Faktor-faktor yang Memengaruhi Perkembangan Personal-Sosial Anak Usia Prasekolah: Sebuah Studi Menggunakan Denver II Developmental Screening Test

Abstract

Background: Preschool age is a critical stage of child development, especially in the personal–social domain, which involves independence, social interaction, and adaptation to norms. Various internal and external factors may influence this domain, and early identification of delays is important for timely intervention. Objective: To analyze factors associated with the personal–social development of preschool children using the Denver II Developmental Screening Test. Methods: A cross-sectional study was conducted among 100 preschool children aged 3–6 years at three early childhood education centers in Medan, Indonesia. The personal–social domain was assessed using the Denver II Developmental Screening Test. Data on child and family characteristics—including age, gender, nutritional status, maternal education, family income, marital status, parenting style, maternal employment status, and caregiver availability—were collected through anthropometric measurements and structured questionnaires. Associations between variables were examined using the Pearson Chi-square test. Results: Of the 100 children, 32 (32%) had delays in personal–social development, 5 (5%) were classified as ―caution,‖ and 63 (63%) were within normal range. Child’s gender (p = 0.042) and family income (p = 0.025) were significantly associated with personal–social development. Other factors, including age, nutritional status, maternal education, marital status, parenting style, maternal employment status, and caregiver availability, showed no significant association Conclusion: Child’s gender and family income were identified as significant factors influencing personal-social development, whereas age, nutritional status, maternal education, marital status, parenting style, caregiver availability and maternal employment status showed no significant association. These emphasize the importance of strengthening socioeconomic support and implementing gender-sensitive interventions to promote early childhood development.