A Systematic Literature Review: Gaya Pengasuhan, Kompetensi Sosial-Emosional, Regulasi Diri, dan Dukungan Keluarga terhadap Kesiapan Sekolah Anak Usia Dini
Main Article Content
Kesiapan sekolah merupakan faktor penentu keberhasilan anak dalam memasuki pendidikan formal. Penelitian ini bertujuan untuk mensintesis bukti ilmiah mengenai pengaruh gaya pengasuhan, kompetensi sosial-emosional, regulasi diri, dan dukungan keluarga terhadap kesiapan sekolah anak usia dini. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan panduan PRISMA 2020. Pencarian dilakukan pada lima basis data: Google Scholar, ERIC, Semantic Scholar, PubMed, dan Portal Garuda (Sinta), terbatas pada publikasi tahun 2021–2026. Dari 3.847 artikel yang teridentifikasi awal, setelah proses deduplikasi dan skrining bertahap, diperoleh 25 artikel final yang memenuhi kriteria kelayakan. Hasil sintesis menunjukkan bahwa: (1) gaya pengasuhan demokratis/otoritatif secara konsisten berkontribusi positif terhadap kesiapan sosial-emosional dan akademik anak; (2) kompetensi sosial-emosional merupakan prediktor kuat adaptasi anak di lingkungan sekolah; (3) regulasi diri berperan sebagai mediator antara pengasuhan dan perilaku prososial; serta (4) dukungan keluarga dan kualitas lingkungan belajar di rumah meningkatkan stimulasi kognitif dan keamanan emosional anak. Studi di Indonesia khususnya menegaskan pentingnya nilai-nilai budaya lokal dalam membentuk regulasi diri dan kesiapan sekolah. Temuan ini mengimplikasikan pentingnya program intervensi terintegrasi yang melibatkan orang tua, keluarga, dan guru dalam mempersiapkan anak usia dini memasuki jenjang sekolah dasar.
Keywords:
gaya pengasuhan, kompetensi sosial-emosional, regulasi diri, dukungan keluarga, kesiapan sekolah
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Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Fukkink, R. G., Sluiter, R. M., & Fekkes, M. (2024). Transition from childcare to school: Surgency, center-based care and caregiver-child relationship predict self-regulation, social competence and well-being. Learning and individual differences, 110, 102409. https://doi.org/10.1016/j.lindif.2024.102409
Guedes, C., Ferreira, T., Leal, T., & Cadima, J. (2023). Unique and joint contributions of behavioral and emotional self-regulation to school readiness. Applied Developmental Science, 27(2), 136-155. https://doi.org/10.1080/10888691.2022.2045200
Handayani, O. D., & Kaffa, S. (2025). The Influence of Social-Emotional Development on School Readiness in Early Childhood: A Study of 5–6 Year-Olds in Bogor Regency. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 10(1), 127-138. https://doi.org/10.14421/jga.2025.101-10
Hidjanah, H., Dtakiyyatuddaaimah, D., & Irna, I. (2024). Social-Emotional Development of Children from The Perspective of Ecological Systems Theory and School Readiness: A Participatory Action Research Case Study. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 8(2), 313-351. https://doi.org/10.35896/ijecie.v8i2.917
Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024). Enhancing social-emotional skills in early childhood: intervention study on the effectiveness of social and emotional learning. BMC psychology, 12(1), 761. https://doi.org/10.1186/s40359-024-02280-w
Impartina, A., Salimo, H., Qadrijati, I., & Mulyani, S. (2025). Are they ready? A scoping review of early childhood school readiness with a focus on parental involvement and home environment. Salud, Ciencia y Tecnología, (5), 40. https://doi.org/10.56294/saludcyt20252064
Kong, C., & Yasmin, F. (2022). Impact of parenting style on early childhood learning: mediating role of parental self-efficacy. Frontiers in psychology, 13, 928629. https://doi.org/10.3389/fpsyg.2022.928629
Korucu, I., Ayturk, E., Finders, J. K., Schnur, G., Bailey, C. S., Tominey, S. L., & Schmitt, S. A. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence. Frontiers in psychology, 12, 717317. https://doi.org/10.3389/fpsyg.2021.717317
Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, 1065978. https://doi.org/10.3389/fpsyg.2023.1065978
Li, D., Li, W., Lin, X., & Zhu, X. (2025). Parenting pathways to friendship: how Self-Control and emotion management skills mediate preschoolers’ social lives in China? BMC psychology, 13(1), 325. https://doi.org/10.1186/s40359-025-02641-z
Lohndorf, R. T., Vermeer, H. J., de la Harpe, C., & Mesman, J. (2021). Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers’ school readiness and executive functions in chile. Early Childhood Research Quarterly, 57, 61-74. https://doi.org/10.1016/j.ecresq.2021.05.001
Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O'Riordan, M., & Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations. Frontiers in psychology, 12, 760782. https://doi.org/10.3389/fpsyg.2021.760782
Mashar, R., & Astuti, F. P. (2022). Correlation between parenting skills, children’s emotional and intelligence quotient with school readiness. JPUD-Jurnal Pendidikan Usia Dini, 16(2), 215-223. https://doi.org/10.21009/jpud.162.02
Orbán, R., Kiss, B. L., Zsidó, A. N., & Pohárnok, M. (2025). Different pathways leading to prosocial behavior in preschoolers: The role of parenting style, child temperament, and self?regulation. New Directions for Child and Adolescent Development, 2025(1), 8836802. https://doi.org/10.1155/cad/8836802
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Gluud, C., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pangestuti, R., Kadiyono, A., Agustiani, H., & Cahyadi, S. (2026). Influences of sociocultural factors on Indonesian children's self-regulation and its effects on school readiness. Acta Psychologica, 264, 106393. https://doi.org/10.1016/j.actpsy.2026.106393
Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., & Britten, N. (2006). Guidance on the conduct of narrative synthesis in systematic reviews: A product from the ESRC Methods Programme. Lancaster University.
Saputri, W. H., & Risnawati, E. (2024). Preparing for the school readiness of early childhood by enhancing the well-being and family support. JPUD-Jurnal Pendidikan Usia Dini, 18(1), 270-286. https://doi.org/10.21009/jpud.181.19
Saragih, B. D., & Fuadah, F. (2024). The Influence of Parenting Styles on the Early Childhood Development at TKK Kasih Mulia Cimahi. International Journal of Pharmaceutical and Bio Medical Science, 4 (10), 861, 864. https://doi.org/10.47191/ijpbms/v4-i10-12
Sari, A., & Salim, A. (2026). Parental parenting patterns and early childhood social emotional development. Academia Open, 10(1), 10-21070. https://doi.org/10.21070/acopen.10.2025.12641
Trejo, S., & Jannah, I. (2025). The association between parenting styles and emotional intelligence in early childhood. Journal of Foundational Learning and Child Development, 1(01), 17-21. https://doi.org/10.53905/childdev.v1i01.4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
WenLi, Z., Tiemei, X., Shuangqi, L., Qun, Y., Jingbo, Z., & Sijie, S. (2025). Parenting styles and externalizing problem behaviors of preschoolers: mediation through self-control abilities and emotional management skills. Frontiers in Psychology, 16, 1433262. https://doi.org/10.3389/fpsyg.2025.1433262
Yang, R. (2024). The influence of the parenting style on children’s social ability and developmental ability. Lecture Notes in Education Psychology and Public Media, 33(1), 95-99. https://doi.org/10.54254/2753-7048/33/20231508
You, Z. (2025). The impact of family parenting styles on elementary school students' social-emotional competence. Journal of Education, Humanities and Social Sciences, 53. https://doi.org/10.54097/0mn3k017
Zena, Y. M., & Heeralal, P. J. H. (2021). The relationship between parenting style and preschool children’s social-emotional development. Universal Journal of Educational Research, 9(8), 1581-1588. https://doi.org/10.13189/ujer.2021.090810
Zheng, J. (2025). The effects of parenting styles on children's emotional and social skill development: The mediating role of emotion regulation skills. Lecture Notes in Education Psychology and Public Media, 84, 6-10. https://doi.org/10.54254/2753-7048/2025.20550
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Fukkink, R. G., Sluiter, R. M., & Fekkes, M. (2024). Transition from childcare to school: Surgency, center-based care and caregiver-child relationship predict self-regulation, social competence and well-being. Learning and individual differences, 110, 102409. https://doi.org/10.1016/j.lindif.2024.102409
Guedes, C., Ferreira, T., Leal, T., & Cadima, J. (2023). Unique and joint contributions of behavioral and emotional self-regulation to school readiness. Applied Developmental Science, 27(2), 136-155. https://doi.org/10.1080/10888691.2022.2045200
Handayani, O. D., & Kaffa, S. (2025). The Influence of Social-Emotional Development on School Readiness in Early Childhood: A Study of 5–6 Year-Olds in Bogor Regency. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 10(1), 127-138. https://doi.org/10.14421/jga.2025.101-10
Hidjanah, H., Dtakiyyatuddaaimah, D., & Irna, I. (2024). Social-Emotional Development of Children from The Perspective of Ecological Systems Theory and School Readiness: A Participatory Action Research Case Study. Al Hikmah Indonesian Journal of Early Childhood Islamic Education, 8(2), 313-351. https://doi.org/10.35896/ijecie.v8i2.917
Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024). Enhancing social-emotional skills in early childhood: intervention study on the effectiveness of social and emotional learning. BMC psychology, 12(1), 761. https://doi.org/10.1186/s40359-024-02280-w
Impartina, A., Salimo, H., Qadrijati, I., & Mulyani, S. (2025). Are they ready? A scoping review of early childhood school readiness with a focus on parental involvement and home environment. Salud, Ciencia y Tecnología, (5), 40. https://doi.org/10.56294/saludcyt20252064
Kong, C., & Yasmin, F. (2022). Impact of parenting style on early childhood learning: mediating role of parental self-efficacy. Frontiers in psychology, 13, 928629. https://doi.org/10.3389/fpsyg.2022.928629
Korucu, I., Ayturk, E., Finders, J. K., Schnur, G., Bailey, C. S., Tominey, S. L., & Schmitt, S. A. (2022). Self-regulation in preschool: Examining its factor structure and associations with pre-academic skills and social-emotional competence. Frontiers in psychology, 12, 717317. https://doi.org/10.3389/fpsyg.2021.717317
Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, 1065978. https://doi.org/10.3389/fpsyg.2023.1065978
Li, D., Li, W., Lin, X., & Zhu, X. (2025). Parenting pathways to friendship: how Self-Control and emotion management skills mediate preschoolers’ social lives in China? BMC psychology, 13(1), 325. https://doi.org/10.1186/s40359-025-02641-z
Lohndorf, R. T., Vermeer, H. J., de la Harpe, C., & Mesman, J. (2021). Socioeconomic status, parental beliefs, and parenting practices as predictors of preschoolers’ school readiness and executive functions in chile. Early Childhood Research Quarterly, 57, 61-74. https://doi.org/10.1016/j.ecresq.2021.05.001
Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O'Riordan, M., & Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations. Frontiers in psychology, 12, 760782. https://doi.org/10.3389/fpsyg.2021.760782
Mashar, R., & Astuti, F. P. (2022). Correlation between parenting skills, children’s emotional and intelligence quotient with school readiness. JPUD-Jurnal Pendidikan Usia Dini, 16(2), 215-223. https://doi.org/10.21009/jpud.162.02
Orbán, R., Kiss, B. L., Zsidó, A. N., & Pohárnok, M. (2025). Different pathways leading to prosocial behavior in preschoolers: The role of parenting style, child temperament, and self?regulation. New Directions for Child and Adolescent Development, 2025(1), 8836802. https://doi.org/10.1155/cad/8836802
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Gluud, C., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pangestuti, R., Kadiyono, A., Agustiani, H., & Cahyadi, S. (2026). Influences of sociocultural factors on Indonesian children's self-regulation and its effects on school readiness. Acta Psychologica, 264, 106393. https://doi.org/10.1016/j.actpsy.2026.106393
Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., & Britten, N. (2006). Guidance on the conduct of narrative synthesis in systematic reviews: A product from the ESRC Methods Programme. Lancaster University.
Saputri, W. H., & Risnawati, E. (2024). Preparing for the school readiness of early childhood by enhancing the well-being and family support. JPUD-Jurnal Pendidikan Usia Dini, 18(1), 270-286. https://doi.org/10.21009/jpud.181.19
Saragih, B. D., & Fuadah, F. (2024). The Influence of Parenting Styles on the Early Childhood Development at TKK Kasih Mulia Cimahi. International Journal of Pharmaceutical and Bio Medical Science, 4 (10), 861, 864. https://doi.org/10.47191/ijpbms/v4-i10-12
Sari, A., & Salim, A. (2026). Parental parenting patterns and early childhood social emotional development. Academia Open, 10(1), 10-21070. https://doi.org/10.21070/acopen.10.2025.12641
Trejo, S., & Jannah, I. (2025). The association between parenting styles and emotional intelligence in early childhood. Journal of Foundational Learning and Child Development, 1(01), 17-21. https://doi.org/10.53905/childdev.v1i01.4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
WenLi, Z., Tiemei, X., Shuangqi, L., Qun, Y., Jingbo, Z., & Sijie, S. (2025). Parenting styles and externalizing problem behaviors of preschoolers: mediation through self-control abilities and emotional management skills. Frontiers in Psychology, 16, 1433262. https://doi.org/10.3389/fpsyg.2025.1433262
Yang, R. (2024). The influence of the parenting style on children’s social ability and developmental ability. Lecture Notes in Education Psychology and Public Media, 33(1), 95-99. https://doi.org/10.54254/2753-7048/33/20231508
You, Z. (2025). The impact of family parenting styles on elementary school students' social-emotional competence. Journal of Education, Humanities and Social Sciences, 53. https://doi.org/10.54097/0mn3k017
Zena, Y. M., & Heeralal, P. J. H. (2021). The relationship between parenting style and preschool children’s social-emotional development. Universal Journal of Educational Research, 9(8), 1581-1588. https://doi.org/10.13189/ujer.2021.090810
Zheng, J. (2025). The effects of parenting styles on children's emotional and social skill development: The mediating role of emotion regulation skills. Lecture Notes in Education Psychology and Public Media, 84, 6-10. https://doi.org/10.54254/2753-7048/2025.20550
