Email this article PERILAKU PROSOSIAL ANAK TAMAN KANAK-KANAK DILIHAT DARI PENDIDIK ANAK USIA DINI
(1) Institut Agama Islam Negeri (IAIN) Metro Lampung
(2) Universitas Negeri Yogyakarta
(*) Corresponding Author
Abstract
Gender differences in prosocial behavior have been widely studied. Given the long-term effects of behavioral prosocial problems on later childhood academic performance, it is certain that gender differences in prosocial behavior can be rooted in developmental characteristics in early childhood. In an effort to contribute insight to knowledge of child development, this study investigates whether variability in behavioral issues among child kindergarten children can be attributed to gender differences. Participants included 128 children and 8 teachers in each class who were given a questionnaire or CBCL instrument to respond to the child's prosocial behavior, under the questionnaire with comments or additions to the child's behavior not contained in the CBCL instrument. Children (mean age at month = 72 (SD = 36.47) consisted of 67 boys and 61 girls.This study showed that there was no gender difference in prosocial behavior problems in children aged 3 years, 4 years, 5 years.But when analyzed the comparison of child prosocial behavior problems on gender differences there is a significant result that there are differences in prosocial behavior between boys and girls.
Penelitian ini terdorong oleh masalah perilaku prososial anak. Mengingat efek jangka panjang dari masalah perilaku prososial pada anak kemudian hari, dapat dipastikan bahwa perbedaan gender perilaku prososial dapat berakar pada karakteristik perkembangan pada anak usia dini. Tujuan dari penelitian ini yaitu meneliti apakah variabilitas dalam masalah perilaku prososial di antara anak-anak taman kanak-kanak dapat dikaitkan dengan perbedaan gender. Partisipan terdapat 128 anak dan 8 guru pada setiap kelas. Instrument pada penelitian ini menggunakan instrument CBCL untuk menjawab mengenai perilaku prososial anak, dibawah angket tersebut disertai komentar atau tambahan mengenai perilaku anak yang tidak terdapat pada instrument CBCL. Anak-anak (usia rata-rata di bulan = 72 (SD = 36,47) terdiri dari 67 anak laki-laki dan 61 anak perempuan. Hasil diperoleh dari data kuantitatif dan data kualitatif sesuai pertanyaan mengenai masalah perilaku prososial. Penelitian ini menunjukkan bahwa tidak ada perbedaan gender pada masalah perilaku prososial pada anak usia 3 tahun, 4 tahun, 5 tahun. Untuk hasil dari keseluruhan usia dibahas dalam hasil data kuantitatif.
Keywords
Full Text:
PDFReferences
DAFTAR PUSTAKA
Achenbach, T.M. (1991). Manual for the child behavior checklist/4-18 and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont.
Achenbach, T.M., & Rescorla, L.A. (2000). Manual for the ASEBA preschool forms & profiles. Burlington, VT: Research Center for Children, Youth, and Families, University of Vermont.
Asha L. Spivak & Dale C. Farran. (2012). First-Grade Teacher Behaviors and Children's Prosocial Actions in Classrooms, Early Education and Development, 23:5, 623-639, DOI: 10.1080/10409289.2011.566164.
Babcock., Lynn, H., Leonard. (1995). Prosocial Behaviors of Five-Year-Old Children in Sixteen Learning/Activity Centers. Journal of Research in Childhood Education, 9:2, 113-127, DOI: 10.1080/02568549509594870
Bowman, B. T., Donovan, M. S. and Burns, M.S. (2000). Eager to Learn: Educating Our Preschoolers. Washington DC: The National Academies Press. http://www.nap.edu/openbook.php?isbn=0309068363
Campbell, S.B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36(1), 113–149.
Clark, Eric R. Dahlen, & Nicholson. (2015). The Role of Parenting in Relational Aggression and Prosocial Behavior among Emerging Adults. Journal of Aggression, Maltreatment & Trauma, 24:185–202, 2015 Copyright © Taylor & Francis Group, LLC ISSN: 1092-6771 print/1545-083X online DOI: 10.1080/10926771.2015.1002653
Chen, Jennifer Junâ€Li. (2010). Gender differences in externalising problems among preschool children: implications for early childhood educators, Early Child Development and Care, 180:4, 463-474, DOI: 10.1080/03004430802041011
Chirsten, P. Kremer. (2016). Behavior Problems and Children’s Academic Achievement: A Test of Growth-Curve Models with Gender and Racial Differences. Journal homepage: www.elsevier.com/locate/childyouth.
Dearing, E., McCartney, K., & Taylor, B.A. (2006). Within-child associations between family income and externalizing and internalizing problems. Developmental Psychology, 42(2), 237–252.
Desouza & Czerniak. (2002). Social Behaviors and Gender Differences Among Preschoolers: Implications for Science Activities, Journal of Research in Childhood Education, 16:2, 175-188, DOI: 10.1080/02568540209594983
Eivers, A., Brendgen, M., & Borge, A. (2010). Stability and change in prosocial and antisocial behavior across the transition to school: Teacher and peer perspectives. Early Education and Development, 21, 843–864.
Girard , Girolametto , Weitzman & Greenberg. (2011). Training Early Childhood Educators to Promote Peer Interactions: Effects on Children's Aggressive and Prosocial Behaviors, Early Education and Development, 22:2, 305-323, DOI: 10.1080/10409281003668060
Gutman & Feinstein. (2010). Parenting behaviours and children’s development from infancy to early childhood: changes, continuities and contributions, Early Child Development and Care, 180:4, 535-556, DOI: 10.1080/03004430802113042
Hartas, D. (2011). Children’s Language And Behavioural, Social and Emotional Difficulties and Prosocial Behaviour During The Toddler Years and At School Entry. British Journal of Special Education. Volume 38 · Number 2 · p83-91
Heller, T.L., Baker, B.L., Henker, B., & Hinshaw, S.P. (1996). Externalizing behavior and cognitive functioning from preschool to first grade: Stability and predictors. Journal of Clinical Child Psychology, 25(4), 376–387.
Hughes, J., Cavell, T., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289– 301.
Kate, W., & Donna., B. 2017. The Development of Prosocial Behavior in Early Childhood: Contributions of Early Parenting and Self-Regulation. International Journal of Early Childhood. Apr2017, Vol. 49 Issue 1, p73-94.
Keenan, K., & Shaw, D. (1997). Developmental and social influences on young girls’ early problem behavior. Psychological Bulletin, 121(1), 95–113.
Majedah, Ebtesam, Intisar. (2016). Maternal Socialization and Kindergarten Children’s Behaviors from Jordanian Mothers’ and Teachers’ Perspectives. Early Childhood Educ J. DOI 10.1007/s10643-015-0766-6
Menteri Pendidikan Nasional. (2014). Peraturan Menteri Pendidikan Nasional
Tentang Standar Pendidikan Anak Usia Dini. Jakarta: Kemendiknas.
Rescorla, L.A., & Alley, A. (2001). Validation of the Language Development Survey (LDS): A parent report tool for identifying language delay in toddlers. Journal of Speech, Language, and Hearing Research, 44, 434–445.
Rimm-Kaufman, S.E., Pianta, R.C., & Cox, M.J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147–166.
Roseth, Anthony, Catherine et al. (2007). Preschoolers’ Aggression, Affiliation, and Social Dominance Relationship: An Observational Longitudinal Study. http://dx.doi.org/10.1016/j.jsp.2007.02.008
Rosa, Paloma, Rosario, José. (2017). Differential Effects of Mother’s and Father’s Parenting on Prosocial and Antisocial Behavior: Child Sex Moderating. J Child Fam Stud DOI 10.1007/s10826-017-0726-4
Stacks, A. (2005). Using an ecological framework for understanding and treating externalizing behavior in early childhood. Early Childhood Education Journal, 32(4), 269–278.
Saracho & Spodek. (2007). Early childhood teachers' preparation and the quality of program outcomes, Early Child Development and Care, 177:1, 71-91, DOI: 10.1080/03004430500317366
Vygotsky, L. S. (1978). Mind In Society. Cambridge, MA: Hardvard Uneversity Press.
Woods, Bosackia, & Coplan. (2016). Canadian Early-Childhood Educators’ Perceptions of Children’s Gendered Shy, Aggressive, and Prosocial Behaviors. JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION 2016, VOL. 30, NO. 3, 320–333.
Will E. Hipson & Daniel G. Séguin (2015): Is good fit related to good behaviour? Goodness of fit between daycare teacher–child relationships, temperament, and prosocial behaviour, Early Child Development and Care, DOI: 10.1080/03004430.2015.10615
DOI: 10.24235/awlady.v6i1.4189
Article Metrics
Abstract view : 134 timesPDF - 70 times
Refbacks
- There are currently no refbacks.
Awlady: Jurnal Pendidikan Anak, Indexed By:
 
2_(1)1.png)
 
Â
Â
Â
This work is licensed under a Creative Commons Attribution 4.0 International License.