Shaping Prosocial Behavior in Kindergarten Children Through Bedtime Storytelling
Article Sidebar
Main Article Content
Abstract
Background of the study: Prosocial behavior typically begins to emerge when a child is around two years old, an age that falls within the early childhood stage. Children of kindergarten age are also considered to be in early childhood. At this stage, children tend to exhibit prosocial behaviors primarily toward those closest to them, such as family members, teachers, and classmates. The development of prosocial behavior is crucial for early childhood, as it prepares children to become members of a community and helps them adapt and interact within a broader social environment in the future. Factors that support the emergence of prosocial behavior include a positive environment, effective communication, observable role models, good habits, and parental involvement. One way parents can contribute is by engaging in bedtime storytelling.
Aims and scope of paper: This study aims to explore and understand prosocial behavior in kindergarten-aged children who are regularly told bedtime stories.
Methods: This research employs a qualitative method with a case study approach. The sampling technique used is purposive sampling, involving three participants aged 4–6 years who are enrolled as students at TK Anak Sholeh, Bangkalan. Data were collected through interviews and analyzed using Stake’s data analysis model. The validity of the data was ensured through source triangulation.
Results: The study found that all three participants demonstrated prosocial behavior across several key aspects. These behaviors include the ability to express empathy, collaborate, share tasks with peers, help others, donate willingly, and acknowledge their mistakes. In summary, the results indicate that the three kindergarten-aged participants exhibited prosocial behaviors such as sharing, cooperation, helping, donating, and honesty.
Contribution: This study concludes that bedtime storytelling can effectively foster prosocial behavior in kindergarten-aged children. Therefore, it is recommended that parents pay closer attention to their children's prosocial development and support it by establishing a consistent bedtime storytelling routine.
Article Details
References
Anggraini, N. F. (2016). Pengaruh Metode Storytelling Terhadap Peningkatan Perilaku Prososial Anak Usia 4-5 Tahun Di Taman Kanak – Kanak Islamiyah Pontianak. Edukasi: Jurnal Ilmiah Pendidikan Anak Usia Dini, 4(1), 22–30.
Ayuni, R. D., Siswati, & Rusmawati, D. (2013). Pengaruh Storytellling Terhadap Perilaku Empati Anak. Jurnal Psikologi Undip, 12(2), 121–130.
Carlo, G., & Randall, B. A. (2002). The development of a measure of prosocial behaviors for late adolescents. Journal of Youth and Adolescence, 31(1), 31–44. https://doi.org/10.1023/A:1014033032440
Carolin, C. A., & Ekawati, Y. N. (2021). Pengaruh Metode Storytelling Menggunakan Media Wayang Terhadap Perilaku Prososial Pada Anak Usia Dini Di Tk Aisyiyah Iii Kota Jambi. Jurnal Psikologi Jambi, 4(2), 70–79. https://doi.org/10.22437/jpj.v5i02.10339
Dunfield, K., Kuhlmeier, V. A., O’Connell, L., & Kelley, E. (2011). Examining the Diversity of Prosocial Behavior: Helping, Sharing, and Comforting in Infancy. Infancy, 16(3), 227–247. https://doi.org/10.1111/j.1532-7078.2010.00041.x
Eisenberg, N & Mussen, P. . (1989). The roots of prosocial behavior in children. Cambridge University Press.
Firmansyah, F. (2021). Perkembangan Perkembangan Sosial Emosional Dan Kreativitas Anak Usia Dasar. Al-Ihtirafiah: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 1(2), 127–140. https://doi.org/10.47498/ihtirafiah.v1i02.661
Hidayati. (2013). Dongeng sebelum tidur (bedtime stories) sebagai sarana pembentukan karakter anak. Seminar Nasional Parenting.
Nadhifah, A. (2020). Perilaku prososial pada anak usia 5-6 tahun di tk muslimat nu khadijah 1 kertosono nganjuk. Jurnal Pendidikan Anak Usia Dini, 7(9), 573–578. https://journal.student.uny.ac.id/index.php/pgpaud/article/view/16988
Nurmalitasari, F. (2015). Perkembangan Sosial Emosi pada Anak Usia Prasekolah. Buletin Psikologi, 23(2), 103. https://doi.org/10.22146/bpsi.10567
Rizqiyani, R., & Asmodilasti, A. (2020). Perilaku Prososial Anak Taman Kanak-Kanak Dilihat Dari Pendidik Anak Usia Dini. AWLADY?: Jurnal Pendidikan Anak, 6(1), 110. https://doi.org/10.24235/awlady.v6i1.4189
Rochmawati, N. I. (2019). Dongeng Sebelum Tidur Dalam Meningkatkan Kecerdasan Emosional Anak 4-5 Tahun. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 1(2), 54. https://doi.org/10.35473/ijec.v1i2.357
Rukiyah, R. (2018). Dongeng, Mendongeng, dan Manfaatnya. Anuva, 2(1), 99. https://doi.org/10.14710/anuva.2.1.99-106
Sufiati, V., & Paramita, M. V. A. (2021). Bagaimana Literasi Dini dengan Cerita Sebelum Tidur? Jurnal Pendidikan Anak Usia Dini Undiksha, 9(1), 10. https://doi.org/10.23887/paud.v9i1.32837
Susanti; Siswati; Astuti. (2013). Perilaku Prososial: Studi Kasus pada Anak Prasekolah. Jurnal EMPATI, 2(4), 475–482.
Swit, C., & McMaugh, A. (2012). Relational aggression and prosocial behaviours in Australian preschool children. Australian Journal of Early Childhood, 37(3), 30–34. https://doi.org/10.1177/183693911203700305
Wahyuni, H. (2020). Dinamika psikologis post traumatic stress disorder pada anak yang pernah mengalami kekerasan seksual (Studi kasus faktor risiko dan dampak). Universitas Airlangga.