Analysis of Factors Influencing Emotional Dependence of Early Childhood Children in the Gajahwong School Community, Yogyakarta
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Keywords:
Emotional Dependenc; Early Childhood; Attachment; Emotional Regulation;
Abstract
This study aims to analyse the factors that influence emotional dependence in early childhood in the Gajahwong School Community in Yogyakarta. Using a qualitative case study design, it involved children aged 3-4 years as well as educators and parents as informants selected through purposive sampling. Data was obtained through thematic analysis techniques, namely identifying patterns and themes by simplifying them, then presenting the data in the form of narratives supported by previous findings and conclusions. The results showed that emotional dependence in early childhood is influenced by two main factors, namely family and socio-economic factors as well as the child's psychological factors. Family factors include insecure attachment patterns, emotionally unresponsive parenting, and parents' limited understanding of children's emotional regulation, which is reinforced by socioeconomic pressures. Children's psychological factors are characterised by excessive separation anxiety and the inability to regulate themselves independently. These findings also reveal that children's emotional dependence is not fixed but is formed through dynamic interactions between the family environment and the child's psychological condition. Therefore, interventions such as parenting education programmes that are sensitive to the child's condition, emotional regulation training for parents and educators, and adjustments to the school environment to better support the child's emotional transition process are recommended
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References
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Markoulaki, M., Dimitrakaki, C., Naska, A., Papanikolaou, K., & Giannakopoulos, G. (2025). Parental Emotion Socialization and Child Adjustment in Greek Families : Supportive vs . Non-Supportive Parenting. Children, 12(7), 1–15. https://doi.org/https://doi.org/10.3390/children12070807
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Paley, B., & Hajal, N. J. (2022). Conceptualizing Emotion Regulation and Coregulation as Family ‑ Level Phenomena. Clinical Child and Family Psychology Review, 25(1), 19–43. https://doi.org/10.1007/s10567-022-00378-4
Perrotta, G. (2020). Dysfunctional attachment and psychopathological outcomes in childhood and adulthood. Open Journal Trauma, 4(1), 012–021. https://doi.org/https://dx.doi.org/10.17352/ojt
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Samsidar, S. (2025). The Role of Parenting Patterns in Children’s Emotional Development. Psychology; Journal of Psychology, 2(1), 1–8. https://doi.org/https://doi.org/10.62872/m4wefv03
Silkenbeumer, J., Lüken, L. M., Holodynski, M., & K¨artner, J. (2024). Social and Emotional Learning : Research , Practice , and Policy Emotion socialization in early childhood education and care – How preschool teachers support children ’ s emotion regulation. Social and Emotional Learning: Research, Practice, and Policy, 4(August), 1–13. https://doi.org/10.1016/j.sel.2024.100057
Solicha, I., & Na’imah. (2020). Faktor yang mempengaruhi perkembangan anak usia dini. Jurnal Pelita PAUD, 4(2), 197–206. https://doi.org/https://doi.org/10.33222/pelitapaud.v4i2.968
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Vantieghem, M. R., & Tottenham, N. (2018). Neurobiological programming of early life stress: Functional development of amygdala-prefrontal circuitry and vulnerability for stress-related psychopathology. HHS Public Access, 38, 1–19. https://doi.org/10.1007/7854
Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 2(October), 100081. https://doi.org/10.1016/j.ijedro.2021.100081
Verhagen, C., Boekhorst, M., Duijndam, S., Kupper, N., & Lodder, P. (2025). A cross-lagged panel model examining the longitudinal associations between maternal emotion regulation difficulties , parenting stress , and child socio-emotional problems in toddlerhood. Infant Mental Health Journal, 47(e70051), 1–13. https://doi.org/10.1002/imhj.70051
Verschueren, K., & Koomen, H. (2021). Dependency in teacher – child relationships : deepening our understanding of the construct. Attachment & Human Development, 23(5), 481–489. https://doi.org/10.1080/14616734.2020.1751986
Wahyuningsih, S., Dewi, N., & Hafidah, R. (2019). Penanaman Nilai Kemandirian Anak Usia Dini Melalui Konsep Sistem Among ( Asah , Asih , Asuh ). Jurnal Pendidikan Dasar Universitas Sebelas Maret, 7(1), 12–15. https://doi.org/https://doi.org/10.20961/jpd.v7i1.29304
White, L. O., Schulz, C. C., White, L. O., Schulz, C. C., Schoett, M. J. S., Kungl, M. T., Keil, J., Borelli, J. L., & ˇcka, P. V. (2020). Conceptual Analysis : A Social Neuroscience Approach to Interpersonal Interaction in the Context of Disruption and Disorganization of Attachment ( NAMDA ). Frontiers in Psychiatry, 11(December), 1–18. https://doi.org/10.3389/fpsyt.2020.517372
Zhang, H., Liu, T., Lu, L., & Liu, S. (2025). Dynamic Effects of Family Factors on Children ’ s Social and Emotional Competence : A Systematic Literature Review. Advances in Humanities and Modern Education Research, 3(1), 134–137. https://doi.org/https://doi.org/10.70114/ahmer.2025.3.1.P134
Zimmer-Gembeck, M. J., Rudolph, J., Kerin, J., & Bohadana-Brown, G. (2022). Parent emotional regulation: A meta-analytic review of its association with parenting and child adjustment. International Journal of Behavioral Development, 46(1), 63–82. https://doi.org/10.1177/01650254211051086
Ahmad, A. (2025). Integrasi Nilai Sosial dan Emosional dalam Kurikulum Anak Usia Dini. Arunika Widya: Jurnal Pendidikan Dasar Dan Menengah, 1(1), 26–31. https://doi.org/https://doi.org/10.59966/arunikawidya.v1i1.18
ANAM, M. S. (2025). Konsep Perkembangan Sosial Emosional Anak Usia Dini. Al-Athfal: Pendidikan Anak Usia Dini, 6(2), 1–9. https://doi.org/https://doi.org/10.53429/al-athfal.v6i02.1493
Baharudin, H. H. (2025). Parenting under Pressure: The Impact of Socioeconomic and Environmental Stressors on Family Stability and Child Development. Asian Journal of Early Childhood and Elementary Education, 3(5), 478–497. https://doi.org/https://doi.org/10.58578/AJECEE.v3i5.7202
Belhan Çelik, S., Bacanak, E. B., & Bumin, G. (2025). Investigation of The Relationship Between Separation Anxiety , Self- Regulation And Executive Function Skills in Kindergarten Children. Inonu University Journal of Faculty of Education, 26(1), 135–153. https://doi.org/10.17679/inuefd.1525227
Cahyono, M. Y. M., & Adiawaty, S. (2024). Cultural Sensitivity and Systemic Support in Parenting Interventions. Sinergi International Journal of Psychology, 2(4), 266–279. https://doi.org/https://doi.org/10.61194/psychology.v2i4.628
Carlson, G. A., Singh, M. K., Amaya-jackson, L., Benton, T. D., Althoff, R. R., Bellonci, C., Bostic, J. Q., Chua, J. D., Findling, R. L., Galanter, C. A., Gerson, R. S., Sorter, M. T., Stringaris, A., Waxmonsky, J. G., & Mcclellan, J. M. (2023). Narrative Review : Impairing Emotional Outbursts : What They Are and What We Should Do About Them. Journal of the American Academy of Child & Adolescent Psychiatry, 62(2), 135–150. https://doi.org/10.1016/j.jaac.2022.03.014
Chintya, R., & Sit, M. (2024). Analisis Teori Daniel Goleman dalam Perkembangan Kecerdasan Emosi Anak Usia Dini. ABSORBENT MIND: Jurnal of Psychology and Child Development, 4(1), 159–168. https://doi.org/10.37680/absorbent
Dewi, D. S. R. (2023). Pengaruh Pola Asuh Orang Tua Terhadap Perkembangan Sosial Dan Emosional Anak. CENTRAL PUBLISHER, 1(11), 1329–1335. https://doi.org/DOI:10.60145/jcp.v1i11.255
Dwistia, H., Sindika, S., Iqtianti, H., & Ningsih, D. W. (2025a). Peran Lingkungan Emosional Anak Keluarga dalam Perkembangan. Jurnal Parenting Dan Anak, 2(2), 1–9. https://doi.org/https://doi.org/10.47134/jpa.v2i1.1164
Dwistia, H., Sindika, S., Iqtianti, H., & Ningsih, D. W. (2025b). Peran Lingkungan Keluarga dalam Perkembangan Emosional Anak. Jurnal Parenting Dan Anak, 2(2), 1–9. https://doi.org/https://doi.org/10.47134/jpa.v2i1.1164
Fadly, D., & Islawati. (2024). Tantangan Bagi Perkembangan Psikososial Anak dan Remaja di Era Pendidikan Modern : Studi Literatur. VENN: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences, 5(1), 66–75. https://doi.org/: https://doi.org/10.53696/venn.v3i2.156 A.
Finanto, M., Bangun, A., Mangundjaya, W. L., & Muzzamil, F. (2024). Pendampingan Pola Asuh Positif Dalam Usaha Mengembangkan Potensi Anak Secara Optimal. JURNAL PENGABDIAN SOSIAL, 1(9), 1275–1281. https://doi.org/https://doi.org/10.59837/q4rprn88
Gee, D. G., & Cohodes, E. M. (2021). Caregiving Influences on Development: A Sensitive Period for Biological Embedding of Predictability and Safety Cues. HHS Public Access, 30(5), 376–383. https://doi.org/10.1177/09637214211015673.
Kartika, S. N., Darsinah, D., & Wulandari, M. D. (2025). Analisis Perkembangan Sosial Emosional Anak Usia Sekolah Dasar pada Permainan Berkelompok (Studi Kasus di MI Muhammadiyah Trangsan Gatak). AL-WIJDÁN: Journal of Islamic Education Studies, 10(3), 2541–2051. https://ejournal.uniramalang.ac.id/alwijdan/article/view/6474
Khoerunnisa, E., & Kusdiwelirawan, A. (2022). Dampak Attachment Ibu-Anak Terhadap Kemandirian Anak Usia 5-6 Tahun. Jurnal Pelita PAUD, 7(1), 31–38. https://doi.org/https://doi.org/10.33222/pelitapaud.v7i1.2047
L.S., C., E.A., Y., S.Yu., S., T.I., A., A.V., S., M.D., D., & D.V., C. (2022). Emotional and behavioral dysregulation in children with attention deficit hyperactivity disorder. Korsakov Journal of Neurology and Psychiatry, 122(6), 100–107. https://doi.org/https://doi.org/10.17116/jnevro20221220 61100
Lin, M., & Faldowski, R. A. (2023). The Relationship of Parent Support and Child Emotional Regulation to School Readiness. International Journal of Environmental Research and Public Health, 20, 1–15. https://doi.org/. https:// doi.org/10.3390/ijerph20064867
Markoulaki, M., Dimitrakaki, C., Naska, A., Papanikolaou, K., & Giannakopoulos, G. (2025). Parental Emotion Socialization and Child Adjustment in Greek Families : Supportive vs . Non-Supportive Parenting. Children, 12(7), 1–15. https://doi.org/https://doi.org/10.3390/children12070807
Mimin, U., Naisanu, M. F., & Amseke, F. V. (2025). Peran Kelekatan Ibu Terhadap Perkembangan Sosial Emosional Anak Usia Dini. Early Childhood Education and Development Studies (ECEDS), 6(1), 16–26. https://doi.org/http://dx.doi.org/10.33846/eceds1101
Oliveira, P., Stevens, E., Barge, L., Comyn, J., Langley, K., Ramchandani, P., Wright, B., Woolgar, M., Kennedy, E., Byford, S., Shearer, J., Scott, S., Barlow, J., Glaser, D., Senior, R., Fonagy, P., & Fearon, P. (2022). A modified video-feedback intervention for carers of foster children aged 6 years and under with reactive attachment disorder : a feasibility study and pilot RCT. NIHR Journals Library, 26(35), 1–99. https://doi.org/10.3310/SLIZ1119
Paley, B., & Hajal, N. J. (2022). Conceptualizing Emotion Regulation and Coregulation as Family ‑ Level Phenomena. Clinical Child and Family Psychology Review, 25(1), 19–43. https://doi.org/10.1007/s10567-022-00378-4
Perrotta, G. (2020). Dysfunctional attachment and psychopathological outcomes in childhood and adulthood. Open Journal Trauma, 4(1), 012–021. https://doi.org/https://dx.doi.org/10.17352/ojt
Putri, F. K., Surbiantoro, E., & Afrianti, N. (2025). Peran Ayah dalam Pengasuhan terhadap Perkembangan Emosi Anak Usia 3-6 Tahun di Kecamatan Bojongloa Kaler Kota Bandung. Bandung Conference Series: Early Chillhood Teacher Education, 5(2), 173–178. https://doi.org/ttps://doi.org/10.29313/bcsecte.v5i2.ID
Safia, M., & Faiza, B. (2025). Parental Attachment Patterns And Their Impact On Separation Anxiety In Kindergarten Children. International Journal of Innovative Technologies in Social Science., 1(45), 0–7. https://doi.org/10.31435/ijitss.1(45).2025.3388
Samsidar, S. (2025). The Role of Parenting Patterns in Children’s Emotional Development. Psychology; Journal of Psychology, 2(1), 1–8. https://doi.org/https://doi.org/10.62872/m4wefv03
Silkenbeumer, J., Lüken, L. M., Holodynski, M., & K¨artner, J. (2024). Social and Emotional Learning : Research , Practice , and Policy Emotion socialization in early childhood education and care – How preschool teachers support children ’ s emotion regulation. Social and Emotional Learning: Research, Practice, and Policy, 4(August), 1–13. https://doi.org/10.1016/j.sel.2024.100057
Solicha, I., & Na’imah. (2020). Faktor yang mempengaruhi perkembangan anak usia dini. Jurnal Pelita PAUD, 4(2), 197–206. https://doi.org/https://doi.org/10.33222/pelitapaud.v4i2.968
Tripon, C. (2024). Nurturing Sustainable Development : The Interplay of Parenting Styles and SDGs in Children ’ s Development. Children, 11(6), 1–18. https://doi.org/https://doi.org/10.3390/children11060695
Vantieghem, M. R., & Tottenham, N. (2018). Neurobiological programming of early life stress: Functional development of amygdala-prefrontal circuitry and vulnerability for stress-related psychopathology. HHS Public Access, 38, 1–19. https://doi.org/10.1007/7854
Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 2(October), 100081. https://doi.org/10.1016/j.ijedro.2021.100081
Verhagen, C., Boekhorst, M., Duijndam, S., Kupper, N., & Lodder, P. (2025). A cross-lagged panel model examining the longitudinal associations between maternal emotion regulation difficulties , parenting stress , and child socio-emotional problems in toddlerhood. Infant Mental Health Journal, 47(e70051), 1–13. https://doi.org/10.1002/imhj.70051
Verschueren, K., & Koomen, H. (2021). Dependency in teacher – child relationships : deepening our understanding of the construct. Attachment & Human Development, 23(5), 481–489. https://doi.org/10.1080/14616734.2020.1751986
Wahyuningsih, S., Dewi, N., & Hafidah, R. (2019). Penanaman Nilai Kemandirian Anak Usia Dini Melalui Konsep Sistem Among ( Asah , Asih , Asuh ). Jurnal Pendidikan Dasar Universitas Sebelas Maret, 7(1), 12–15. https://doi.org/https://doi.org/10.20961/jpd.v7i1.29304
White, L. O., Schulz, C. C., White, L. O., Schulz, C. C., Schoett, M. J. S., Kungl, M. T., Keil, J., Borelli, J. L., & ˇcka, P. V. (2020). Conceptual Analysis : A Social Neuroscience Approach to Interpersonal Interaction in the Context of Disruption and Disorganization of Attachment ( NAMDA ). Frontiers in Psychiatry, 11(December), 1–18. https://doi.org/10.3389/fpsyt.2020.517372
Zhang, H., Liu, T., Lu, L., & Liu, S. (2025). Dynamic Effects of Family Factors on Children ’ s Social and Emotional Competence : A Systematic Literature Review. Advances in Humanities and Modern Education Research, 3(1), 134–137. https://doi.org/https://doi.org/10.70114/ahmer.2025.3.1.P134
Zimmer-Gembeck, M. J., Rudolph, J., Kerin, J., & Bohadana-Brown, G. (2022). Parent emotional regulation: A meta-analytic review of its association with parenting and child adjustment. International Journal of Behavioral Development, 46(1), 63–82. https://doi.org/10.1177/01650254211051086
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2026-03-06
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