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Studi menunjukkan bahwa selama Bapak Ibu bersentuhan langsung (skin-to-skin contact (SSC)) dengan anak selama setidaknya 30 - 60 menit, sentuhan ini bisa mengurangi tingkat kecemasan Bapak Ibu, mengurangi respon stres anak, meningkatkan hormon cinta (oksitosin), dan menurunkan hormon stres (kortisol). Artinya, bersentuhan dengan anak tidak hanya bermanfaat bagi anak itu sendiri, tetapi juga untuk Bapak dan Ibu. Referensi: Witte, A. M., Riem, M. M. E., van der Knaap, N., de Moor, M. H. M., van IJzendoorn, M. H., & Bakermans-Kranenburg, M. J. (2022). The effects of oxytocin and vasopressin administration on fathers’ neural responses to infant crying: A randomized controlled within-subject study. Psychoneuroendocrinology, 140, 105731. https://doi.org/10.1016/j.psyneuen.2022.105731 Vittner, D., McGrath, J., Robinson, J., Lawhon, G., Cusson, R., Eisenfeld, L., Walsh, S., Young, E., & Cong, X. (2018). Increase in Oxytocin From Skin-to-Skin Contact Enhances Development of Parent–Infant Relationship. Biological Research For Nursing, 20(1), 54–62. https://doi.org/10.1177/1099800417735633 Cong, X., Ludington-Hoe, S. M., Hussain, N., Cusson, R. M., Walsh, S., Vazquez, V., Briere, C.-E., & Vittner, D. (2015). Parental oxytocin responses during skin-to-skin contact in pre-term infants. Early Human Development, 91(7), 401–406. https://doi.org/10.1016/j.earlhumdev.2015.04.012 #rabbithole #bukuanak #edukasitiktok #edukasiorangtua

Duration: 30 sPosted : Thu, 12 Dec 2024 10:19:46

Rabbit Hole

@rabbithole.id

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Semakin bertambah usia, anak juga akan semakin banyak bertanya tentang dunia yang mereka eksplorasi. Termasuk tentang emosi yang sifatnya abstrak.. Lalu bagaimana ya cara menjelaskan mengenai konsep abstrak ini? Salah satu cara efektif adalah dengan mengajarkan label nama emosi tersebut. Maka dari itu, Rabbit Hole membuat buku "Hmmm.." untuk membantu Bapak Ibu dalam menjelaskan konsep emosi kepada anak, dimulai dari 6 emosi dasar manusia. Referensi: Ogren, M., & Sandhofer, C. M. (2022). Emotion words link faces to emotional scenarios in early childhood. Emotion, 22(1), 167–178. https://doi.org/10.1037/emo0001063
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Studi menunjukkan bahwa anak yang berpergian dengan berjalan kaki, naik sepeda, atau transportasi umum cenderung lebih percaya diri dan bahagia. Ketika anak pergi dengan berjalan kaki, naik sepeda atau transportasi publik bersama orang tua.. •Tingkat kepercayaan diri anak bertambah 4% •Aktivitas fisik anak bertambah +/- 11 menit per-harinya •Kemampuan pengetahuan spasial anak meningkat selagi anak mengobservasi dan mengeksplorasi dunia di sekitarnya •Anak merasa lebih senang dan memiliki kesejahteraan psikologis lebih tinggi karena anak bisa bersosialisasi dengan orang lain di sekitarnnya Referensi: Huang, C., Dannenberg, A. L., Haaland, W., & Mendoza, J. A. (2018). Changes in Self-Efficacy and Outcome Expectations From Child Participation in Bicycle Trains for Commuting to and From School. Health Education & Behavior, 45(5), 748–755. https://doi.org/10.1177/1090198118769346 Waygood, E. O. D., Friman, M., Olsson, L. E., & Taniguchi, A. (2017). Transport and child well-being: An integrative review. Travel Behaviour and Society, 9, 32–49. https://doi.org/10.1016/j.tbs.2017.04.005 Stark, J., Meschik, M., Singleton, P. A., & Schützhofer, B. (2018). Active school travel, attitudes and psychological well-being of children. Transportation Research Part F: Traffic Psychology and Behaviour, 56, 453–465. https://doi.org/10.1016/j.trf.2018.05.007 Westman, J., Olsson, L. E., Gärling, T., & Friman, M. (2017). Children’s travel to school: satisfaction, current mood, and cognitive performance. Transportation, 44(6), 1365–1382. https://doi.org/10.1007/s11116-016-9705-7 Cramer, N., Haviland, M. J., Zhou, C., & Mendoza, J. A. (2021). Impact of Walking School Bus Programs on Self-Efficacy and Outcome Expectations. Journal of Physical Activity and Health, 18(7), 858–862. https://doi.org/10.1123/jpah.2020-0453 Romero, V. (2015). Children׳s experiences: Enjoyment and fun as additional encouragement for walking to school. Journal of Transport & Health, 2(2), 230–237. https://doi.org/10.1016/j.jth.2015.01.002 Mendoza, J. A., Watson, K., Baranowski, T., Nicklas, T. A., Uscanga, D. K., & Hanfling, M. J. (2011). The Walking School Bus and Children’s Physical Activity: A Pilot Cluster Randomized Controlled Trial. Pediatrics, 128(3), e537–e544. https://doi.org/10.1542/peds.2010-3486 Moran, M., Eizenberg, E., & Plaut, P. (2017). Getting to Know a Place: Built Environment Walkability and Children’s Spatial Representation of Their Home-School (h–s) Route. International Journal of Environmental Research and Public Health, 14(6), 607. https://doi.org/10.3390/ijerph14060607 #bukuanak
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