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Teacher' roles in ZPD-based sociodramatic play for children' prososcial behaviors development

Afiati, Evi and Suherman, U and Nurhudaya, Nurhudaya (2018) Teacher' roles in ZPD-based sociodramatic play for children' prososcial behaviors development. Proceedings of the 4th International Conference on Early Childhood Education (ICECE, 2018). pp. 58-65.

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Early Chilhood Education In The 21st Century Evi Afiati.pdf

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Due to the concern of under-developed prosocial behaviour upon children, ZPD (Zone of Proximal Development) theory, which emphasizes the help from others to achieve a certain level of development, is utilized in this research to assist children to achieve the proper level of development through the implementation of sociodramatic play. Three kindergarten teachers were involved as the participants. Four weeks of recorded activities of a sociodramatic play were analyzed to identify teachers' roles in giving assistance to children. The result revealed that intervention or assistance was given when children showed low participation while it was hindered when they showed high participation in the play. Thus, when teachers' optimum role as assistance providers is fulfilled, ZPD-based sociodramatic play can serve as an alternative pedagogical strategy to develop children prosocial behaviours.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: 02-Fakultas Keguruan dan Ilmu Pendidikan > 86201-Jurusan Bimbingan dan Konseling
Depositing User: Dr. Evi Afiati
Date Deposited: 02 Dec 2021 10:30
Last Modified: 02 Dec 2021 10:30

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