Parenting style and language development in preschool children

Novika Aulia Rahmadani (Universitas 'Aisyiyah Yogyakarta) ROR
Triani Rahmadewi (Universitas 'Aisyiyah Yogyakarta) ROR
Istinengtiyas Tirta Suminar (Universitas 'Aisyiyah Yogyakarta) ROR
DOI: 10.56922/msc.v6i6.6 Published: 2026-10-27 pp. 171-176
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Background: Preschool language development is shaped by interactions within the family and broader social environment. Parenting style may influence opportunities for communication, but previous studies have reported inconsistent findings.

Purpose: To examine the association between parenting-style category and language-development classification among preschool children at one kindergarten.

Method: This cross-sectional study included 37 parent-child pairs at Budi Mulia Al Bayaan Kindergarten, Yogyakarta. Parenting style was assessed using the Parenting Styles and Dimensions Questionnaire-Short Form (PSDQ-SF), and language development using a teacher-completed observation checklist. The reported categorical association was assessed using Spearman's rank correlation (α = 0.05).

Results: Authoritative parenting was reported by 29 parents (78.4%); permissive and authoritarian parenting were each reported by 4 (10.8%). Language development was classified as high for 36 children (97.3%) and moderate for 1 (2.7%). The reported association was not statistically significant (Spearman ρ = −0.087; p = 0.609).

Conclusion: No statistically significant association was detected in this small, single-kindergarten sample. Near-universal classification of language development as high (36/37) and the use of nominal parenting-style categories limit interpretation of the reported rank correlation.

Parenting style and language development in preschool children. (2026). Journal of Medical Surgical Concerns, 6(6), 171-176. https://doi.org/10.56922/msc.v6i6.6
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