Reflexology therapy in speech delay at Kartini Lawang Kindergarten

Abstract

Speech delay represents a significant developmental concern in early childhood, as language competence is closely associated with children’s cognitive, social, and emotional growth. If not addressed through appropriate early intervention, speech delay may persist and negatively affect children’s academic readiness and self-confidence. Although conventional speech therapy is widely applied, developmentally appropriate, non-invasive, and emotionally supportive complementary interventions remain limited in early childhood education contexts. This study is therefore important in exploring reflexology therapy as a holistic and child-friendly approach to supporting speech development. The purpose of this study was to explore how reflexology therapy supports the speech development process of children aged 4–5 years experiencing speech delay at Kartini Lawang Kindergarten. A qualitative case study design was employed involving three preschool children identified with expressive and mixed receptive–expressive speech delay. Data were collected through participatory observation, semi-structured interviews with teachers and parents, and documentation. Data analysis followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, with source triangulation to ensure trustworthiness. The findings revealed that reflexology therapy contributed to improved emotional regulation, behavioral readiness, and verbal responsiveness. Children demonstrated clearer articulation, increased vocabulary use, better comprehension of simple instructions, and greater confidence in verbal interaction, although individual progress varied. The discussion indicates that reflexology supports speech development indirectly by enhancing neurological readiness and emotional stability. In conclusion, reflexology therapy functions as an effective complementary intervention that supports early childhood speech development and offers a practical contribution to holistic and inclusive educational practices.