Peran Interaksi Sosial Dan Dukungan Emosional Dalam Meningkatkan Children Well-Being Anak
DOI:
https://doi.org/10.53398/arraihanah.v6i1.1081Keywords:
Social Interaction, Emotional Support, Children’s Well-Being, Early Childhood, Child WelfareAbstract
Children’s well-being is a multidimensional concept encompassing emotional, social, and psychological aspects of child development. In the context of early childhood development, social interaction and emotional support are two fundamental factors that play a crucial role in shaping the quality of children’s well-being. This study aims to comprehensively analyze the role of social interaction and emotional support in improving children’s well-being through a literature review approach. The method used is a systematic literature review of various scientific sources, including reputable international and national journals as well as academic books published between 2022 and 2025. The findings indicate that positive social interactions with parents, teachers, and peers significantly contribute to the development of social skills, emotional regulation, and a sense of belonging in children. Furthermore, consistent and responsive emotional support has been proven to enhance children's sense of security, self-confidence, and psychological resilience. These two factors interact synergistically in creating a conducive developmental environment for children. The study also reveals that the quality of interaction is more influential than the quantity, highlighting the importance of emotional attachment in sustaining children's well-being. In conclusion, social interaction and emotional support play a highly strategic role in improving children’s well-being. Therefore, collaborative efforts among families, schools, and the broader social environment are essential to create a holistic and supportive ecosystem for child development
References
Anglim, J., & Horwood, S. (2022). Life stress, social support, and well-being: The moderating role of coping strategies. Journal of Happiness Studies, 23(4), 1745–1763. https://doi.org/10.1007/s10902-021-00463-1
Berk, L. E. (2023). Development through the lifespan (8th ed.). Pearson.
Bista, S., Wang, J. J., O'Donnell, A. W., Thomson, C., & Brooks, F. (2023). Social and emotional wellbeing among young people: The mitigating role of ecological domains. Child Indicators Research, 16(3), 941–962. https://doi.org/10.1007/s12187-022-09996-7
Booth, A., Sutton, A., & Papaioannou, D. (2021). Systematic approaches to a successful literature review (3rd ed.). Sage Publications.
Güldağ, Ö., Turan, F., & Akemoğlu, Y. (2026). A systematic review of intervention studies to support social-emotional skills of children with intellectual disabilities in early childhood. Early Childhood Education Journal. Advance online publication.
Hosokawa, R., Matsumoto, Y., Nishida, C., & 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/s40359-024-02053-8
Liang, Q., Tao, S., Pan, Q., Zhang, Y., Liu, Y., & Wang, X. (2026). Mitigating cyberbullying’s impact on children’s well-being: The roles of digital literacy and cognitive emotion regulation. Humanities and Social Sciences Communications, 13, 84. https://doi.org/10.1057/s41599-026-04084-5
McCoy, D. C. (2022). Building a model of cultural universality for global early childhood development. Child Development Perspectives, 16(1), 27–33. https://doi.org/10.1111/cdep.12443
OECD. (2023). Child well-being report 2023. OECD Publishing.
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., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Papalia, D. E., & Martorell, G. (2023). Experience human development (15th ed.). McGraw-Hill Education.
Pfefferbaum, B., & North, C. S. (2022). Mental health and the COVID-19 pandemic in children and adolescents. New England Journal of Medicine, 386(3), 230–231. https://doi.org/10.1056/NEJMp2119988
Pollak, I., Stiehl, K. A. M., Birchwood, J., Reiss, F., Moor, I., Ravens-Sieberer, U., & Klocke, A. (2024). Promoting peer connectedness through social-emotional learning. Journal of Youth and Adolescence, 53(1), 89–116. https://doi.org/10.1007/s10964-023-01874-0
Santrock, J. W. (2022). Child development (16th ed.). McGraw-Hill Education.
Schütz, R., Reiss, F., Moor, I., Richter, M., & Ravens-Sieberer, U. (2025). Lonely children and adolescents are less healthy and report less social support: Findings from a population-based study. BMC Public Health, 25, 2172. https://doi.org/10.1186/s12889-025-2172-0
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Twigg, L., White, J., O'Connor, J., & Clarke, A. (2025). Children’s digital well-being and family support: An integrative review. Frontiers in Digital Health, 7, Article 1453278. https://doi.org/10.3389/fdgth.2025.1453278
UNICEF. (2024). The state of the world’s children 2024: The future of childhood in a changing world. UNICEF.
World Health Organization. (2023). Child and adolescent mental health. World Health Organization.
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Xie, H., Sloan, S., Chen, C. I., & Dunne, L. M. (2025). Inclusion of children with social-emotional or behavioral needs in early childhood education: A systematic review. Frontiers in Education, 10, Article 1523591. https://doi.org/10.3389/feduc.2025.1523591
Zosh, J. M., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, S. L., & Whitebread, D. (2023). Learning through play: A review of the evidence. UNICEF Innocenti Research Centre.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.png)
