Peran Guru sebagai Model dan Fasilitator dalam Menumbuhkan Kepedulian Sosial Anak Usia Dini
DOI:
https://doi.org/10.54259/diajar.v5i4.9239Keywords:
Early Childhood Teacher , Role Model , Facilitator , Social Caring Behavior, Early ChildhoodAbstract
This study describes young children’s social caring behavior and the teacher’s roles as a model and facilitator in supporting its development at Aisyiyah Bustanul Athfal (ABA) Kindergarten in Perdagangan. A qualitative case study was conducted with Group B children aged 5–6. In-depth observation focused on five of the 27 children in the class. Interview participants were three teachers, the principal, and three parents. Data were collected through non-participant observation, semi-structured interviews, and document review, then analyzed thematically. Credibility was supported through method and source triangulation, member checking, and an audit trail. The findings show sharing, helping, empathy, cooperation, and turn-taking during classroom and play activities. Some children displayed these behaviors spontaneously, while others still needed guidance. Teachers modeled caring behavior through respectful communication, helping children, and fair conflict resolution. They facilitated practice through collaborative activities, classroom routines, positive reinforcement, guiding questions, and conflict mediation. School culture, repeated routines, principal support, a safe learning environment, and communication with parents supported this process. Differences among children, age-related egocentrism, limited teacher attention, inconsistent home routines, and disputes over preferred toys presented challenges. The findings suggest that modeling and facilitation operate through repeated social experiences supported by the school and family environment
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