ANALYSIS OF STUDENT KNOWLEDGE ABOUT SPEECH DELAY IN EARLY CHILDHOOD

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Oleh: Windi Dwi Andika, Najlatul Fatiyah, Lili Apriani, Amelia Putri Utami , Fiah Hafifah , Debi Aprilia

INTRODUCTION

Language development is a major milestone in early childhood development, reflecting their rapidly developing communication and social interaction skills. Good communication skills will greatly influence children’s cognitive, social and emotional development in the future. However, in reality, not all children achieve optimal language development. One of the challenges often faced is speech delay, a disorder that can have a significant impact if not treated appropriately and early. (Partiyanti et al., 2025) emphasizes the importance of proper treatment to minimize the negative impact of speech delay on children’s overall development.

The importance of proper stimulation in early childhood language development cannot be underestimated. (Imroatun et al., 2021) reveals that inadequate stimulation can lead to speech delay in children. Speech delay is one of the most common child development disorders. Based on data, it is estimated that around 15% of children aged 2-29 months experience speech delays. This condition is a serious concern, given its extensive impact on comprehensive child development.

Various factors contribute to the emergence of speech delay in children. (Rahmah et al., 2023) point to lack of parental interaction in providing stimulation as one of the main causes. Factors that influence speech delay are also very diverse, including internal factors such as physical disabilities and external factors such as parenting, maternal education, and bilingualism (Hilmiah et al., 2024) . Permissive parenting, where parents lack boundaries and control is also associated with an increased risk of speech delay (N. Hasanah & Sugito, 2020)
Language delay is a serious problem that requires immediate attention. (Wulandari et al., 2024) explains that language delay can be identified through inaccurate word use, poor pronunciation, and reliance on sign language. This causes difficulties for parents and caregivers in understanding the child, although the child may be able to understand what others are saying. This condition requires early intervention to ensure optimal language development.

The role of parents in the prevention and treatment of speech delay is crucial. (Narti, 2023) highlights the importance of preventive efforts such as increasing verbal stimulation at home, limiting gadget use, and creating a supportive social environment. In addition, consultation with health professionals is also highly recommended for proper guidance in supporting children’s speech development. Early and appropriate intervention is essential to minimize the negative impact of speech delay

(Istiqlal, 2021) explains that children’s speech begins at birth, through responses to sounds and interactions with parents. This ability to communicate develops gradually, and delays in this development indicate potential problems. Early identification is essential to provide appropriate and effective interventions.

In addition to parents and health workers, students also have the potential as educative agents in increasing public knowledge related to speech delay in early childhood. Although there are no journals that specifically discuss the role of students in early detection or education about speech delay, a number of studies have shown that the educative role of educated parties greatly contributes to public understanding of the issue.

For example, a study conducted by (Putri et al., 2024) showed that media-based psychoeducation, such as videos, can effectively increase public understanding of the prevention of speech delays in children. This approach can be a reference for students, especially in the fields of education, health and psychology, to actively participate in public education through community service activities.

In addition, the service activity report shows that students have been involved in providing education to the community about children’s language and speech development. This involvement is an indication that students can play an active role in raising awareness and supporting early detection and treatment of speech delay (Hutasuhut & Yarsal, 2021) .

Thus, these findings indicate the need to improve the quality of education and educational interventions in the course curriculum to equip students with adequate knowledge and skills in dealing with speech delay. Therefore, this study aims to analyze students’ knowledge of speech delay in early childhood, which is expected to be useful in supporting children’s optimal language development.

RESEARCH METHODS

This research uses a type of survey research with a quantitative approach. By analyzing students at various universities in South Sumatra. Surveys generally use questionnaires to collect data (Syahrizal & Jailani, 2023). In line with this opinion, this research data collection technique was carried out using a questionnaire. The research population in the South Sumatra Province area with a sample of 60 students.
The validity and reliability test techniques used in this study are reliability techniques with the help of SPSS for windows with the Cronbach’s alpha formula. This survey is used to evaluate facts in a population systematically, factually, and accurately (Afif et al., 2023).

RESEARCH RESULTS

The results of this study are presented based on the analysis of questionnaire data that has been filled in by 60 students from various universities in South Sumatra. The instrument used is a questionnaire with 25 statements, which are grouped into five main indicators, namely: causes, impacts, symptoms, prevention, and the role of students in speech delay education. To simplify the analysis, the scores of each indicator were converted into a percentage, assuming the maximum scale is 4. The final results of the data processing are presented in the form of the following pie chart.

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