Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6, 6274-6289 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: nasutionbkunswa@gmail.com Guidance and counseling services on parenting patterns to improve executive function of children aged 7-12 years Nasution1*, Agrippina Wiraningtyas2, Alya Nurmaya3, Ahyansyah4, Sukma Mawaddah5, Andi Hasli Yati Ike Safitri6 1,2,3,4,5,6University of Nggusuwaru, Bima City, Indonesia; nasutionbkunswa@gmail.com (N.) alyabinsyeikhabubakar@gmail.com (A.W.) agriwiraningtyas@gmail.com (A.N.) ahyansyah@unswa.ac.id (A.) sukma.mawaddah@unswa.ac.id (S.M.) ikesafitri157@gmail.com (A.H.Y.I.S.) Abstract: The objectives of this study were to (1) understand the parenting patterns used by parents for children aged 7-12 years in Bima city; (2) understand the guidance and counseling services used by parents for children aged 7-12 years in Bima city; (3) understand the condition of executive function of children aged 7-12 years in Bima city; (4) the relationship between guidance and counseling services with parenting patterns to improve executive function of children aged 7-12 years in Bima city. This type of research is descriptive quantitative research with a survey approach. The instrument used in this research is a questionnaire divided into several parts to measure variables related to parenting patterns, guidance and counseling services, and children's executive function. The collected data will be analyzed descriptively and inferentially using statistical tools. The results showed that democratic parenting with the highest percentage value of 39 percent can support the strengthening of children's executive functions, such as planning/prioritization, organization, time management, goal-directed persistence, flexibility, and metacognition. Guidance and counseling services on parenting patterns applied by parents have a significant relationship with children's executive functions. The calculation result of product moment correlation value is 0.351. Guidance and counseling services on parenting include directing and guiding, providing good examples, daily habituation, exemplary, empathy, and creating an open atmosphere with high scores and an average percentage of 11 percent. Thus, guidance and counseling services have great potential to support the development of children's executive function. Through structured programs and parental involvement in democratic parenting, children can be equipped with the necessary skills to face academic and social challenges and achieve their potential. Keywords: Executive function, Guidance and counseling services; Parenting patterns, Parents. 1. Introduction 1.1. The Importance of Parenting in Child Development Parenting can be interpreted as a unified system or method in the form of actions, behaviors, or interactions carried out by parents in order to care for, educate, maintain, and guide their children with love and affection that can affect the cognitive, affective, and psychomotor development of children in order to achieve a better quality of life and find goals in their lives. According to Baumrind, there are three types of parenting done by parents towards students, namely: 1) Authoritarian parenting, 2) authoritative parenting, and 3) permissive parenting. Baumrind's three types of parenting are almost the same as the types of parenting according to Hurlock, Hardy & Heyes, namely: 1) authoritarian parenting, 2) democratic parenting, and 3) permissive parenting. The development of executive function in children aged 7-12 years has great urgency because good executive function skills are critical for children's future academic and social success (Susanti, et al., 2023; Moron, et al., 2022). At this age, children also begin to acquire better abilities in organizing attention (Greco, et al., 2020; Meuwissen, et al., 2015). In addition, impulse control and problem-solving skills will help them face academic and social challenges (Poowana et al., 2022; Namder, Pol LD, 2019). 6275 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate Research also shows that children who have good executive function skills at the age of 7-12 years tend to have better abilities in communicating effectively (Zulherma & Suryana, D., 2019). managing time (Reneng, T., 2021), and completing tasks well (Nasa AF, et al., 2022). Therefore, the development of executive function in children aged 7-12 years is very important to ensure the success and well- being of children in the future. The results of this study describe the condition of executive functions of children aged 7-12 years in Bima city. Parenting has a significant impact on children's emotional development. Research shows that children raised in warm and responsive parenting tend to have higher emotional intelligence. In a study by Denham et al. (2012), it was found that children who received emotional support from their parents were better able to manage emotions and interact positively with peers. Statistics show that children who experience neglectful or authoritarian parenting have a higher risk of experiencing mental health problems, such as anxiety and depression. According to a report from the World Health Organization (2018), around 10-20% of children worldwide experience mental health disorders, and poor parenting is one of the significant risk factors. In Indonesia, research by Rachmawati (2020) shows that children who experience unsupportive parenting tend to exhibit aggressive behavior and difficulties in establishing healthy social relationships. A concrete example of the impact of parenting on emotional development can be seen in the case of children who grow up in stressful and violent environments. Such children often have difficulty expressing their emotions and tend to develop unhealthy defense mechanisms. In the long run, this can hinder their ability to build healthy and productive relationships in adulthood (Sari & Hidayati, 2021). Parenting also plays an important role in children's cognitive development. Research shows that children raised in an environment rich in cognitive stimulation, such as active verbal interaction and play-based learning, show better cognitive development. According to research by Hart and Risley (1995), children who are exposed to rich and diverse language from their parents have better language skills and higher academic achievement. Statistics show that children from families with higher levels of education tend to have parenting patterns that are more supportive of children's cognitive development. In a study by Agustina et al. (2022), it was found that children raised in families with educated parents had higher IQs compared to children from families with low education. This suggests that parental education not only affects parenting, but also the overall cognitive development of the child. A case in point in Indonesia can be seen in educational programs that involve parents in their children's learning process. These programs have been shown to increase parental involvement and have a positive impact on children's cognitive development. For example, the "Keluarga Harapan" program launched by the Indonesian government aims to improve the quality of children's education and health through parental involvement (Ministry of Social Affairs of the Republic of Indonesia, 2021). Parenting also plays an important role in the formation of children's character. Good characters, such as honesty, responsibility and empathy, are often instilled through examples and daily interactions between parents and children. Research by Luthar and Brown (2007). Shows that children raised in positive parenting tend to have better character and are able to face life's challenges better. Statistics show that children who experience consistent and loving parenting have higher levels of resilience. According to research by Masten (2014), resilience is the ability to recover from adversity and adapt to change, which is crucial in a child's character development. In Indonesia, parenting that emphasizes moral and ethical values in character education has proven effective in shaping positive attitudes in children (Widyastuti, 2021). A clear example of character building through parenting can be seen in families that apply positive discipline. Families that use this approach not only provide clear boundaries, but also explain the reasons behind each rule, so that children understand the consequences of their actions. This helps children to develop a sense of responsibility and empathy towards others (Dewi, 2021). In conclusion, parenting has a significant impact on various aspects of child development, including emotional, cognitive and character. It is important for parents to understand the different types of parenting and their impact, and strive to implement parenting that supports children's positive development. By doing so, children can grow into independent, emotionally healthy and well-rounded individuals, who in turn will contribute to 6276 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate a better society. 1.2. Definition of Executive Function and its Relevance For 7-12 Year Olds Executive function refers to a set of cognitive skills that enable individuals to plan, monitor, and regulate their behavior to achieve specific goals. According to Diamond (2013), executive function includes three main components: self-control, working memory, and cognitive flexibility. In children aged 7-12 years, the development of executive function is very important, as this period is a critical phase in the formation of thinking and decision-making skills. Research shows that children with good executive function tend to have higher academic achievement and better social relationships (Zhou et al., 2018). According to Welsh & Pennington, 1988 in Diamond (2013) one of the ways involves using certain thinking skills to select and achieve goals or to develop problem solutions. These skills include the following: a. Planning is the ability to create a roadmap to achieve a goal or complete a task. It also involves the ability to make decisions about what is important to focus on and what is not. b. Organization is the ability to design and maintain systems to keep track of information or materials. c. Time Management is the ability to estimate how much time one has, how to allocate it, and how to stay within time constraints and deadlines. It also involves feeling that time is important. d. Working Memory is the ability to recall information while performing complex tasks. It includes the ability to utilize past learning or experiences to apply to existing situations or project into the future. e. Metacognition is the ability to step back and take a comprehensive look at yourself in a situation. It is the ability to observe how you solve problems. It also includes self- monitoring and self-evaluation skills (e.g. asking yourself, "How am I doing?" or "How am I doing?"). But to achieve those goals we also need to use other means of executive skills to guide our behavior as we move along the path. These include the following a. Response inhibition is the ability to think before acting. The ability to resist the urge to say or do something gives us time to evaluate a situation and how our behavior might impact it. b. Emotional control (also called affect regulation) is the ability to manage emotions to achieve goals, complete tasks, or control and direct behavior. c. Sustained attention is the ability to pay attention to a situation or task despite distractions, fatigue, or boredom. d. Task initiation is the ability to start a task without undue delay, in a timely fashion. e. Flexibility is the ability to revise plans when faced with obstacles, setbacks, new information, or mistakes. It involves the ability to adapt to changing conditions f. Goal directed persistence is the capacity or drive to follow through on achieving a goal and not be deterred by other demands or competing interests. Data from the National Institute of Health (NIH) shows that approximately 30% of children in elementary school age experience difficulties in executive functioning, which can negatively impact their academic performance and social behavior (NIH, 2020). For example, children who struggle with controlling their impulses may be more likely to engage in aggressive behavior or have difficulty in maintaining attention in class. Therefore, a deep understanding of executive function and how to develop it is crucial for parents and educators. Statistics show that approximately 10-15% of children experience difficulties in executive function (Barkley, 2020). These difficulties can appear in various forms, such as difficulties in completing tasks, managing time, and interacting socially. With the right guidance and counseling services, children can be given support to improve these abilities. According to research by Diamond and Lee (2019), interventions that focus on executive function development can result in significant improvements in children's academic and social performance. A relevant case in point is the study conducted by Garon et al. (2019), which showed that children involved in a play-based intervention program designed to improve executive function showed significant improvements in their self-control ability and cognitive flexibility. This suggests that appropriate interventions can help children develop the skills necessary to succeed at school and in 6277 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate everyday life. This is also the case for children with ADHD (Attention Deficit Hyperactivity Disorder), who often experience challenges in executive function. Research by Barkley (2020) shows that children with ADHD have greater difficulties in regulating attention and controlling impulses. Through structured guidance and counseling services, these children can learn strategies to manage their behavior and improve their executive functioning. The importance of executive function is also reflected in educational curricula that increasingly integrate the development of these skills into learning. For example, project-based learning methods that encourage collaboration, problem-solving and decision-making can help children hone their executive function skills (Blair & Razza, 2007). Thus, an understanding of executive function and ways to improve it should be an integral part of 7-12 year olds' education. In conclusion, executive function is an important aspect of 7-12 year olds' development that affects their academic and social abilities. With a better understanding of the meaning and components of executive function, parents and educators can be more effective in supporting their children's development. 1.3. Guidance and Counseling Services to Improve Children's Executive Function According to experts, early childhood counseling guidance is a process in providing assistance to early childhood carried out by providing assistance, so that children can optimize themselves and have the ability to solve the problems they are experiencing. Based on Elizabeth B Hurlock's (1978) theory of developmental psychology, indicators of counseling guidance services include: a. Giving Gifts b. Giving Punishment c. Directing and Guiding d. Setting a good example e. Daily habituation f. Dialog g. Exemplary h. Empathy i. Create an open atmosphere Guidance and counseling services can include social skills training and emotional development. According to Zins et al. (2018), programs that integrate social and emotional development with academic learning can improve children's overall learning outcomes. Therefore, it is important for schools to provide comprehensive guidance and counseling services that focus on improving children's executive functioning. Guidance and counseling services can provide various strategies to improve children's executive function. One effective approach is through skills training programs. According to research by Zins et al. (2018), programs designed to develop executive function skills can help children learn how to manage time, control impulses, and plan tasks. These programs often include practical activities that allow children to apply the skills they learn in real situations. In addition, individual counseling can also be an effective strategy. In counseling sessions, children can be taught emotion management techniques and strategies to deal with stress. Research by Barkley (2020) showed that children who received individual counseling showed improvements in their executive functioning abilities. With support from counselors, children can learn to recognize and manage their emotions, which in turn can improve their ability to focus and make decisions. The use of technology in guidance and counseling services is also gaining popularity. Educational apps and games designed to improve executive functioning can be an engaging tool for children. According to research by Diamond and Lee (2019), the use of technology in learning can increase children's engagement and help them learn new skills in a fun way. This suggests that the integration of technology in guidance and counseling services can provide additional benefits for children. Group programs can also be an effective strategy in guidance and counseling services. In this context, children can learn from each other and build social skills. Research by Happe and Frith (2020) shows that social interaction in groups can improve children's executive functioning abilities. Through 6278 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate discussion and collaboration, children can learn how to work together, communicate, and solve problems collectively. The impact of guidance and counseling services on children's executive function can be seen from various aspects. First, improved executive function ability may contribute to better academic performance. Research by Miyake et al. (2019) showed that children who attended a guidance and counseling program that focused on executive function development showed a significant improvement in academic grades. This suggests that the support provided through this service can help children overcome the difficulties they face in learning. Second, guidance and counseling services can also improve children's social skills. Children who have good executive functioning skills tend to be better able to interact with peers and build healthy relationships. According to research by Zins et al. (2018), children involved in social and emotional development programs showed improvements in the ability to cooperate and communicate with others. This is important for the child's overall social development. Third, guidance and counseling services can help children manage their emotions better. With support from counselors, children can learn effective emotion management techniques, which can reduce anxiety and stress. Research by Barkley (2020) showed that children who received emotional support showed improvements in their executive functioning abilities. This suggests that there is a close relationship between emotion management and executive functioning ability. Fourth, the positive impact of guidance and counseling services can also be seen in children's decision-making. Children who have good executive function skills tend to be better able to make the right decisions and cope with problems more effectively. According to research by Diamond and Lee (2019), children who participated in an executive function development program showed improvement in the ability to plan and evaluate their decisions. This suggests that guidance and counseling services can help children become better decision- makers. Thus, the impact of guidance and counseling services on children's executive function is significant. Through proper support, children can develop the abilities necessary to achieve academic and social success. Guidance and counseling services play a very important role in improving children's executive functioning. With various strategies in place, children can be given the support they need to overcome the difficulties they face. Good executive function not only has an impact on academic achievement, but also on a child's social skills and emotional well-being. The importance of executive function in child development cannot be ignored. Therefore, schools and educational institutions need to provide comprehensive guidance and counseling services that focus on developing these abilities. Thus, children can reach their full potential and become successful individuals in the future. Thus, various strategies in guidance and counseling services can be used to improve children's executive functioning. Through a diverse and integrated approach, children can be given the support they need to develop these abilities and reach their full potential. The main novelty of this study is the approach that directly links parenting to the development of children's executive functions. While there is much research on parenting and executive functioning separately, this study fills a gap by investigating how guidance and counseling services geared towards parenting can contribute to improving the executive functioning abilities of children aged 7-12 years. This study makes a new contribution in understanding the influence of parenting on the development of executive function of children aged 7-12 years in Bima City. According to the existing literature, most research on executive function has been conducted on younger or older children, while this study specifically highlights children in primary school age (7-12 years), which is an important period in the formation of the basics of their cognitive abilities. The purpose of this study was to understand (1) parenting patterns used by parents for children aged 7-12 years in Bima city; (2) guidance and counseling services used by parents for children aged 7- 12 years in Bima city; (3) the condition of executive function of children aged 7-12 years in Bima city; (4) integration of guidance and counseling services with parenting patterns to improve executive function of children aged 7-12 years in Bima city. 6279 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate 2. Research Method 2.1. Research Approach This type of research is descriptive quantitative research with a survey approach. This study aims to identify the guidance and counseling services provided to parents with their parenting patterns in supporting the development of executive functions of children aged 7-12 years in Bima City. 2.2. Population and Sample ▪ Population: Parents with children aged 7-12 years in Bima City, both those who have received guidance and counseling services and those who have not. ▪ Sample: The study sample will be drawn using purposive sampling technique. The sample consists of 60 parents who have children aged 7-12 years. Sample selection criteria include parents who are involved in guidance and counseling related to parenting, as well as those who are not involved in such services for comparison. ▪ Inclusion Criteria: • Parents with children aged 7-12 years old. • Parents who are willing to be respondents in this study. • Parents in the Bima City area. 2.3. Research Instruments The instrument used in this study was a questionnaire divided into several parts to measure variables related to parenting, guidance and counseling services, and children's executive function. The instruments used include: • Parenting Questionnaire: Assesses the parenting style applied by parents (authoritarian, permissive, authoritative, and neglectful). • Guidance and Counseling Service Questionnaire: Measures the level of parents' participation in guidance and counseling services and its impact on their parenting. • Pediatric Executive Function Test: Uses an instrument that measures a child's executive functioning ability. 2.4. Data Analysis The collected data will be analyzed descriptively and inferentially using the following statistical tools: • Descriptive Analysis: To describe the sample characteristics, parenting style, level of participation in guidance and counseling services, and children's executive functioning. • Inferential Analysis: Using statistical tests such as the Product Moment correlation test to determine if there is a significant relationship between the guidance and counseling services received by parents and the improvement of children's executive function. 3. Results 3.1. Evaluation of Parenting Indicators for 7-12 Year Olds Table 1. Parenting patterns of parents aged 7-12 years in Bima City. No. Parenting indicators Percentage 1 Authoritarian 35% 2 Democratic 39% 3 Permissive 26% Source: Results of data analysis of parenting questionnaire. Based on the table above, it can be concluded that parenting patterns for children aged 7-12 years in Bima city have an average percentage of 35 percent in the authoritarian indicator, 39 percent in the 6280 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate democratic indicator, and 26 percent in the permissive indicator. The highest percentage of parenting patterns in children aged 7-12 years is democratic parenting. It can be concluded that the highest parenting pattern for children aged 7-12 years in Bima city is the democratic pattern. The rest of the parenting patterns of children aged 7-12 years in Bima city can be presented in the pie chart below: Figure 1. Diagram of average percentage of parenting patterns for children aged 7-12 years in Bima city . Source: Results of data analysis of parenting questionnaire. 3.2. Evaluation of 7-12 Years Old Child Counseling Guidance Service Indicators Table 2. Guidance and counseling services for children aged 7-12 years in Bima city. No. Counseling services Value Percent 1 Giving gifts 145 9.98% 2 Giving punishment 134 9.22% 3 Directing and guiding 170 11.70% 4 Setting a good example 167 11.49% 5 Daily habituation 171 11.77% 6 Dialog 157 10.81% 7 Exemplary 168 11.56% 8 Empathy 169 11.63% 9 Create an open atmosphere 172 11.48% Source: Results of data analysis of guidance and counseling services questionnaire. Based on the table above, it is found that the Lay of Counseling Guidance for children aged 7-12 years in Bima city has the following percentages: (1) on the indicator of giving gifts, namely with the statement "I give awards or gifts to students who show positive behavior" obtained a value of 145 and a percentage of 9.98 percent. 2) In the indicator of giving punishment, namely with the statement "I give educational punishment for students who commit violations" obtained a value of 134 and a percentage of 9.22 percent. (3) on the indicator of directing and guiding, namely with the statement "I provide clear direction and guidance in dealing with student problems" obtained a value of 170 and a percentage of 11.70 percent. (4) On the indicator of setting a good example, namely with the statement "I provide examples of good behavior that can be emulated by students" obtained a value of 167 and a percentage of 11, 49 percent. (5) On the daily habituation indicator, namely with the statement "I help students in getting used to positive daily behavior" obtained a value of 171 and a percentage of 11.77 percent. (6) On the dialogue indicator, namely with the statement "I hold a dialogue with students to understand the problems they face" obtained a score of 157 and a percentage of 10, 81 percent. (7) On the exemplary 6281 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate indicator, namely with the statement "I am a good example for students in attitude and behavior", a value of 168 and a percentage of 11.56 percent was obtained. (8) On the empathy indicator, namely with the statement "I show high empathy for student problems", the score was 169 and a percentage of 11, 63 percent. (9) In the indicator of creating an open atmosphere, namely with the statement "I create an open and comfortable atmosphere so that students feel free to tell stories" a value of 172 and a percentage of 11.48 percent was obtained. From the description above, it can be concluded that the counseling guidance service with the highest value given by parents to children aged 7-12 years is daily habituation. The rest of the guidance and counseling services for children aged 7-12 years in Bima City are presented in the pie chart below: Figure 2. Diagram of average percentage of parental guidance and counseling services for children 7-12 years of age in Bima city Source: Results of data analysis of guidance and counseling services questionnaire. 3.3. Executive function condition of 7-12 year old children in Bima city Table 3. Percentage of executive function of children aged 7-12 years in Bima city. No. Indicator Value % 1 Response inhibition 143.33 8.55% 2 Working memory 141.67 8.45% 3 Emotional control 127.33 7.59% 4 Continuous Attention 144,00 8.59% 5 Task Initiation 145,67 8.68% 6 Planning/Prioritization 158,25 9.44% 7 Organization 164,67 9.82% 8 Time management 170,00 10.14% 9 Goal-directed persistence 159,33 9.50% 10 Flexible 156,00 9.30% 11 Metacognition 167,00 9.96% Total 1677,25 100% Source: Results of data analysis of children's executive function questionnaire 6282 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate Based on the table above, it is found that the executive function of children aged 7-12 years in Bima city has the following percentage: (1) the response inhibition indicator obtained a value of 143.33 and a percentage of 8.55 percent. 2) The working memory indicator obtained a value of 141.67 and a percentage of 8.45 percent. (3) the emotional control indicator obtained a value of 127.33 and a percentage of 7.59 percent. (4) In the continuous attention indicator, a value of 144.00 and a percentage of 8.59 percent is obtained. (5) In the task initiation indicator, a value of 145.67 is obtained and a percentage of 98.68 percent. (6) In the priority planning indicator, a value of 158.25 and a percentage of 9.44 percent is obtained. (7) In the organization indicator, a value of 164.67 and a percentage of 9.82 percent is obtained. (8) In the time management indicator, a value of 170.00 and a percentage of 10.14 percent was obtained. (9) In the persistence and goal-directed indicators, a score of 159.33 and a percentage of 9.50 percent were obtained. (10) In the flexible indicator, a value of 156.00 and a percentage of 9.30 percent was obtained, and (11) In the metacognition indicator, a value of 167.00 and a percentage of 9.96 percent was obtained. The rest of the executive functions of 10-year-old children in Bima City can be presented in the pie chart below: Figure 3. Percentage of executive function of children aged 7-12 years in Bima city. A significant relationship between guidance and counseling services received by parents and the improvement of executive function of children aged 7-12 years in Bima City. This test was carried out using the Product Moment Correlation data analysis technique. The correlation calculation test will be assisted by the SPSS program. The results of the correlation coefficient calculation can be seen in Table 4 below: 6283 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate Table 4. Correlation analysis results of guidance and counseling services with children's executive functions. Guidance and counseling services LN executive function Guidance and counseling services Pearson correlation 1 0.351** Sig. (2- tailed) N 0.000 LN_function Pearson Executive Correlation 0.351** 1 Sig. (2- tailed) N 0.000 Note: **. Correlation is significant at the 0.01 level (2- tailed). From the calculation results, a correlation coefficient of 0.351 was obtained. Thus there is a relationship between Guidance and Counseling Services and Children's Executive Function. The strength of the relationship between Guidance and Counseling Services and Children's Executive Function is 0.351. Based on the calculation it is also seen that with a probability = 0.000 < α 0.05), meaning that Ho is rejected and Ha is accepted, namely: There is a significant relationship between Guidance and Counseling Services and Executive Function of Children aged 7-12 years in Bima City. 4. Discussion 4.1. Parenting Patterns in Children Aged 7-12 years in Bima Parenting is one of the key factors in child development, especially at the age of 7- 12 years, where children begin to experience various physical, emotional, and social changes. In Bima City, parenting can be influenced by various factors, including local culture, education, and economic conditions. Parenting is one of the important factors that influence children's psychological and social development. At the age of 7-12 years, children are in a crucial phase of development, where they begin to form their self-identity and social skills. In Bima City, parenting patterns vary, influenced by local culture, education, and economic conditions. According to data from the Central Bureau of Statistics (BPS) in 2021, around 60% of families in Bima have a low educational background, which may affect the way they educate their children (BPS, 2021). The results showed that in Bima City, the highest parenting pattern given by parents was democratic parenting with a value of 39 percent, authoritarian parenting with a value of 35 percent, and permissive parenting with a value of 26 percent. One of the parenting patterns that is widely applied in Bima City is democratic parenting with a percentage of 39 percent. This parenting style is characterized by open communication between parents and children, where children are given the opportunity to have an opinion and participate in decision making. Research conducted by Santrock (2019) shows that children raised in democratic parenting tend to have higher self-confidence and better social skills. This shows the importance of a democratic approach in educating children. However, while many parents realize the importance of democratic parenting, not all of them are able to implement it consistently. Many factors influence this, including social, cultural and economic pressures. A study by Putri and Sari (2020) found that parents who work in the informal sector tend to have less time to interact with their children, so they are more likely to use authoritarian parenting. This can have a negative impact on children's development, especially in terms of social and emotional skills. On the other hand, research conducted by Arifin and Rahman (2021) shows that the application of democratic parenting can improve children's academic achievement. In the study, children raised in an environment that supports communication and active participation showed better learning outcomes compared to children raised in authoritarian parenting. This suggests that good parenting not only affects social development, but also the academic aspects of children. Thus, it is important to understand 6284 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate the parenting patterns applied by parents in Bima City, as well as the factors that influence these parenting patterns. According to research by Nuraini et al. (2022), parents who apply democratic parenting tend to provide space for children to express their opinions and feelings. This not only helps children develop communication skills, but also increases their self-confidence. One example of the application of democratic parenting is when parents involve children in determining their learning schedule or daily activities. In a study conducted by Setiawati and Lestari (2020), it was found that children who were involved in decision-making tended to be more responsible and disciplined in carrying out their activities. This shows that when children feel valued and heard, they will be more motivated to actively participate in various activities. However, the challenges in implementing democratic parenting in Bima City are also considerable. Many parents are still stuck in a traditional mindset, where parents are considered the sole authority in the family. Research by Hidayati and Prasetyo (2021) revealed that despite the awareness of the importance of democratic parenting, many parents find it difficult to leave the authoritarian parenting they have applied so far. This can hinder children's development, especially in terms of adaptability and socialization. Democratic parenting is also closely related to children's emotional development. According to research conducted by Jannah and Suryani (2023), children raised in an environment that supports open communication tend to have better emotional intelligence. They are able to recognize and manage their own emotions, as well as understand the emotions of others. This is an important skill that will help children in interacting with peers and other social environments. Thus, the implementation of democratic parenting in Bima City is very important to support the development of children aged 7-12 years. Despite the challenges faced, efforts to increase parents' awareness of the importance of this parenting pattern must continue. Through education and training for parents, it is hoped that democratic parenting can be applied more widely, so that children can grow into individuals who are confident, responsible, and able to adapt well in society. Each type of parenting has a different impact on children's development, both in terms of emotional, social and academic. For example, children raised in authoritative parenting tend to have better social skills and higher academic achievement compared to children raised in authoritarian parenting (Maccoby & Martin, 1983). 4.2. Guidance and Counseling Services on Parenting of Children Aged 7-12 Years in Bima City Guidance and counseling services, on the other hand, is a process that aims to assist individuals in overcoming personal, social, and academic problems. According to Surya (2020), this service includes various activities such as individual counseling, group counseling, and counseling. In the context of education, guidance and counseling services are essential to support students' development, especially in facing challenges related to the parenting they receive at home. The results showed that the guidance and counseling services carried out by parents in providing parenting to their children are daily habituation. Habituation is a learning process that occurs through daily experiences, where individuals adapt behaviors and attitudes based on interactions with the surrounding environment. In the context of parenting, habituation plays an important role in shaping children's character and personality. According to Santrock (2019), parenting can influence children's social and emotional development, as well as how they interact with others in the future. By understanding these biases, parents can be more effective in educating their children. Data from the Central Bureau of Statistics (BPS) shows that around 70% of children in Indonesia spend time at home with their parents, so daily interactions are crucial in the familiarization process. For example, the way parents respond to children's good and bad behavior can teach moral and ethical values. If parents give praise when children behave well, this will reinforce the positive behavior. On the other hand, if the child is disproportionately punished, this can lead to confusion and a lack of understanding of the norms. A clear example of habituation in parenting can be seen in the practice of discipline applied by parents. Research by Baumrind (2013) shows that parents who apply consistent and fair discipline tend to produce children who are more responsible and have good self- control. Conversely, permissive or authoritarian parenting can result in children who are less able to manage their emotions and behavior. Therefore, it 6285 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate is important for parents to understand the impact of their actions on their children's development. In addition, habituation can also occur through observation. According to Bandura (1977), children learn a lot from observing the behavior of parents and other adults. For example, if a child sees his or her parents interacting politely with others, the child is likely to imitate the behavior. This shows that parents not only act as teachers, but also as role models for children to emulate. Thus, daily habituation in parenting encompasses various interrelated aspects, from direct interaction to behavioral observation. Therefore, it is important for parents to realize that every action and decision they make will have an impact on their child's development. Through a deeper understanding of habituation, parents can create an environment that supports children's optimal growth and development. The relationship between parenting and counseling services is important to understand, as the parenting that children receive can influence how they behave and interact with counselors. For example, children who grow up in a permissive upbringing may find it more difficult to accept boundaries and direction from counselors, thus requiring a different approach in guidance services (Gonzalez et al., 2019). Good parenting can create a supportive environment for children to develop optimally, while poor parenting can lead to behavioral and emotional problems that require intervention from counseling guidance services. Therefore, it is important for counselors to understand students' parenting backgrounds in order to provide services that are more effective and appropriate to their needs. In a study conducted by Rachmawati (2021), it was found that there is a significant relationship between parenting patterns and students' attitudes towards guidance and counseling services. Students who come from families with good parenting tend to be more open and cooperative in participating in the counseling guidance program. This suggests that an understanding of parenting patterns can be key in designing appropriate interventions in guidance and counseling services. In the context of guidance and counseling services, it is important for counselors to recognize the impact of parenting on student behavior. For example, students who come from families with authoritarian parenting may need a more gentle and empathic approach in counseling, while students from permissive parenting may need an emphasis on the importance of discipline and responsibility (Gonzalez et al., 2019). Statistics show that about 30% of students who experience behavioral problems at school come from families with inconsistent parenting (Rachmawati, 2021). This data suggests the need for special attention from guidance and counseling services to help these students to function well in the school environment. A case example from a school in Jakarta shows that after the implementation of a guidance and counseling program that focused on understanding parenting, there was a significant decrease in student discipline problems. This suggests that by understanding the background of parenting, guidance and counseling services can be more effective in helping students overcome the problems they face (Surya, 2020). 4.3. Children's Executive Function from the Application of Guidance and Counseling Services on Parenting. Parenting is one of the key factors that influence the development of children's executive function. Executive functions include the ability to plan, focus attention, recall information, and regulate behavior and emotions. According to research by Diamond (2013), responsive and supportive parenting can improve children's executive function development. In contrast, authoritarian or permissive parenting can lead to disruptions in children's cognitive and emotional development, which impacts their executive functioning abilities. The results showed that the executive function of children aged 7-12 years was seen with the highest percentage in the time management indicator. time management is an important skill that must be possessed by children to support the development of their executive function. Executive function includes a series of cognitive processes needed to regulate and manage behavior, including attention, working memory, and self-control (Diamond, 2013). In an educational context, the ability to manage time well can improve children's academic achievement and social skills. A study by McClelland et al. (2014) showed that children who have good time management skills tend to have better academic outcomes compared to those who are less skilled in this regard. Statistics show that around 30% of children experience difficulties in time management, which can 6286 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate negatively impact their executive functioning (Barkley, 2012). For example, children who cannot manage their time well often have difficulty in completing school assignments on time, which can then lower their motivation and self-confidence. Therefore, it is important to understand how time management relates to executive functioning and how parents and educators can help children develop these skills. Case examples in the field show that intervention programs that focus on developing time management skills can have a positive impact on children's executive function. For example, a program implemented in several elementary schools in the US showed significant improvements in children's time management skills and executive functioning after six months of training (Miller & Redd, 2021). Programs like this can serve as a model for other schools in improving time management skills among students. In a broader context, technological developments are also affecting the way children learn to manage time. With various apps and digital tools designed to help with time management, children now have more resources to learn how to manage their own time. However, the use of technology also requires appropriate supervision so as not to distract children from their primary tasks (Romer et al., 2014). By understanding the relationship between time management and executive function, we can design more effective strategies to support children's development. Further research in this area is urgently needed to explore more deeply how these skills can be improved and applied in children's daily lives. Data from a longitudinal study conducted by Gershoff and Grogan-Kaylor (2016) showed that children raised in a loving and supportive environment tend to score higher on executive function testing. For example, children who were encouraged to make decisions and learn from their mistakes showed improvements in planning and self-control. This suggests that positive parenting can strengthen executive function skills that are important for children's academic and social success. For example, a study in Indonesia by Supriyadi (2020) found that children raised with a democratic approach, where parents provided opportunities to discuss and participate in decision-making, showed better executive function skills compared to children raised with an authoritarian approach. This suggests that positive interactions between parents and children can strengthen children's cognitive development. However, it is important to remember that parenting is not the only factor that affects a child's executive function. Social environment, education and life experiences also play a role. Research by Blair and Razza (2007) showed that parental involvement in children's educational and social activities can contribute to the development of better executive function. Therefore, good parenting should be balanced with support from a positive social environment. Overall, the relationship between parenting and children's executive function is complex and influenced by multiple factors. Understanding how parenting can affect a child's cognitive development is an important step towards creating an environment that supports optimal growth and development. Guidance and counseling services in schools have a significant role in supporting the development of children's executive function. Effective guidance programs can help children develop the social, emotional and cognitive skills needed to improve their executive functioning. According to the American School Counselor Association (ASCA, 2019), structured guidance services can help children overcome the academic and social challenges they face. The product moment correlation test results show that guidance and counseling services with Children's Executive Function have a strong relationship of 0.351. Based on the calculation it is also seen that with a probability = 0.000 < α 0.05), meaning that Ho is rejected and Ha is accepted, namely: There is a significant relationship between Guidance and Counseling Services and Executive Function of Children aged 7-12 years in Bima City. A study by Whiston and Sexton (2013) showed that guidance and counseling interventions that focus on developing executive function skills can improve children's academic performance and social behavior. These programs often include training in self-regulation, decision-making and conflict resolution, all of which are important components of executive functioning. For example, children involved in guidance programs that introduce time management and goal setting techniques show improvements in their academic abilities. In Indonesia, the implementation of guidance and counseling services in schools is still in the development stage. However, research by Rahmawati (2021) showed that students who received guidance and counseling services had better executive functioning abilities compared to those who did 6287 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 6274-6289, 2024 DOI: 10.55214/25768484.v8i6.3369 © 2024 by the authors; licensee Learning Gate not receive such services. This shows the importance of having counselors in schools to help children develop the skills needed to succeed in an academic environment. In addition, guidance and counseling services can also help parents understand how to support their children's executive function development. Parent training programs held by schools can provide information on effective ways to support their children in developing cognitive and emotional skills. Research by Durlak et al. (2011) showed that parental involvement in guidance programs can improve children's learning outcomes. 5. Conclusions and Suggestions 5.1. Conclusion Democratic parenting with the highest percentage value of 39 percent can support the strengthening of children's executive functions, such as planning/prioritization, organization, time management, goal-directed persistence, flexibility, and metacognition. Guidance and counseling services on parenting patterns applied by parents have a significant relationship with children's executive functions. The calculation result of the product moment correlation value is 0.351. That is, there is a significant relationship between Guidance and Counseling Services applied to parenting and Executive Function of Children aged 7-12 years in Bima City. Guidance and counseling services in parenting include directing and guiding, providing good examples, daily habituation, exemplary, empathy, and creating an open atmosphere with high scores and an average percentage of 11 percent. Thus, guidance and counseling services have great potential to support the development of children's executive function. Through structured programs and parental involvement in democratic parenting, children can be equipped with the necessary skills to face academic and social challenges and achieve their potential. 5.2. Advice Based on the results of the study, the researcher provides several suggestions for further research: Conducting research to improve children's executive function on the indicators of working memory and emotional control in children aged 7-12 years old. Developing an executive function improvement program for children aged 12 years with a local wisdom-based approach Acknowledgements: The researchers would like to thank the Directorate General of Higher Education (DRTPM) of the Ministry of Education and Culture of the Republic of Indonesia for providing the research grant in 2024. 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