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Teacher's Attempt and Role in Improving Prosocial Behavior of Early Childhood

Summary:
This study was aimed at observing the methods and media used by teachers to improve prosocial behavior in kindergarten students of age 4-6. This study used a non-experimental quantitative design with a survey method. A preliminary study was conducted through a survey to support the development of learning media products, in which the sample consisted of 19 kindergarten teachers in MUBA Regency, Palembang. The result showed that 8 teachers used a storytelling method to improve students’ prosocial behavior, 5 used a games method, 4 used discussion and 2 used parenting activity. In addition, the author also found that 8 teachers chose to use drawing media such as storybooks as the learning media in enhancing students’ prosocial behavior, while 6 teachers used games and toys for children playing together such as play-mom sets or balls , 3 teachers used educational media such as puzzles or blocks and the other 2 used video. Based on this survey, drawing media and storytelling methods had the same status; meaning that teachers were mainly using storytelling methods and drawing media to improve prosocial behavior in early childhood.

Keywords: Prosocial Behavior, Early Childhood, Storytelling, Learning Media
Commentary from the CRNA President, Dr. Yoichi Sakakihara

Non-cognitive skills has been recognized as important as cognitive skills in child development. Fostering non-cognitive skills has been regarded as one of the most imminent agenda in early child education and care. Compassion or empathy are among the core constituents of non-cognitive skills. Compassionate behaviors are expressed as prosocial behavior in everyday life.

In "Teacher's attempt and role in improving prosocial behavior of early childhood," the authors attempted to elucidate teacher's methods to foster children's prosocial behaviors.

A questionnaire survey was conducted among 19 kindergarten teachers asking for their commonly employed measures to foster children's prosocial behaviors. It was found that the most commonly used method was storytelling. Although the types of employed stories were not shown, it is easily speculated that teachers chose anecdotal stories on the beneficent outcomes of prosocial behaviors. Interestingly, teachers also adopt games as the measures to foster children's prosocial behaviors. Since adverse effects of games on child development have been widely emphasized in the public, more attention should be paid to their potential usefulness in improving children's prosocial behaviors.




>>Read the full article (PDF)
https://www.childresearch.net/projects/pdf/projects_fullpaper_2020_05.pdf

This paper was originally delivered as a paper presentation at the Third International Conference of Child Research Network Asia (CRNA), held in September, 2019 in Jakarta, Indonesia.

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