SPEECH DELAY IN EARLY CHILDHOOD: A CASE STUDY OF KINDERGARTEN CHILDREN IN CENTRAL KALIMANTAN
DOI:
https://doi.org/10.35194/iconnects.v3i1.6070Abstract
Language development plays an important role in early childhood, as it supports children's communication, social interaction, and readiness for formal education. However, some children experience delays in speech development, commonly referred to as speech delay. This study aimed to identify factors contributing to speech delay in early childhood and to explore the challenges faced by teachers and the strategies they use in early childhood education settings. This qualitative case study involved three young children with speech delay. Data were collected through semi-structured interviews with the classroom teachers and parents of the three children, and were analyzed using thematic analysis. The findings indicate that speech delay was influenced by several factors, including early and excessive exposure to digital devices, limited language stimulation from parents, limited social interaction, psychological factors such as shyness and anxiety, and oral-motor limitations that affect speech clarity. Teachers faced challenges such as minimal verbal responses, children's reliance on nonverbal communication, individual developmental differences, limited instructional time, and restricted access to speech-language professionals. To address these challenges, teachers implemented gradual and individualized language stimulation, play-based activities, peer-supported interactions, tongue articulation exercises, focus and attention training, and positive reinforcement. These findings suggest that close collaboration among teachers, parents, and related professionals is essential to support children's speech and language development effectively.References
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Amalia, W., & Nurlina, N. (2024). Strategi guru untuk meningkatkan perkembangan bahasa anak usia dini melalui aktivitas bermain. Ulil Albab: Jurnal Ilmiah Multidisiplin, 3(10), 244–251.
Aminah, M., Lustyantie, N., & Chaeruman, U. A. (2025). A Sociolinguistic Approach to Language Levels in Social Interaction and Cultural Identity. Journal La Edusci, 6(1), 28-47.
Aripirala, P., Reddy, N., Lingappa, L., Konanki, R., Varma, D. R., & Raju, S. (2023). Cryptogenic posterior circulation stroke in children. Developmental Medicine & Child Neurology, 65(6), 847-854.
Charney, S. A., Camarata, S. M., & Chern, A. (2022). The Impact of the COVID-19 Pandemic on Children's Speech and Language Development. In COVID-19 and speech-language pathology (pp. 20-37). Routledge.
Duncan, A. F., & Matthews, M. A. (2018). Neurodevelopmental outcomes in early childhood. Clinics in perinatology, 45(3), 377-392.
Emelyanova, I. A., Borisova, E. A., Shapovalova, O. E., Karynbaeva, O. V., & Vorotilkina, I. M. (2018). Particularities of speech readiness for schooling in pre- school children having general speech underdevelopment: a social and pedagogical aspect. Journal of Social Studies Education Research, 9(1), 89-105.
Fitri, N. L., Novitasari, N., Habibah, F. H., & Imamah, Z. (2025). Speech Therapy Practices for Children with Speech Delay: Exploring Techniques, Challenges, and Support Systems in Inclusive Preschool Education. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 10(1), 187-199.
Foster, T. J., Xiao, N., Pelfrey, G. L., Villasanti, H. G., Brock, M., & Justice, L. (2024). Peer-mediated intervention for socially isolated preschoolers: An early-stage feasibility study. Language, Speech, and Hearing Services in Schools, 55(1), 166- 180.
Hartati, K., Kurniati, E., & Kurniawati, L. (2024). A Literature Review of Teacher Strategies to Support Children with Selective Mutism in the Classroom. Aulad: Journal on Early Childhood, 7(2), 582-591.
Hartini, N. A. D. (2025). Teachers’ Challenges in Teaching Pronunciation to Preschool Students with Special Needs. Mesada: Journal of Innovative Research, 2(1), 387- 398.
Hill, D., Ameenuddin, N., Reid Chassiakos, Y. L., Cross, C., Hutchinson, J., Levine, A., & Swanson, W. S. (2016). Media and young minds. Pediatrics, 138(5).
Kong, N. Y., & Carta, J. J. (2013). Responsive interaction interventions for children with or at risk for developmental delays: A research synthesis. Topics in Early Childhood Special Education, 33(1), 4-17.
Korpilahti, P., Kaljonen, A., & Jansson-Verkasalo, E. (2016). Identification of biological and environmental risk factors for language delay: The Let's Talk STEPS study. Infant Behavior and Development, 42, 27-35.
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
Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665–675.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
Mufidah, N., & Hayati, F. (2023, July). Speech Delay On The First Language Acquisition: Teachers ‘Perception And Teaching Strategy. In International Conference of Early Childhood Education in Multiperspectives (pp. 107-114).
Patel, R., McQueen, E., & Gold, C. (2025). Balancing Digital Media Exposure: Enhancing Language and Social Development in Early Childhood. Pediatrics In Review, 46(5), 245-257.
Panjeti-Madan, V. N., & Ranganathan, P. (2023). Impact of screen time on children’s development: cognitive, language, physical, and social and emotional domains. Multimodal Technologies and Interaction, 7(5), 52.
Rowe, M. L., & Weisleder, A. (2020). Language development in context. Annual Review of Developmental Psychology, 2(1), 201-223. https://doi.org/10.1146/annurev- devpsych-042220-121816
Sainain, N. S. N. M., Omar, R., Ismail, H., Mamat, N., & Abdullah, R. (2020). Parental knowledge and development of languages and literacy, communication and socializations in the early childhood education. International Journal of Psychosocial Rehabilitation, 24(9), 2070-2080.
Sunderajan, T., & Kanhere, S. (2019). Speech and language delay in children: Prevalence and risk factors. Journal of Family Medicine and Primary Care, 8(5), 1642–1646.
Ulfa, S., Hatta, K., & Nashriyah, N. (2022). Emotional conditions and social skills in children with speech delay. Gender Equality: International Journal of Child and Gender Studies, 8(2), 230-237.
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, 13, 1667048.
Wang, J., Yang, X., Hao, S., & Wang, Y. (2022). The effect of ankyloglossia and tongue? tie division on speech articulation: a systematic review. International journal of paediatric dentistry, 32(2), 144-156.
World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. WHO.
Yang, N., Shi, J., Lu, J., & Huang, Y. (2021). Language development in early childhood: Quality of teacher-child interaction and children’s receptive vocabulary competency. Frontiers in Psychology, 12, 649680.
Zuniga?Montanez, C., Davies, C., Ligoxygakis, L., Kaš?elan, D., & Gonzalez?Gomez, N. (2025). Annual Research Review: How did COVID?19 affect young children's language environment and language development? A scoping review. Journal of Child Psychology and Psychiatry, 66(4), 569-587.
