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<p>The decision to enroll a child in preschool can be particularly challenging for working mothers as they navigate time limitations and information gaps while assessing their child’s readiness across social, emotional, and cognitive domains. Most of the existing studies have concentrated on individual and institutional factors, and less attention has been paid to the influence of virtual communities on mothers’ decisions. To address this void, this study applies a digital ethnographic mode to understand communication practices and social life in a WhatsApp group for working mothers in Indonesia. Data were analyzed using thematic analysis, which is especially well suited for uncovering patterns of meaning and discursive structures in naturally occurring digital interaction. The findings suggest that the mothers value their child’s readiness for school not just in terms of age or school-relevant skills, but in terms of collective experiences shared by members of the community. Two overall themes that emerged are (1) developmental domains of preschool readiness, including social, emotional, cognitive, and stimulation needs; (2) school-related environmental factors, including learning methods, learning environment, and school flexibility. These results underscore the role virtual community can play as supplementary information sources and decision-proof checks to mitigate parenting doubt. The study suggests that inclusive and well-organized virtual communities should be integrated into the family support landscape. Also, school and local community-based initiatives should work together in helping children to make the transition from early childhood to school.Please confirm if the author names are presented accurately and in the correct sequence. Author 1 Given name: [Atiqa Khaneef] Last name [Harahap], Author 3 Given name: [Camelia Catharina] Last name [Pasandaran]. Also, kindly confirm the details in the metadata are correct.We confirm that the correct author names are: Atiqa Khaneef Harahap; Billy K. Sarwono (please correct, the middle initial “K.” was missing); and Camelia Catharina Pasandaran. The affiliations should read: (Aff1) Department of Communication Science, Faculty of Social and Political Sciences, University of Indonesia, Jakarta, Indonesia; (Aff2) Department of Communication, Faculty of Communication and Diplomacy, Pertamina University, Jakarta, Indonesia. Please also add the following additional email address for Author 1 (Atiqa Khaneef Harahap): atiqakhaneef07@gmail.com, in addition to the institutional addresses. Metadata details are otherwise correct.</p>

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Perspectives on Preschool Readiness: Discussion in the Indonesian Working Mothers Virtual Community

  • 期刊论文

  • 发表日期：

    2026年1月6日

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  • Atiqa Khaneef Harahap,
  • Billy K. Sarwono,
  • Camelia Catharina Pasandaran

摘要

The decision to enroll a child in preschool can be particularly challenging for working mothers as they navigate time limitations and information gaps while assessing their child’s readiness across social, emotional, and cognitive domains. Most of the existing studies have concentrated on individual and institutional factors, and less attention has been paid to the influence of virtual communities on mothers’ decisions. To address this void, this study applies a digital ethnographic mode to understand communication practices and social life in a WhatsApp group for working mothers in Indonesia. Data were analyzed using thematic analysis, which is especially well suited for uncovering patterns of meaning and discursive structures in naturally occurring digital interaction. The findings suggest that the mothers value their child’s readiness for school not just in terms of age or school-relevant skills, but in terms of collective experiences shared by members of the community. Two overall themes that emerged are (1) developmental domains of preschool readiness, including social, emotional, cognitive, and stimulation needs; (2) school-related environmental factors, including learning methods, learning environment, and school flexibility. These results underscore the role virtual community can play as supplementary information sources and decision-proof checks to mitigate parenting doubt. The study suggests that inclusive and well-organized virtual communities should be integrated into the family support landscape. Also, school and local community-based initiatives should work together in helping children to make the transition from early childhood to school.Please confirm if the author names are presented accurately and in the correct sequence. Author 1 Given name: [Atiqa Khaneef] Last name [Harahap], Author 3 Given name: [Camelia Catharina] Last name [Pasandaran]. Also, kindly confirm the details in the metadata are correct.We confirm that the correct author names are: Atiqa Khaneef Harahap; Billy K. Sarwono (please correct, the middle initial “K.” was missing); and Camelia Catharina Pasandaran. The affiliations should read: (Aff1) Department of Communication Science, Faculty of Social and Political Sciences, University of Indonesia, Jakarta, Indonesia; (Aff2) Department of Communication, Faculty of Communication and Diplomacy, Pertamina University, Jakarta, Indonesia. Please also add the following additional email address for Author 1 (Atiqa Khaneef Harahap): atiqakhaneef07@gmail.com, in addition to the institutional addresses. Metadata details are otherwise correct.