Abstract
This research is motivated by the low participation of parents in the development of children's prosocial activities in the arena of public facilities, which results in poor prosocial abilities of children. This can be seen from the behavior of early childhood who like to monopolize the game, not patiently waiting for their turn, likes to hit friends, and does not like friends, do not want to share and so forth. The purpose of this study was to describe the developing prosocial for Early children on playing in public facilities during Covid-19. This article design be Systematic literature Review (SLR): (1) Parents can develop children’s prosocial behavior in the playground using adaptive model (a model adapted to the needs and age of the child), so that can be easily understood and adapted to the conditions of the child, parents, and existing playground equipment (2) Covid-19 has impacted children’s social development, children interact less with others. Parents need to develop their children’s prosocial in their daily activities at home and the playground (3) The providers of the public playground facilities and parents should strictly paying attention on health protocols, such as making sure the physical distancing, and providing proper hand washing facilities
Highlights
The social development of children is affected by the family environment and the environment outside the house
Public play facilities which are in the midst of the community are a very strategic place in the development of children prosocial
The results showed that parents had not participated in the social development of children in the public play arena
Summary
The social development of children is affected by the family environment and the environment outside the house. Public play facilities which are in the midst of the community are a very strategic place in the development of children prosocial. This is in addition to children being faced with natural situations, interactions with peers, the environment is very challenging and mutually interactive in both persuasive and competitive forms. This is consistent with the results of research conducted by Nurmalitasari (2015) that children's social development is obtained from maturity and learning opportunities from various environmental response
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