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Asian Journal of Healthy and Science

p-ISSN: 2980-4302

e-ISSN: 2980-4310

Vol. 3 No. 2 February 2024

EXPLORING THE IMPACT OF KINETIC PLAY SAND ON THE

SOCIALIZATION AND INDEPENDENCE OF PRESCHOOL CHILDREN

Chatarina Suryaningsih, Dara Khoerunnisa

Universitas Jenderal Achmad Yani, Indonesia

Email: chatarina.surya@yahoo.com

Abstract

Socialization and independence problems in preschool-age children, namely children

are not yet able to eat on their own, put on and take off shoes or cloths, clean up toys,

interact with others, and other things. Socialization and independence problems in

each child vary according to the age of the child, and can be handled by providing

appropriate stimulation. Stimulation that can be done is by playing exploration

centers (playing sand). Preschoolers' socialization and independence are the variables

that this research seeks to investigate in relation to kinetic sand play. Employing a

pre-experiment, one-group post-test design, the investigation that was carried out is

quantitative in nature. In this case, quota sampling was utilized. The study's findings,

derived from univariate analysis of pre-test scores, indicated the following scores:

8.08 (median), 6.67 (mean), and 7.67 (all 48 months and 54 months, respectively) (72

months). Mean 6.50 (48 months), mean 7.00 (54 months), mean 8.33 (60 months),

mean 8.33 (66 months), and median 8.50 are the values of the increasing post-test

scores (72 months). P values of 0.007 (48 months), 0.015 (54 months), 0.038 (60

months), and 0.025 (66 months), with a median of 0.025, were found by bivariate

analysis (72 months). The p-value derived from the bivariate analysis was less than

0.05. Preschool-aged youngsters undergo socialization and develop a sense of

independence, according to the findings of the research. Socialization education and

stimulation are anticipated to be enhanced and preschoolers' independence increased

as a result of the findings of this study.

Keywords: Kinetic Play Sand, Socialization and Independence, Preschool Children

INTRODUCTION

The process of growth and development at the preschool age began to occur

steadily. Socialization and independence problems in preschool-age children, namely

children not be able to eat alone, not be able to wear their clothes, not be able to wear

and take off their shoes, not be able to clean up their toys after playing, not be able to

socialize or interact with others, want always to be accompanied by parents or

caregivers in every activity, keep crying when left by parents or caregivers, and other

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things. The problem of socialization and independence in each preschool-age child

differs according to the preschool-age age (Khadijah & Nurul, 2021).

If not addressed, the impact of socialization and independence problems on

preschool children is that preschool-age children socialize and are independent of

others, spoiled, shy, easy to cry, hopeless, passive, and other things. The impact of

socialization and independence problems on preschool children will complicate life

and success in the future. Socialization stimulation can address problems in

preschool-age children (Hartutik et al., 2021).

Play stimulation is one way to facilitate interventions to train socialization and

independence in preschool children. Games that can be done in preschool children

to teach socialization and independence, namely by doing center activities, including

art and creation centers (self-creation, anti-coloring), design centers (my house, my

palace, skyscrapers), imagination centers (fishermen go to sea), exploration centers

(playing sand) and preparation centers (making things from objects) (Nurfadilah et

al., 2021).

Kinetic play sand is a sand that can be kneaded, easily blended, easily formed,

and not quickly dried (Smith et al., 2020). Kinetic play sand or sand play can be found

in stores that sell children's toys with ready-made properties or shapes. Researchers

can also make kinetic play sand or sand play by mixing safe ingredients for pre-

school-age children, such as rice flour, food coloring, and cooking oil. Sand games

for preschoolers are fun activities because they involve preschoolers acting to do

something (manipulation), gaining experience (exploration), and stringing together

(construction) to create or realize the imaginary world of preschool-age children

(Bouchard, 2021).

RESEARCH METHODS

Conducting initial observations (pre-test) prior to the intervention and re-

establishing final observations (post-test) subsequent to the intervention, the research

employed a quantitative approach and utilized a one-group pre-test and post-test

design.

Participants

The quota sampling method was utilized to select the 30 respondents; the ages

of the children represented the following age groups: six at 48 months, three at 54

months, three at 60 months, six at 66 months, and twelve at 72 months. The sampling

approach is non-random. November 2023 seen the completion of the three-week

study.

Instruments

The instrument used to measure socialization and independence is a modified

observation sheet from KPSP or PDQ (Pre-screening Development Questioners) and

Denver II (Nurhidayah et al., 2020), consisting of 9 – 10 questions. Researchers and

enumerators conducted interrater reliability tests on ten preschool-age children.

Based on the principle of statistical test kappa interrater reliability, the conclusion is

that there is a similar perception regarding the assessment of socialization and

independence in preschool children observed. The data collection technique used in

this study was direct observation of children. The pre-test is implemented by

observing and assessing one-on-one socialization and independence in preschool-age

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children for a week. The kinetic play sand intervention was carried out for six days,

namely the 1-3 days in groups and the 4-6 days individually, and doing a post-test for

a week.

Data analysis

Univariate analyses at ages 48, 54, 60, and 66 months were normally distributed

data using the mean. Data at 72 months is abnormally distributed using the median,

and bivariate analysis uses a dependent t-test and Wilcoxon test

RESULT AND DISCUSSION

Univariate Analysis

Table 1. Mean/ Median Socialization and Independence in Preschool Children

Before Kinetic Play Sand Intervention, n = 30

Variable

Mean/

Median

Min-Max

95% CI

Preschool age 48 months

Mean

5,00

2,366

2 – 8

2,52 – 7,48

Preschool age 54 months

Mean

4,33

1,528

3 – 6

0,54 – 8,13

Preschool age 60 months

Mean

6,67

2,517

4 – 9

0,42 – 12,92

Preschool age 66 months

Mean

7,67

1,033

6 – 9

6,58 – 8,75

Preschool age 72 months

Median

8,08

0,996

7 – 9

7,45 – 8,72

Table 2. Mean/ Median Socialization and Independence in Preschool Children

After Kinetic Play Sand Intervention, n = 30

Variable

Mean/

Median

Min-

Max

95% CI

Preschool children 48

months

Mean 6,50

1,761

4 – 8

4,65 – 8,35

Preschool age 54 months

Mean 7,00

1,000

6 – 8

4,52 – 9,48

Preschool children 60

months

Mean 8,33

2,082

6 – 10

3,16 –

13,50

Preschool age 66 months

Mean 8,33

0,816

7 – 9

7,48 – 9,19

Preschool children 72

months

Median 8,50

0,522

8 – 9

8,17 – 8,53

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Bivariate Analysis

Table 3. Impact of Kinetic Play Sand on Socialization and Independence in

Preschool Children Age 48, 54, 60 months

Variable

S.D

S.E

P Value

Preschool Children age 48 Months

2,366

0,966

0,007

1,761

0,719

Preschool Children Age 54 Months

1,528

0,882

0,015

1,000

0,577

Preschool Children Age 60 Months

2,517

1,453

0,038

2,089

1,202

Preschool Children Age 66 Months

1,033

0,422

0,025

0,816

0,333

Table 4. Impact of Kinetic Play Sand on Socialization and Independence in

Preschool Children Age 72 months

Variable

Mean

Rank

Value

Socialization and independence in

preschool children age 72 months

Before

Intervention

0,00

0,025

After

Intervention

0,00

1. Socialization and Independence in Preschool Children Before Kinetic Play

Sand Intervention

For children aged 72, 66, 60, 54, and 48 months, the study's findings are

presented in Table 1. Upon conducting observations, it was discovered that a

subset of youngsters remained undeveloped in terms of sociability and

independence. The outcome fails to meet the criteria outlined in the Pre-Screening

Developmental Questionnaire (PDQ) and Denver II (Ministry of Health of the

Republic of Indonesia, 2019), which establish the expected level of socialization

and independence for children based on their age as determined by the

Stimulation, Detection, and Early Intervention of Child Growth and

Development (SDIDTK). This target is not met. Distinguishing between

themselves and their caregivers, socializing, interacting with their surroundings,

and so on, are all facets associated with the lack of independence exhibited by

preschool-aged children (Febrianti et al., 2023).

The reason is that preschool-aged children can quickly draw conclusions

from errors in their reasoning (transductive) and consider everything they do to be

the right action (Balqis & Rizqiyah, 2021). There are still preschool children who

are challenging to manage, easy to draw conclusions based on their will, and feel

that all the actions they take are correct, so providing appropriate stimulation to

improve aspects of socialization and independence in preschool children is very

necessary.

Factors that affect the socialization and independence of preschool-age

children are based on internal and external factors. Internal factors originate from

within preschool-age children that can affect the socialization and independence

of preschool-age children, such as genes or heredity, birth order, physical

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condition, talent, intellectual potential, age maturity level per individual that

differs from one child to another, and gender. External factors come from within

preschool-age children that can affect the socialization and independence of

preschool children, such as parenting patterns at home in educating their children,

the education system provided at school by their teachers, and the system in

community life in their environment, this is by theory (Suryaningsih et al., 2020).

2. Socialization and Independence in Preschool Children After Kinetic Play Sand

Intervention

According to Table 2, preschoolers aged 72, 66, 60, 54, and 48 months who

received a kinetic play sand intervention demonstrated growth in independence

and socializing. Both the pre-intervention and post-intervention mean and median

scores for each age group exhibited an upward trend. Socialization and

independence in preschoolers are distinguished by their capacity to function

autonomously, including the ability to determine their own activities and needs

without relying on others. The development of socialization and independence in

preschoolers has a significant impact on their capacity to adapt to different

circumstances and conditions they encounter. This is due to the fact that

socialization and independence can influence a child's life process, either directly

or indirectly (Muslihan, 2021). Socialization and independence pertain to the

capacity of preschool-aged children to behave in accordance with the objectives of

socialization and independence development, which are achieved through many

forms of stimulation, including kinetic play and interventions.(Debora et al.,

2020).

This result is influenced by habits instilled and taught in preschool children

before with other stimulation. Based on the results of the study, increased

socialization and independence in preschool children, in this study, there was an

increase with varying values from various factors (internal and external); this is by

theory (Wahyuningsih, 2021). In the ongoing research during the intervention,

almost all preschool children were enthusiastic about the kinetic play sand

intervention given because they had never received such stimulation, so even with

only two interventions, there was an increase in aspects of socialization and

independence in preschool children. On the basis of the Stimulation Detection and

Early Intervention of Child Growth and Development (SDIDTK) theory as

reflected in the Pre-Screening Developmental Questionnaire (PDQ or KPSP) and

Denver II, researchers can deduce that training preschool-aged children in

socialization and independence can be accomplished through the provision of

suitable stimulation and adequate time to improve these skills (Sholikhah et al.,

2020).

3. The effect of kinetic play sand on socialization and independence in preschool-

aged children

The dependent variable is affected by the independent variable, as seen by

the increase in the mean and median scores for preschoolers' sociability and

independence before and after receiving kinetic play sand, as shown in Tables 3

and 4. The efficacy of kinetic play sand as a stimulant for enhancing socialization

and independence in preschool-aged children is evident in the manner in which

the children engage in individual and group play: communicating, cooperating,

socializing, tidying up toys, assisting peers, adhering to rules, and making

decisions. As a result, the children are effectively instructed in socialization and

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independence (Mardiati &; Hartati, 2020). This success adds to the success of

research stimulation on improving aspects of socialization and independence in

preschool children because kinetic play sand influences socialization and

independence in preschool children.

Kinetic play sand is a natural evolution of informal play with soil practiced

by children worldwide because sand play has a long and fascinating history for

children worldwide. Sand is becoming the most common and suitable method of

play for preschool-aged children because playing with sand is a fun activity. In

everyday life, especially in a sandy cape area (beach), you will often find sand that

can be played (Nuryulianti & Ernawati, 2021).

The benefits of kinetic play sand or sand play in preschool children are

chosen as a medium to train socialization and independence because kinetic play

sand or sand play is a fun activity and involves preschool children in acting to do

something (manipulation), gain experience (exploration), and string

(construction) to create or realize the imaginary world of preschool children

(Umah &; Rakimahwati, 2021).

The provision of the kinetic play sand method or sand game researchers

adapted from the research of Rufaida (Rufaida & Reza, 2020). Based on the

research "Application of Sand Play to Improve Fine Motor Skills in Group A

Kindergarten Children," this study consists of two cycles, each with stages:

planning, implementation, observation action, and reflection. The yield of cycle I

is 49% and increases in cycle II by 87%. Based on a study entitled "Improving

Children's Fine Motor Skills and Creativity Using a Scientific Approach through

Magic Sand Media in Children in Pohuwato Regency" using two cycles. Using a

scientific approach through magic sand media can improve fine motor skills and

increase creativity (Trinurmi, 2020)

CONCLUSION

Socialization and independence in preschool children before the intervention

of Kinetic Play Sand: age 48 months mean = 5.00, age 54 months mean = 4.33, age

60 months mean = 6.67, age 66 months mean = 7.67, age 72 months median = 8.08.

Socialization and independence in preschool children after the intervention of kinetic

play sand: age 48 months mean = 6,50, age 54 months mean = 7.00, age 60 months

mean = 8.33, age 66 months mean = 8.33, age 72 months median = 8.50. P value

<0.05 means kinetic play has an influence on socialization and independence in

preschool children.

The educational game kinetic play sand is recommended for preschool-aged

children since it enhances, stimulates, and fosters the development of independence

and socializing in this age group. As such, it is suitable for implementation in schools

with children. As a means of stimulating preschool-aged children's socialization and

independence, kinetic play sand interventions can be implemented at home by

parents in the form of educational games. As an intervention to promote the

development of preschool children, particularly in the areas of socialization and

independence, it is anticipated that the findings of this research will assist nurses in

their capacity as educators, specifically in regards to instructing and facilitating

kinetic play sand. Regarding the impact of kinetic play sand on stimulation to

enhance socialization and independence in preschool children while directing

attention towards other variables that may influence independence in preschoolers,

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the findings of this study are anticipated to serve as primary and reference material

for subsequent researchers.

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Chatarina Suryaningsih, Dara Khoerunnisa (2024)

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