Parental Perceptions of Academic Stress in Early Childhood: A Case Study of Mothers in Cibeunying Kidul District, Bandung

Abstract

Academic Stress in Early Childhood Education is rarely identified, as learning for young children is expected to be enjoyable. However, several cases indicate that early childhood students may experience academic stress. This study aims to explore how parents, particularly mothers, perceive academic stress in early childhood. The research adopts a qualitative approach with a case study method. Three mothers with children aged 4–6 years who are enrolled in kindergarten were selected as participants. The study was conducted in the Cibeunying Kidul District, Bandung City. Data were collected through in-depth interviews, and thematic analysis was used to analyze the findings. The results reveal that parents, especially mothers, acknowledge that early childhood children can experience academic stress due to various factors. Additionally, the study identifies several signs and symptoms exhibited by children when experiencing academic stress. The findings also highlight how parents, particularly mothers, perceive and implement preventive efforts to help young children avoid academic stress.