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Early childhood represents a golden period that is vital for the development of all aspects of a child’s abilities, particularly language skills. Speaking ability plays a central role as it serves as a child’s primary means of communication and social interaction. However, not all children achieve speech milestones appropriate for their age. Speech delays can negatively affect social, emotional, and academic growth if not identified early. This study aims to identify speech delays in early childhood through classroom interactions and to analyze the role of teachers in early detection and stimulation of language skills. Using a descriptive qualitative approach, the study involved ten children aged 4–6 years at Siti Khadijah Kindergarten. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model comprising data reduction, data display, and conclusion drawing. Findings revealed that two children showed signs of speech delay, characterized by limited vocabulary, unclear pronunciation, and difficulty forming simple sentences. The main contributing factors were a lack of verbal stimulation at home and excessive gadget use, which reduced direct communication. Activities such as circle time, role-playing, and storytelling were found effective for detecting and stimulating speech development. Teachers play a crucial role as early detection agents, working collaboratively with parents to ensure continuous stimulation at home. Strengthening teachers’ capacity to observe, identify, and support children with speech delays is essential for promoting optimal language development.

The early childhood period, commonly referred to as the Golden Age, is considered the most critical stage of development, during which rapid advancement in various domains, including language ability, is observed. This study examined how parental communication patterns influence the language development of children in Gla Meunasah Baro Village. Krueng Barona Jaya Subdistrict, Aceh Besar District. An analytic quantitative method was applied, using a cross-sectional design. The study involved a total of 115 parents, and the researcher selected 89 respondents as the sample using purposive sampling. The researcher collected data through questionnaires measured on an ordinal scale and then analyzed the information using univariate and bivariate techniques, including the Chi-Square test. The analysis showed that most respondents, consisting of 85 parents (95.5%), applied good communication patterns, while 3 respondents (3.4%) were classified as moderate, and 1 respondent (1.15%) as poor. In addition, 84 children (94.4%) were identified as not being at risk of language delay, while 5 children (5.6%) were considered potentially at risk. Bivariate analysis revealed a significant relationship between parental communication patterns and early childhood language development, as indicated by a ρ value of 0.015 (< α = 0.05). It is suggested that communication with children be carried out in an open, attentive, and reciprocal manner so that their language development can be maximally supported and the risk of delays minimized.

Language development in early childhood is a fundamental aspect in shaping children's cognitive, social, and emotional abilities. However, in today's digital era, excessive use of gadgets has become a common habit in parenting patterns, which has the potential to inhibit children's speech development. This article aims to examine the impact of gadget use on speech delays in early childhood using a literature review approach to the literature from 2020–2025. The results of the study indicate that passive interaction through gadgets, without adequate verbal guidance and stimulation, can reduce the frequency of dialogue and children's social involvement. This condition increases the risk of speech delay, expressive communication disorders, and vocabulary limitations. In addition, factors such as permissive parenting, technoference, and lack of direct verbal activity are significant contributors to obstacles to language development. Therefore, an active role is needed for parents in limiting screen time, assisting with the use of digital media, and creating an environment rich in verbal interaction. Public education and early detection are also important solutions to prevent and treat speech delays from an early age.

This study analyzes the development of expressive language skills in children aged 4 to 5 years living in multilingual environments. The research aims to understand how exposure to multiple languages influences the expressive abilities of young children. A qualitative approach was applied, involving observation and structured interviews with parents and educators. Findings indicate that children in multilingual settings exhibit varied vocabulary usage and code-switching behaviors, with some delays in expressive fluency compared to monolingual peers, yet with enhanced pragmatic skills. The study highlights the importance of supportive linguistic environments and tailored educational strategies to foster optimal language development. These findings have implications for educators, speech therapists, and parents in managing multilingualism during early childhood.