PENGARUH STRES TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA 5-6 TAHUN MELALUI KEGIATAN MINDFULNESS DI KOTA SURABAYA: PERSPEKTIF ORANGTUA

Abstract

Stress in early childhood can affect children's social-emotional development. One effort that can help children manage stress is through mindfulness activities. This study aimed to determine the relationship and effect of stress on the social-emotional development of children aged 5–6 years through mindfulness activities in Surabaya from the parents’ perspective. This study employed a quantitative approach using a causal-comparative method. The sample consisted of 155 parents who had children aged 5–6 years in Surabaya. Data were collected through questionnaires and analyzed using Pearson Product Moment correlation, multiple linear regression, and path analysis with IBM SPSS Statistics. The correlation test results indicated a significant relationship among stress, mindfulness, and children's social-emotional development. The multiple linear regression analysis showed that stress and mindfulness simultaneously influenced children's social-emotional development with an F value of 20.409 and a significance value of 0.000. The path analysis results revealed that mindfulness acted as a mediating variable in the relationship between stress and social-emotional development. Based on the findings, it can be concluded that stress has a relationship and influence on the social-emotional development of children aged 5–6 years through mindfulness activities in Surabaya. Mindfulness was found to serve as a mediator that helps reduce the negative impact of stress on children's social-emotional development.