Syaodih, E. and Setiasih, O. and Romadona, N.F. and Handayani, H. (2017) Moral cognitive-based project learning in the development of early childhood prosocial behavior. In: The 2nd International Conference On Teacher Education And Professional Development (InCoTEPD 2017), 21 – 22 Oct 2017, Yogyakarta, Indonesia.
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Abstract
Prosocial behavior refers to voluntary actions that are intended to help or benefit another individual or group of individual. Prosocial behavior aims to help increase the well-being of others because a person who performs prosocial acts contribute to the prospering and happy life of people or recipients of aid. Prosocial behavior includes sharing, cooperative, donating, helping, honesty, and generosity. Prosocial behavior can be developed from early childhood through a cognitive moral-based project learning process. Project learning provides opportunities for children to improve skills that have been mastered individually or in groups, fostering a child interest in what has been done in the project, manifesting creativity, working with others and responsible for the success of group goals and gaining a complete understanding of a concept. Project learning activities based on cognitive morals encourage children to understand moral dilemmas so that children can build a cognitive understanding of a prosocial behavior. The steps taken in cognitive moral-based project learning are: 1) start with the essential question, 2) design a plan for the project, 3) create a schedule, 4) assess the outcome, and 5) evaluate the experience.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | LPPMP |
| Divisions: | LPPMP - Lembaga Pengembangan dan Penjaminan Mutu Pendidikan |
| Depositing User: | LPPMP |
| Date Deposited: | 18 Aug 2018 02:03 |
| Last Modified: | 18 Aug 2018 02:03 |
| URI: | http://eprints.uny.ac.id/id/eprint/58170 |
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