Manifestations of Helping Behavior among Preschool Children in a Laboratory School in the Philippines

서지정보

· 발행기관 : 환태평양유아교육연구학회
· 수록지 정보 : Asia-Pacific journal of research in early childhood education / 8권 / 3호
· 저자명 : Maria Perlita E. de Leon, Micah Denise S. del Mundo, Ma. Lovena V. Moneva, Anna May L. Navarrete

목차

Introduction
Methods
Results and Discussion
Conclusions and Recommendation
References

초록

The study investigated helping behaviors in two laboratory preschool classes in a university in thePhilippines and the contexts in which these behaviors were displayed. Using non-participant observation,34 children between 3 to 5 years old were video recorded at least one hour for nine days spread across aperiod of one month during unstructured class activities. Storytelling sessions followed the observationto identify the ideas children have about helping. Data were organized using event samples and groupedaccording to Bar-Tal’s categories of (a) sharing, (b) aiding, (c) comforting, and (d) giving. A total of 380incidents of helping behaviors were noted. Findings suggest that aiding (55.79%) is the most displayedhelping behavior followed by sharing (34.21%), giving (8.16%), and comforting (1.84%). The helpingbehaviors were mostly self-initiated (52.37%) and routine-based (32.9%) rather than adult- (13.32%),peer-initiated (10.53%) or modeled behaviors (0.79%). These findings are attributed to the socializationof the class routine and rules at the beginning of the semester.

영어초록

The study investigated helping behaviors in two laboratory preschool classes in a university in the
Philippines and the contexts in which these behaviors were displayed. Using non-participant observation,
34 children between 3 to 5 years old were video recorded at least one hour for nine days spread across a
period of one month during unstructured class activities. Storytelling sessions followed the observation
to identify the ideas children have about helping. Data were organized using event samples and grouped
according to Bar-Tal’s categories of (a) sharing, (b) aiding, (c) comforting, and (d) giving. A total of 380
incidents of helping behaviors were noted. Findings suggest that aiding (55.79%) is the most displayed
helping behavior followed by sharing (34.21%), giving (8.16%), and comforting (1.84%). The helping
behaviors were mostly self-initiated (52.37%) and routine-based (32.9%) rather than adult- (13.32%),
peer-initiated (10.53%) or modeled behaviors (0.79%). These findings are attributed to the socialization
of the class routine and rules at the beginning of the semester.

참고자료

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