Formation of Prosocial Behavior in Early Childhood Through the Habituation Method at TK ABA Gunung Tua

Abstract

This study aimed to analyze the formation of prosocial behavior in early childhood through the habituation method at TK ABA Gunung Tua. A qualitative approach with a case study design was employed. The research participants consisted of the principal, teachers, and children selected through purposive sampling. Data were collected through observations, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that the habituation method was integrated into daily learning activities through routines encouraging sharing, helping, cooperation, empathy, and caring for peers and the environment. Teachers played significant roles as role models and facilitators by demonstrating prosocial behavior, providing positive reinforcement, and creating opportunities for children to practice social values in everyday activities. The implementation of the habituation method effectively enhanced children's willingness to share, help others, cooperate, and demonstrate empathy and social concern. The success of the program was supported by teachers' consistency, a positive school culture, and exemplary behavior, while differences in parenting styles and children's developmental characteristics were identified as the main challenges. The study concludes that the habituation method is an effective strategy for fostering prosocial behavior as an integral part of character education in early childhood.