THE ROLE OF IMAGINATIVE PLAY AND INHIBITORY CONTROL TOWARDS PROSOCIAL BEHAVIOR IN PRESCHOOL CHILDREN
Peran Permainan Imajinatif dan Kontrol Inhibisi pada Perilaku Prososial Anak Usia Prasekolah
Abstract
Preschool age is a crucial period to foster children's prosocial behavior using imaginative play. This study aims to determine the relationship between imaginative play and prosocial behavior, with inhibitory control as a moderator. The instruments used are the Strengths and Difficulties Questionnaire (SDQ) dimensions of prosocial behavior, the Child Imagination Questionnaire (CIQ), and Head-Toes-Knees-Shoulders Task. Participants were preschool children aged 3–6 years (n = 75). Parents and teachers of children are also involved in administering the data. The results show that there are differences in the assessment results between teachers and parents. The teachers' assessment result shows a significant relationship between imaginative play and prosocial behavior [(75)=0.501, p<0.05, r2=0.251, one-tailed], and inhibitory control moderate the relationship between imaginative play and prosocial behavior (R2=0.4831, p=0.000). However, the correlation among the three variables was found to be non-significant in the parents’ assessment. Inhibitory control also does not moderate the relationship between imaginative play and prosocial behavior. The different results between teachers' and parents' assessments are explained further in this paper.
References
Alfiyah, S., & Martani, W. (2015). Validasi modul bermain peran “aku sayang kawan” untuk meningkatkan pengetahuan perilaku prososial pada anak usia dini. Gadjah Mada Journal of Professional Psychology (GamaJPP), 1(2), 120–137. https://doi.org/10.22146/gamajpp.9214
Bauer, R. H., Gilpin, A. T., & Thibodeau-Nielsen, R. B. (2021). Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling. Trends in Neuroscience and Education, 25. https://doi.org/10.1016/j.tine.2021.100165
Bernabei, L., Bersani, F. S., Delle Chiaie, R., Pompili, E., Casula, S., D'Aniello, G., ... & de’Fornari, M. A. C. (2018). A preliminary study on hot and cool executive functions in bipolar disorder and on their association with emotion regulation strategies. Rivista di Psichiatria, 53(6), 331–335. https://doi.org/10.1708/3084.30767
Blanchard de Assis, R. (2020). Religious identity and imagination in early childhood (Doctoral dissertation).
Collie, R. J., Martin, A. J., Nassar, N., & Roberts, C. L. (2019). Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement. Journal of Educational Psychology, 111(1), 170–187. https://doi.org/10.1037/edu0000262
Diamond, A. (2020). Executive functions. In Handbook of clinical neurology (Vol. 173, pp. 225–240). Elsevier. https://doi.org/10.1016/B978-0-444-64150-2.00020-4
Eisenberg, N., Guthrie, I. K., Murphy, B. C., Shepard, S. A., Cumberland, A., & Carlo, G. (1999). Consistency and Development of Prosocial Dispositions: A Longitudinal Study. In Source: Child Development (Vol. 70, Issue 6). https://doi.org/10.1111/1467-8624.00100
Evans, T. A. (2015). Addressing Social Emotional Competence in Early Childhood Through Research-Based Assessment and Evaluation Practices / Working with Families and Children to Promote the Development of Social Emotional Competence. Culminating Projects in Child and Family Studies. 2. School of Education. https://repository.stcloudstate.edu/cfs_etds/2/
Fujisawa, K., Kutsukake, N., & Hasegawa, T. (2008). Reciprocity of prosocial behavior in Japanese preschool children. International Journal of Behavioral Development, 32(2), 89–97. https://doi.org/10.1177/0165025407084055
Gilpin, A. T., Thibodeau, R. B., Nancarrow, A. F., & Brown, C. E. (2017). Fantasy orientation: Measuring individual differences and assessing relations with cognitive development. In Poster presented at the biennial meeting of the Cognitive Development Society. Portland. OR
Gilpin, A. T., Brown, M. M., & Pierucci, J. M. (2015). Relations Between Fantasy Orientation and Emotion Regulation in Preschool. Early Education and Development, 26(7), 920–932. https://doi.org/10.1080/10409289.2015.1000716
Goldstein, T. R., & Lerner, M. D. (2017). Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science, 21(4). https://doi.org/10.1111/desc.12603
Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
Hayes, A. F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach (2nd Ed.). New York, NY: Ebook The Guilford Press.
House, B. R., Silk, J. B., Henrich, J., Barrett, H. C., Scelza, B. A., Boyette, A. H., Hewlett, B. S., McElreath, R., & Laurence, S. (2013). Ontogeny of prosocial behavior across diverse societies. Proceedings of the National Academy of Sciences of the United States of America, 110(36), 14586–14591. https://doi.org/10.1073/pnas.1221217110
Hubert, B., Guimard, P., & Florin, A. (2017). Cognitive self-regulation and social functioning among French children: A longitudinal study from kindergarten to first grade. PsyCh Journal, 6(1), 57–75. https://doi.org/10.1002/pchj.160
Jaggy, A. K., Kalkusch, I., Bossi, C. B., Weiss, B., Sticca, F., & Perren, S. (2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly, 64, 13–25. https://doi.org/10.1016/j.ecresq.2023.01.012
Jung, J., & Schröder-Abé, M. (2019). Prosocial behavior as a protective factor against peers' acceptance of aggression in the development of aggressive behavior in childhood and adolescence. Journal of Adolescence, 74, 146–153. https://doi.org/10.1016/j.adolescence.2019.06.002
Köster, M., Ohmer, X., Nguyen, T., & Kärtner, J. (2016). Infants understand others’ needs. Psychological Science, 27(4), 542–548. https://doi.org/10.1177/09567976156274
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321
Lohndorf, R. T., Vermeer, H. J., Cárcamo, R. A., De la Harpe, C., & Mesman, J. (2019). Preschoolers’ problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Childhood Research Quarterly, 48, 36–49. https://doi.org/10.1016/j.ecresq.2019.02.005
Mayangsari, D., Sari, E. D. N., & Munaila, N. (2017). Peningkatan perilaku prososial pada anak usia 4-5 tahun melalui kegiatan outbond fun estafet di Tk PGRI Langkap Burneh Bangkalan. Jurnal PG-PAUD Trunojoyo: Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 115–132. https://doi.org/10.21107/pgpaudtrunojoyo.v4i2.3574
Niu, L., Jin, S., Li, L., & French, D. C. (2016). Popularity and social preference in chinese adolescents: associations with social and behavioral adjustment. Social Development, 25(4), 828–845. https://doi.org/10.1111/sode.12172
Padilla-Walker, L. M., Memmott-Elison, M. K., & Coyne, S. M. (2018). Associations between prosocial and problem behavior from early to late adolescence. Journal of Youth and Adolescence, 47(5), 961–975. https://doi.org/10.1007/s10964-017-0736-y
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365
Quigley, D., & Maggi, S. (2014). Predicting substance use from childhood aggression and prosocial behaviour. Canadian Journal of Community Mental Health, 33(3), 1–15. https://doi.org/10.7870/cjcmh-2014-011
Richard, S., Baud‐Bovy, G., Clerc‐Georgy, A., & Gentaz, E. (2021). The effects of a ‘pretend play‐based training’designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐to 6‐year‐old Swiss children. British Journal of Psychology, 112(3), 690–719.
Taylor, M. (Ed.). (2013). The Oxford handbook of the development of imagination. Oxford University Press.
Telzer, E. H., Van Hoorn, J., Rogers, C. R., & Do, K. T. (2018). Social influence on positive youth development: A developmental neuroscience perspective. Advances in child development and behavior, 54, 215–258. https://doi.org/10.1016/bs.acdb.2017.10.003
Thibodeau-Nielsen, R. B., & Gilpin, A. T. (2020). The role of emotion regulation in the relationship between pretense and executive function in early childhood: For whom is the relationship strongest? Infant and Child Development, 29(5). https://doi.org/10.1002/icd.2193
Tomasello, M., & Gonzalez-Cabrera, I. (2017). The Role of Ontogeny in the Evolution of Human Cooperation. Human Nature, 28(3), 274–288. https://doi.org/10.1007/s12110-017-9291-1
Yavuz, H. M., Dys, S., & Malti, T. (2022). Parental Discipline, Child Inhibitory Control and Prosocial Behaviors: The indirect relations via child sympathy. Journal of Child and Family Studies, 31(5), 1276–1289. https://doi.org/10.1007/s10826-021-02224-7
Youth in Mind. (2020, January 26). Indonesian. https://www.sdqinfo.org/py/sdqinfo/b3.py?language=Indonesian
Zhang, R., & Wang, Z. (2020). Inhibitory control moderates the quadratic association between resting respiratory sinus arrhythmia and prosocial behaviors in children. Psychophysiology, 57(4). https://doi.org/10.1111/psyp.13491
Copyright (c) 2024 Jurnal Ilmu Keluarga dan Konsumen
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors submitting manuscripts should understand and agree that copyright of manuscripts published are held Jurnal Ilmu Keluarga dan Konsumen. The statement to release the copyright to Jurnal Ilmu Keluarga dan Konsumen is stated in Copyright Release Form. Copyright encompass exclusive rights to reproduce, to distribute, and to sell any part of the journal articles in all form and media. The reproduction of any part of this journal is allowed with a written permission from Jurnal Ilmu Keluarga dan Konsumen.
