The Relationship of Mother's Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic

Main Article Content

Hindyah Ike Suhariati
Ifa Nofalia
Corresponding Author:
Ifa Nofalia |


Introduction: Most parents or mothers do not understand about educational game tools, even many of them buy beautiful and interesting game tools but they do not think what to do with these game tools. In this case, if children are left in this condition, in the end this can actually be counterproductive to the purpose of education itself and interfere the growth process of preschool age children (4-6 years). The purpose of this study is to know the relationship of mother’s knowledge with the selection of educational game tools among preschool age children during the COVID-19 pandemic.

Methods: The design of this study used cross-sectional analysis with a population of all mothers who have preschool children at Al Husna Tembelang Islamic Kindergarten, Jombang with a sample of 40 people using simple random sampling technique. The data was collected through a questionnaire, then to determine the relationship between the two variables, the Spearman Rank statistical test was carried out with a significance level of = 0.05.

Results: The results showed that most of the mothers had good knowledge of 52.6% while the selection of educational game tools was 50% according to the age of the children. Based on the results of the Spearman Rank correlation test, the value of < or 0.000 < 0.05.

Conclusion: The conclusion of this study there is a relationship between mother's knowledge and the selection of educational game tools for preschool age children during the COVID-19 pandemic at Al Husna Tembelang Islamic Kindergarten, Jombang.

Article Details

How to Cite
H. I. Suhariati and I. Nofalia, “The Relationship of Mother’s Knowledge with the Selection of Educational Game Tools among Preschool Age Children during the COVID-19 Pandemic”, Babali Nurs. Res., vol. 3, no. 1, pp. 15-22, Mar. 2022.
Original Research


[1] M. Choi, H. Tessler, and G. Kao, “Arts and crafts as an educational strategy and coping mechanism for Republic of Korea and United States parents during the COVID 19 pandemic,” Int. Rev. Educ., vol. 66, no. 5, pp. 715–735, 2020, doi: 10.1007/s11159-020-09865-8.

[2] Y. Purnama, F. A. Herman, J. Hartono, Neilsen, D. Suryani, and G. Sanjaya, “Educational Software as Assistive Technologies for Children with Autism Spectrum Disorder,” Procedia Comput. Sci., vol. 179, no. 2019, pp. 6–16, 2021, doi: 10.1016/j.procs.2020.12.002.

[3] M. Shoghi, B. Shahbazi, and N. Seyedfatemi, “The effect of the Family-Centered Empowerment Model (FCEM) on the care burden of the parents of children diagnosed with cancer,” Asian Pacific J. Cancer Prev., vol. 20, no. 6, pp. 1757–1764, 2019, doi: 10.31557/APJCP.2019.20.6.1757.

[4] D. Seguin, E. Kuenzel, J. B. Morton, and E. G. Duerden, “School’s out: Parenting stress and screen time use in school-age children during the COVID-19 pandemic,” J. Affect. Disord. Reports, vol. 6, p. 100217, 2021, doi: 10.1016/j.jadr.2021.100217.

[5] C. Chen, S. Chen, P. Wen, and C. E. Snow, “Are screen devices soothing children or soothing parents?Investigating the relationships among children’s exposure to different types of screen media, parental efficacy and home literacy practices,” Comput. Human Behav., vol. 112, p. 106462, 2020, doi: 10.1016/j.chb.2020.106462.

[6] W. Elsayed, “COVID-19 pandemic and its impact on increasing the risks of children’s addiction to electronic games from a social work perspective,” Heliyon, vol. 7, no. 12, p. e08503, 2021, doi: 10.1016/j.heliyon.2021.e08503.

[7] Kementerian Kesehatan Republik Indonesia, Pedoman Pelaksanaan Pelatihan Stimulasi, Deteksi dan Intervensi Dini Tumbuh Kembang Anak Di Tingkat Pelayanan Kesehatan Dasar. Jakarta: Kementerian Kesehatan Republik Indonesia, 2022.

[8] B. K. Dhar, F. K. Ayittey, and S. M. Sarkar, “Impact of COVID‐19 on Psychology among the University Students,” Glob. Challenges, vol. 4, no. 11, p. 2000038, 2020, doi: 10.1002/gch2.202000038.

[9] K. Tulchin-Francis et al., “The impact of the coronavirus disease 2019 pandemic on physical activity in U.S. children,” J. Sport Heal. Sci., vol. 10, no. 3, pp. 323–332, 2021, doi: 10.1016/j.jshs.2021.02.005.

[10] C. Katz et al., “Child maltreatment in the time of the COVID-19 pandemic: A proposed global framework on research, policy and practice,” Child Abus. Negl., vol. 116, no. November 2020, 2021, doi: 10.1016/j.chiabu.2020.104824.

[11] M. L. Zagalaz-Sánchez, J. Cachón-Zagalaz, V. Arufe-Giráldez, A. Sanmiguel-Rodríguez, and G. González-Valero, “Influence of the characteristics of the house and place of residence in the daily educational activities of children during the period of COVID-19’ confinement,” Heliyon, vol. 7, no. 3, 2021, doi: 10.1016/j.heliyon.2021.e06392.

[12] A. Jáuregui, G. Argumedo, C. Medina, A. Bonvecchio-Arenas, M. Romero-Martínez, and A. D. Okely, “Factors associated with changes in movement behaviors in toddlers and preschoolers during the COVID-19 pandemic: A national cross-sectional study in Mexico,” Prev. Med. Reports, vol. 24, 2021, doi: 10.1016/j.pmedr.2021.101552.

[13] X. Zhang, “Barriers and benefits of primary caregivers’ involvement in children’s education during COVID-19 school closures,” Int. J. Disaster Risk Reduct., vol. 66, no. December 2020, p. 102570, 2021, doi: 10.1016/j.ijdrr.2021.102570.

[14] C. L. Mifsud, R. Georgieva, and N. Kucirkova, “Parent-child joint reading of digital books in bilingual families in Malta,” Int. J. Educ. Res., vol. 109, no. August, p. 101844, 2021, doi: 10.1016/j.ijer.2021.101844.

[15] K. Junge, D. Schmerse, E. M. Lankes, C. H. Carstensen, and M. Steffensky, “How the home learning environment contributes to children’s early science knowledge—Associations with parental characteristics and science-related activities,” Early Child. Res. Q., vol. 56, pp. 294–305, 2021, doi: 10.1016/j.ecresq.2021.04.004.

[16] C. Dong, S. Cao, and H. Li, “Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes,” Child. Youth Serv. Rev., vol. 118, no. June, p. 105440, 2020, doi: 10.1016/j.childyouth.2020.105440.

[17] S. Benavides-Varela, C. Zandonella Callegher, B. Fagiolini, I. Leo, G. Altoè, and D. Lucangeli, “Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis,” Comput. Educ., vol. 157, no. June, 2020, doi: 10.1016/j.compedu.2020.103953.

[18] D. Suryana, Pendidikan Anak Usia Dini (Stimulasi dan Aspek Perkembangan Anak). Jakarta: Kencana, 2016.

[19] A. Susanto, Pendidikan Anak Usia Dini (Konsep dan Teori). Jakarta: Bumi Aksara, 2017.

[20] Y. Yamaoka et al., “Abusive and positive parenting behavior in Japan during the COVID-19 pandemic under the state of emergency,” Child Abus. Negl., vol. 120, no. January, p. 105212, 2021, doi: 10.1016/j.chiabu.2021.105212.