeful sampling was used to select a sample of 33 children from the 50 children in the study population. The study was conducted between September 22 and October 1, 2025. A Food Frequency Questionnaire (FFQ) was used to examine dietary patterns, while nutritional status was measured through weighing using a digital scale. Based on the findings, 22 children (66.7%) had a healthy diet, while 11 children (33.3%) had a poor diet. The Chi-Square statistical test showed a p value of 0.008 (p < 0.05), indicating a relationship between eating habits and nutritional status in preschool children at Taman Annisa Miruek Kindergarten, Aceh Besar Regency. According to balanced nutrition guidelines, parents should regularly assess their children's growth and focus more on the diversity and balance of their food intake. To improve children's nutritional status as much as possible, schools are required to collaborate with health workers to educate parents and children about nutrition.

Fine motor skills in preschool children begin to develop, where they can use their fingers to write, draw, and so on. The developmental stages of each child are the same, namely the maturation of motor organs. At this age, it is seen as a very important phase because an individual experiences very rapid development. The purpose of this study was to determine the effect of a combination of finger painting and origami activities on the fine motor development of children aged 4-6 years at Cikal Depok Kindergarten in 2025. The research method used in this study was a Quasy experiment design with one group pre-test-posttest. Data analysis was obtained using a non-parametric test of marginal homogeneity with a p-value of 0.007 <0.05, meaning there is an effect of the combination of finger painting and origami activities on the fine motor development of children aged 4-6 years at Cikal Depok Kindergarten in 2025. The conclusion is that finger painting and origami can provide a stimulus for the motor development of children aged 4-6 years. Suggestion: Children's developmental stages can be stimulated with various other teaching aids, finger painting and origami are effective teaching aids.

Hospitalization is a condition that requires a child to be admitted to the hospital. This situation causes children to experience anxiety, restlessness, and fear. One of the nursing interventions to reduce anxiety due to hospitalization is play therapy. A form of play therapy appropriate for preschool children is puzzle play therapy. Puzzle play therapy is an activity in which children arrange pieces of pictures or specific shapes to form a complete image. This therapy encourages children to develop patience, stimulates concentration, and provides feelings of comfort and enjoyment, thereby reducing anxiety. The method used in preparing this Final Nursing Scientific Paper was a descriptive case study with the implementation of puzzle play therapy. The respondents consisted of three children experiencing anxiety due to hospitalization. Puzzle play materials and the Facial Image Scale (FIS) were used as measurement tools. The intervention was conducted over three consecutive days, with a duration of 15 minutes per session. The results showed a decrease in anxiety levels after puzzle play therapy: respondent 1 decreased from anxiety scale 5 to scale 1, respondent 2 from scale 4 to scale 1, and respondent 3 from scale 5 to scale 1. It can be concluded that puzzle play therapy is effective in reducing anxiety due to hospitalization in preschool children with dengue hemorrhagic fever. The implementation of puzzle play therapy is expected to become a routine nursing intervention to reduce hospitalization-related anxiety in preschool children with dengue hemorrhagic fever.

The IV infusion process will cause pain that can be disturbing for children. Pain is a form of uncomfortable sensation that is felt personally by each individual. In addition, there will be changes in vital signs such as increased pulse, blood pressure, and respiration so that it will be an unpleasant experience for children. Non-pharmacological therapy as an intervention to reduce pain perception in children and increase comfort during medical procedures. One form of non-pharmacological technique is audio visual distraction using a smart book. Smart books are fun and interactive play therapy that can support cognitive, fine motor, and sensory aspects in children and to divert children's attention from pain by displaying more pleasant and interesting images and musical sounds so that it can reduce the pain scale after IV installation. The design used in the preparation of this Final Scientific Paper for Nurses is a case study with an intervention in the form of audio visual distraction using a smart book for ± 10 minutes. The number of respondents was 3 people, the intervention was carried out on September 14, October 7, and November 24, 2025, located in the Theresia Charitas Hospital Palembang room. After the smart book audio visual distraction therapy, there was a decrease in the pain scale for 3 respondents, namely in An. A from a pain scale of 7 to a pain scale of 4, An. G from a pain scale of 10 to a pain scale of 4, and An. R from a pain scale of 7 to a pain scale of 4. The application of EBP smart book audio visual distraction therapy can be used to reduce the pain scale in preschoolers after IV installation.

Digital transformation has significantly altered early childhood learning patterns. Platforms such as YouTube have become dominant media consumed by preschool children. Exposure to digital content during the golden age potentially affects moral development, as children remain in a critical phase of imitation and value internalization. This study aims to conceptually analyze the role of parents in assisting early childhood moral development amid YouTube exposure from an Islamic education perspective. The research employs a qualitative approach using a systematic literature review of reputable national and international journals published between 2020–2026. The analysis involves identification, inclusion-exclusion selection, thematic categorization, and critical synthesis. Findings reveal that effective moral development is strongly influenced by parental mediation patterns, including active mediation, screen-time limitation, Islamic value-based content selection, reflective dialogue, and digital role modeling. The study proposes an integrative Islamic-based digital parenting model combining modern moral development theory and Islamic tarbiyah principles. Theoretically, this study contributes by integrating family digital literacy with Islamic moral education within contemporary educational discourse.

Background: Preschool age, which is 4-6 years, is a crucial stage in child development. Delays in development and growth in children will have long-term impacts on their cognitive, social, and emotional abilities. Children's diet and parenting styles are greatly influenced by their growth and development. Objective: This study aims to examine how parenting styles and nutritional status are related to the development of preschool children. Method: This study used a quantitative approach with a cross-sectional design and involved fifty parents of preschool children aged between 4 and 6 years. Total sampling was used as the sampling technique. To conduct bivariate analysis, researchers used the Spearman rank correlation test. PSDQ or Parenting Styles and Dimensions Questionnaire was used to collect data on parenting styles, Denver Developmental Screening Test II (DDST II) was used to assess child development, and Z scores were used to determine the child's nutritional status. Results: The majority of respondents indicated an authoritative (democratic) parenting style (88%), good nutritional status (88%), and normal child development (80%). There was a significant correlation between parenting style and child development, with p = 0.004 and r = 0.405. Meanwhile, for nutritional status and child development, the p value was 0.013 with r = 0.351. Conclusion: Nutritional status and democratic parenting style were significantly correlated with preschool children's development. Education on balanced parenting and nutrition needs to be strengthened through family-based nursing interventions.

This study aims to explore in depth the impact of Islamic parenting on the development of disciplinary character in early childhood. Conceptually, parenting in Islam is understood as a child-rearing method based on Islamic principles, emphasizing values of role modeling, love, responsibility, and moral development from an early age. Through this approach, parents serve as the first and foremost educators in instilling the values of discipline reflected in children’s daily behavior, both within the family and in social interactions. This research analyzes various ways Islamic parenting is applied in daily activities, including the habit of performing prayers on time, managing schedules for study and play, and implementing educational consequences in accordance with Islamic principles. The findings reveal that the consistent application of Islamic parenting patterns, combined with effective communication between parents and children, has a positive effect on the development of children’s disciplinary character. Children raised under Islamic parenting tend to have an awareness of obeying rules, valuing time, and taking responsibility for their duties and obligations. Conversely, the study also identifies challenges stemming from parents’ limited understanding of Islamic parenting concepts, as well as external environmental influences such as digital media and peer interactions that are not always aligned with Islamic values. Therefore, efforts are needed to improve literacy regarding Islamic parenting through educational activities involving early childhood education institutions, religious study groups, and parent communities. In general, the findings of this study highlight the importance of collaboration among families, schools, and communities in consistently applying Islamic parenting principles to foster children’s disciplinary character from an early age in accordance with Islamic teachings.

This study aims to examine the biblical foundation in the learning of Bible-based preschool children with a contextual learning approach. The research method used is topical research, which focuses on developing education and learning that is relevant to daily life so that children more easily absorb material according to learning goals. The learning process starts from simple things to more complex things, according to the stage of early childhood development. The results of the study show that Bible-based preschool learning includes various activities, including: educating children with a biblical foundation, introducing the Bible through number ordering, arranging the biblical alphabet, combining letters into words, arranging words into biblical phrases, reading Bible texts, memorizing short golden verses, and learning activities such as coloring and listening to Bible stories. These findings confirm that Bible-based learning with a contextual approach can be an effective strategy in shaping the spiritual, cognitive, and character foundations of preschoolers, while instilling faith values from an early age.

Nutritional problems among preschool children remain a global and national concern. WHO (2017) reported that approximately 54% of child mortality under five is caused by malnutrition, while in Indonesia the prevalence of picky eaters reaches 20%, with West Java recording as high as 41.9%. The 2018 Basic Health Research (Riskesdas) data showed that the national stunting rate was still high at 30.8%, far from the national target of 19% in 2024. This study aimed to examine the relationship between picky eating behavior and physical activity with the nutritional status of preschool children at PAUD Kiddy Kid Center Banda Aceh. This was an analytical study with a cross-sectional design. The population included all 42 preschool children at the institution, selected through total sampling. Data analysis was carried out using univariate and bivariate (Chi-Square test) analyses. The results showed a significant relationship between picky eating behavior and nutritional status (p = 0.001), as well as between physical activity and nutritional status (p = 0.001). Conclusion: There is a significant association between picky eating behavior, physical activity, and the nutritional status of preschool children. It is recommended that schools and parents collaborate in promoting healthy eating patterns and encouraging physical activity from an early age.

This study aims to determine the influence of parenting styles on the social development of early childhood at the Al-Fajril Ulum Preschool and Kindergarten (PAUD TPA Al-Fajril Ulum). Observations were conducted to analyze how four types of parenting styles democratic, authoritarian, permissive, and neglectful influence children's social skills in the context of interaction, communication, decision-making, and the ability to establish relationships with peers. The study used a quantitative method with an ex post facto design, involving a sample of 8 children. Data collection instruments included questionnaires and observation sheets for children's social development based on indicators for each parenting style. The results showed that democratic parenting had the most significant positive influence on children's social development, marked by an increase in children's ability to express opinions, cooperate, respect others, and demonstrate social independence. Conversely, authoritarian and neglectful parenting styles had negative influences due to low emotional warmth, lack of dialogue, and minimal stimulation received by children. Permissive parenting showed a positive influence but not as strong as democratic parenting due to weak parental boundaries and control. Overall, the research findings confirm that the quality of parenting styles plays a direct role in shaping the social behavior of early childhood.

This community service activity was carried out to support and strengthen the role of Sunday school teachers in fostering the social and emotional development of preschool children. Early social experiences generally begin in the family, but schools and religious education institutions also play a significant role in shaping children’s abilities to interact, share, and communicate effectively. The program was implemented at PAUD Arastamar Kids Pekanbaru through participatory activities that involved teachers and children. The approach emphasized interactive methods such as giving praise, teaching simple religious values, playing games, and organizing creative learning activities. Examples included origami-making, group singing, storytelling, and encouraging children to share crayons or toys with their peers. These activities not only created a fun and engaging learning atmosphere but also helped children develop empathy, cooperation, and independence. Teachers were guided to consistently integrate these activities into their routines to maximize the positive outcomes. The results of this service showed that Sunday school teachers could effectively encourage positive social-emotional growth by combining religious teachings with play-based and interactive learning. In conclusion, the program provided valuable contributions to strengthening the capacity of teachers while creating a supportive environment for children to interact positively and independently with others.

The core issue of this study focuses on the impact of media featuring illustrated words on the pre-reading skills of children in group B at TK Insan Cemerlang in Makassar City. The aim of this research is to determine the extent to which illustrated word media affects the pre-reading abilities of children in group B at the preschool. The methodology employed in this study involves conducting an experiment with a single group design, which includes both pre-tests and post-tests. he research sample is made up of 14 children from the B2 class at TK Insan Cemerlan To gather data, the researcher implemented a checklist technique to assess pre-reading development. Data collection methods included observation, interviews, and documentation. Data analysis was conducted utilizing the Wilcoxon Signed Rank Test, assisted by IBM SPSS 25 software. The findings of the study indicate a significant effect on children's pre-reading skills after they were exposed to the illustrated word media. The average score for the pre-test was 5. 5, while the average score for the post-test rose to 13. Analysis of the data using the Wilcoxon Signed Rank Test yielded an Asymp. sig (2-tailed) value of 0. 01, indicating a probability below 0. 05.

Hospitalization in preschool children often causes anxiety, which can disrupt the recovery process. If this anxiety is not addressed, it can worsen the child's condition, lengthen hospital stays, and cause negative psychological effects. Therefore, an effective intervention is needed to help children manage their anxiety. This study aims to examine the effect of puzzle play therapy on the anxiety levels of preschool children hospitalized at Meuraxa Hospital, Banda Aceh. The research used a one group pre-test post-test design with 15 selected samples based on specific criteria. The instrument used was an observation sheet filled out three times to assess the children's anxiety before and after the intervention. The data were analyzed using a Paired T-test to compare anxiety levels before and after the therapy. The results showed a significant reduction in anxiety after the children participated in puzzle play therapy, with a p-value = 0.000 (p < 0.05). In conclusion, puzzle play therapy can effectively reduce anxiety in preschool children during hospitalization and can be implemented as a routine nursing intervention with support from healthcare professionals and families.

Developmental deviations in children under five years of age are estimated to affect approximately 5-10% of this population, with inappropriate stimulation, particularly from electronic devices such as gadgets, being a significant contributing factor. Early exposure to these technologies can lead to decreased physical activity, adversely impacting the overall development of children, including their gross and fine motor skills, language acquisition, socialization, and independence. The objective of this study was to evaluate the effect of gadget usage on the developmental outcomes of preschool children in the Banda Sakti District of Lhokseumawe, utilizing an observational analytic research method with a cross-sectional design to collect both primary and secondary data. The results indicated varying levels of gadget usage among respondents: 40 individuals (42%) fell into the high usage category, 31 individuals (32%) were classified as moderate users, and 25 individuals (26%) were categorized as low users. Among those with low gadget usage, 6 respondents (24%) displayed questionable developmental outcomes, while in the moderate and high usage categories, 22 respondents (71.1%) and 22 respondents (55%) respectively exhibited similar concerns. This study reveals that a significant number of children are facing developmental disorders, with 21 respondents (37.5%) experiencing challenges related to socialization and independence, and 17 respondents (30.4%) demonstrating speech and language difficulties. Notably, a substantial proportion of preschool children (52 respondents or 54.2%) were identified as having high levels of gadget usage, and the study established a significant correlation between the intensity of gadget use and the occurrence of developmental disorders in preschool children within the Banda Sakti District of Lhokseumawe.

The 2021 Indonesian Nutritional Status Survey (SSGI) shows that 1 in 4 Indonesian children suffers from stunting and 1 in 10 children suffers from malnutrition. Good nutrition is a crucial foundation for optimal growth and development, especially for those growing up in vulnerable environments. According to the WHO, stunting is a failure of growth and development experienced by children due to prolonged inadequate nutritional intake, recurrent infectious diseases, and inadequate psychosocial stimulation. However, on the other hand, children who experience stunting are usually accompanied by developmental delays in various other organs, especially if malnutrition occurs during the first 1000 days of life (HPK). Stunting is defined as a child's length for age (PB/A) or height for age (H/A) that is lower than -2 standard deviations. Therefore, a child with stunting is definitely stunted, but a child who is stunted is not necessarily stunted. Stunting that occurs before a child is 2 years old is an indication of decreased cognitive abilities at a later age if not followed by adequate psychosocial stimulation, thus impacting academic or educational abilities later in life. Providing innovative education such as making moringa pudding is one way to present nutritious and creative food or drinks so that it can be accepted by kindergarten mothers who have toddlers and preschoolers. The content of moringa leaves is a food ingredient that has good nutritional value, especially for preventing stunting in children.

Hospitalization in preschool children often causes anxiety due to several factors, such as unfamiliar environments, uncomfortable medical procedures, and separation from parents. This condition can negatively affect the child’s psychological state, which may influence both the healing process and adaptation during hospital care. Therefore, it is important to understand the description of anxiety experienced by children during hospitalization so that health workers can provide appropriate interventions. This study aimed to describe the anxiety caused by hospitalization among preschool children admitted to the Parkit Ward of Qolbu Insan Mulia (QIM) Hospital Batang. The study employed a descriptive quantitative design with a purposive sampling technique. A total of 65 preschool children aged 3–6 years who met the inclusion criteria were recruited as samples. The instrument used was the Spence Children’s Anxiety Scale (SCAS) Preschool Parent Report, which was completed by parents to assess the children’s level of anxiety. Data analysis was carried out using frequency distribution to present both the respondents’ characteristics and the level of anxiety. The results showed that most respondents were 5 years old (36.9%) and predominantly male (61.5%). A majority of the respondents had never been hospitalized before (63.1%), making hospitalization a first-time experience that could trigger anxiety. The highest proportion of anxiety levels was in the mild category (38.4%), followed by moderate anxiety (30.7%). Only a small proportion of children experienced severe anxiety. In conclusion, preschool children undergoing hospitalization in the Parkit Ward of QIM Hospital Batang mostly experienced mild to moderate anxiety. These findings provide an important overview for nursing staff in designing interventions to reduce children’s anxiety. Suggested approaches include play therapy, effective communication, and active parental involvement in the care process. With such strategies, it is expected that children’s anxiety can be reduced, making hospitalization a more adaptive experience that supports the recovery process.

Language development in preschool children is an important aspect in supporting children's cognitive, social, and emotional abilities in the future. One environmental factor that is thought to contribute to speech delay is excessive use of gadgets at an early age. This study aims to analyze the effect of gadget use on speech delay in children aged 3–5 years at the Tungoi Community Health Center. This study uses an analytical observational design with a cross-sectional approach. The study sample consisted of 50 children aged 3–5 years who met the inclusion criteria, using consecutive sampling. Data were collected through a questionnaire on gadget use filled out by parents and a screening of children's speech development. Data analysis was performed univariately and bivariately using the Chi-Square test with a significance level of p < 0.05. The results showed that most children used gadgets for more than one hour per day (70%) and more than half of the respondents experienced speech delay (56%). The Chi-Square test showed a significant relationship between gadget use and the occurrence of speech delay (p = 0.000). Children with longer gadget use had a greater risk of speech development delay compared to children with more limited gadget use. The conclusion of this study indicates that gadget use is a significant risk factor for speech delay in children aged 3–5 years. Therefore, it is necessary to limit the duration of gadget use and increase the role of parents and health workers in providing optimal verbal stimulation and assistance to support children's language development.

Introducing a sense of tolerance from an early age, especially in preschool, is crucial for building a harmonious society. This article discusses the importance of instilling the values ​​of tolerance and mutual respect among children, particularly in the context of religious diversity. The study, conducted at Telkom Kindergarten in Gorontalo, involved seven students aged 5-6 years. The data collection technique used a Guttman scale questionnaire with intervals (Yes-No). The results showed that 85% of children had demonstrated tolerant attitudes, which include accepting differences, respecting others, and appreciating the religion or beliefs of others. However, there were still 15% of children who were not fully tolerant. Therefore, it is recommended to further develop social tolerance skills in early childhood through various structured and systematic approaches, such as modeling, habituation, storytelling, outdoor activities, singing, and providing appropriate rewards and consequences. It is important to build strong synergy between parents and teachers in formal educational institutions to guide children in developing a tolerant character. In addition, efforts need to be made to increase students' awareness of good behavior, and parents' use of democratic education also plays a crucial role in developing tolerance skills in early childhood.