Synergy of Teachers and Parents in Dealing with the Challenges of Speech Delay in Children Aged 3–4 Years

Debby Adelita Febrianti Purnamasari

doi:10.32806/jm.v4i3.2318

Authors

Debby Adelita Febrianti Purnamasari Universitas Islam Zainul Hasan Genggong Probolinggo

DOI:

https://doi.org/10.32806/jm.v4i3.2318

Keywords:

Speech Delay, Teacher and Parent Synergy, Early Childhood, Language Stimulation, Effective Communication.

Abstract

Speech delay is one of the language development problems that is quite often found in early childhood. This condition can affect communication skills, social interaction, and children's readiness to enter the next level of education if not handled appropriately. This study aims to analyze the form of synergy between teachers and parents in dealing with speech delay in children aged 3–4 years. The research uses a qualitative approach with a case study method. Data was obtained through observation, in-depth interviews with teachers and parents, and documentation of child development. Data analysis is carried out through data reduction, data presentation, and conclusion drawn. The results of the study show that the success of handling speech delay is influenced by intensive communication between teachers and parents, consistency in providing language stimulation at school and at home, the use of educational media, and collaboration with professionals when needed. The main obstacles include limited parental time, low understanding of speech delay, and excessive use of gadgets. This study confirms that planned, sustainable, and child-based collaboration is able to improve the development of language skills optimally.

References

Abida, L. L. (2024). The Effect of Screen Time on Delays in Language and Speech Developmental Children: Meta-Analysis. JITEK. https://doi.org/10.32668/jitek.v11i2.1458

Bahr, D. (2010). Nobody Told Me (or My Mother) That!: Everything from Bottles and Breaths to Healthy Speech Development. Sensory World.

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.

Epstein, J. L. (2018). School, Family, and Community Partnerships: Preparing Educators and Improving Schools (2nd ed.). Routledge. https://doi.org/10.4324/9780429494673

Hornby, G., & Blackwell, I. (2018). Barriers to parent involvement in education: An update. Educational Review, 70(1), 109–119. https://doi.org/10.1080/00131911.2018.1388612

Hurlock, E. B. (2015). Perkembangan Anak (Jilid 1, Edisi ke-6). Erlangga.

Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between screen time and children's performance on a developmental screening test. JAMA Pediatrics, 173(3), 244–250. https://doi.org/10.1001/jamapediatrics.2018.5056

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.

Morrison, G. S. (2012). Dasar-Dasar Pendidikan Anak Usia Dini (PAUD). Indeks.

Nuryanti, & Pamungkas, B. (2025). Collaboration between Teachers and Parents in Accommodating the Learning Needs of Students with Speech Delays at Karangan 1 State Kindergarten. Al-Tatawur: International Journal of Social Science, 3(3). https://doi.org/10.61806/al-tatawur.v3i3.51

Papalia, D. E., & Martorell, G. (2021). Experience Human Development (14th ed.). McGraw-Hill Education.

Read, K., Macauley, M., & Furay, E. (2014). The illustrative advantage: Interactive storybook reading boosts children's vocabulary acquisition. First Language, 34(5), 451–463. https://doi.org/10.1177/0142723714546791

Situmeang, S. L. Y., & Suparno. (2025). Teacher–Parent Collaboration in Supporting Children with Speech Delays: A Case Study in East Kalimantan Plantation Community. Journal of Innovation and Research in Primary Education, 4(4), 2368–2379. https://doi.org/10.56916/jirpe.v4i4.2193

Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Edisi Kedua). Alfabeta.

Sunderajan, T., & Kanhere, S. V. (2019). Speech and language delay in children: Prevalence and risk factors. Journal of Family Medicine and Primary Care, 8(5), 1642–1646. https://doi.org/10.4103/jfmpc.jfmpc_162_19

Tripathi, P., Uikey, D. K., & Verma, P. (2025). Digital screen time and speech-language delay in children: A cross-sectional study. Bioinformation, 21(4). https://doi.org/10.6026/973206300214956

Wan, X., Kang, X., Chen, S., Du, J., Yan, F., & Bai, Y. (2025). Analysis of the impact of parents' electronic screen time habits, young children's screen exposure and parent-child interaction on language development delay in young children. Frontiers in Pediatrics. https://doi.org/10.3389/fped.2025.1667048