Children's Moral Behavior Research Articles

FORMATION OF CHILDREN'S INTEREST IN MUSICAL INSTRUMENTS

The role of musical instruments is important in the moral and aesthetic development of children. Through the history of the creation of musical instruments, the main goal is to regulate children's moral behavior in the future. Ways to interest students in national musical instruments are shown.

Development of a Three-Dimensional Media Simulation Game Model to Develop Children's Morals in Kindergarten: A Preliminary Study

Learning media development is a way to solve an early childhood learning problem in improving children's moral behavior. The purpose of this study was to determine the needs of teachers in developing a three-dimensional media simulation game model in kindergarten to improve children's moral aspects. The method used in this research is a qualitative method using interviews and observations as research instruments. There are several important points in the findings of this study, namely (1) children's moral abilities are still lacking, (2) the ability of teachers to package material about children's morals in kindergarten is also lacking, and (3) teachers need a game model for children that is interesting and fun. Therefore, it is necessary for teachers to design a three-dimensional media simulation game model that can improve children's moral abilities.

Psychological issues of formation of moral behavior and sense

The article talks about the psychological foundations of the correct formation of moral behavior and sense of responsibility in children in modern times. In this process, attention is paid to the psychological aspects of the special role of society, especially social groups, and mass media and propaganda in the formation of children's moral behavior, sense of duty and responsibility, from a scientific-theoretical and practical point of view. The process of forming children's moral behavior, sense of duty and responsibility Its complex nature requires special guidance that is consistently and regularly implemented, which is extensively analyzed in the article.

The Relationship Between Educators' Teaching Strategies and the Moral Development of Children Aged 4-5 Years in PAUD Amanah Kota Pariaman

This research is motivated by the low moral development of children, this is thought to be caused by the inappropriate strategies used by educators in teaching. This research aims to describe educators' teaching strategies in developing children's morals at PAUD Amanah Kota Pariaman. Describes the moral development of children aged 4-5 years at PAUD Amanah Kota Pariaman. Seeing the relationship between educators' teaching strategies and the moral development of children aged 4-5 years at PAUD Amanah Kota Pariaman. This research uses a quantitative approach with a correlational type. The population of this study was parents whose children attended PAUD Amanah Kota Pariaman, totaling 24 people. The sampling technique used cluster random sampling, taking 80% of the population, namely 19 people. The data collection technique uses a questionnaire in the form of a list of statements. Data analysis techniques use percentages and rank order. The results of this research indicate that the strategies used by educators in teaching at PAUD Amanah Kota Pariaman are categorized as inappropriate. The moral development of children aged 4-5 years at PAUD Amanah Kota Pariaman is categorized as low. There is a significant relationship between educators' teaching strategies and the moral development of children aged 4-5 years at PAUD Amanah Kota Pariaman. It is recommended that educators use more appropriate teaching strategies and attract children's attention in developing children's moral behavior.

Perkembangan Moral Dan Keimanan Anak Usia Dini Melalui Metode Bercerita Di TPA Al-Husna Kota Bandung

In the process of instilling moral values and faith in early childhood, we must look at the stage of child development. Instilling morals and faith in children can be realized by participating in school activities, children will get real experiences provided by the teacher. one of the methods used by teachers to instill morals and faith in children through storytelling activities. The need to instill morals and faith in the storytelling method is expected to make the values taught can be lived and interpreted by children without coercion. The research method used is qualitative method with data collection techniques. The findings of this study are that storytelling method activities can affect children's morals and faith when these activities are carried out with the right delivery, the right story selection, and by providing exemplary examples. The storytelling method can influence children's moral behavior and faith, but this activity is not enough. Therefore, teachers and parents must establish good cooperation. The purpose of this study is to determine the effectiveness of the storytelling method in instilling morals and faith in children of TPA Al-Husna, and to find out the supporting and inhibiting factors when the storytelling method is carried out at school. Efforts made by teachers to instill morals and faith in children so that children can understand and practice them in their daily lives. So that the development of morals and faith in early childhood develops well.

Exploring the Impact of Attachment to School Counselors on Moral Emotion Development in Slow Learners: A Case Study in Central Java Inclusive Schools

Emotion becomes an integral part that derives children's moral behavior. Moral emotion controls moral transgression by making children aware of the consequences of their actions. However, not all children can control their emotions, e.g., slow learners. The slow learners in this study are students in inclusive schools in Central Java. Their status as inclusive students resulted in feelings of alienation, even bullying. One factor affecting moral emotions is children's attachment to attachment figures, including school counselors. This study aims to determine the attachment pattern between slow learners and school counselors in developing moral emotions. This research used a qualitative method with a case study approach. Data was collected by interviews, direct observations, focused group discussions (FGD), and documentation. The results showed that the level of slow learners‘ attachment security was affected by school counselors‘ affection, responsiveness, sensitivity, and availability, both physically and emotionally. Higher security slow learners demonstrated higher trust and disclosure, and are emotionally attached to school counselors compared to those with lower security. On the other hand, attachment is associated with moral emotions of shame, guilt, and righteous anger but is not significantly associated with empathy. The findings are expected to increase awareness of school counselors in showing support and affection toward slow learners in inclusive schools, especially while providing services to fulfill guidance and counseling functions of understanding, development, and prevention.

Navigating the Digital Divide Maternal Technoference and Its Reverberations on Children's Moral Development

In today's rapidly evolving digital landscape, the extensive maternal social media engagement has introduced a unique intersection between their online presence and their role as caregivers, influencing their children's moral development. Mothers spending a lot of time on social media can influence their children’s understanding of right and wrong. In today’s digital era, the exploration of how mothers teach moral values and behaviors to their children along with the distracting social media usage is crucial. This research explores the influence of maternal social media usage on children's moral development, delving into strategies employed by mothers to shape their children's moral behavior in the context of digital distractions. Grounded in the social constructivist and interpretivist philosophical approach, the present study utilizes a qualitative case study design within cultural context of Pakistani society, involving educated housewives caring for their children aged 5 to 12 in Rawalpindi and Islamabad. The findings highlight the essential role of mothers in moral development of children, with the need for mindful parenting, including religious education, positive reinforcement and meaningful interactions with children to nurture the moral growth of children.

ANALISIS DAMPAK PENGGUNAAN MEDIA SOSIAL TIKTOK PADA PERILAKU MORAL ANAK KELAS V SEKOLAH DASAR

The use of social media TikTok can cause addiction which can affect children's moral behavior. Due to the existence of video content that is less educational. This study aims to analyze the impact of social media use TikTok and the moral behavior of fifth grade students at SDN Sumberjo. Moral behavior is behavior that is in accordance with the rules and values ​​in the society where the individual lives. The research method used is a qualitative method with a case study approach. This research will be conducted in class V SDN Sumberjo, Ngawen Blora. Collecting data in this study is observation, interviews, and documentation. Validity test using source triangulation. Data analysis techniques using data reduction, data presentation, and conclusions. The results of this study conclude that TikTok social media has a positive impact, namely as a means for entertainment media, encouragement to make creative videos so that they are famous, can add to relationships and also have negative impacts such as losing track of time and speaking more impolite or impolite words. have courtesy to elders. With social media, TikTok greatly influences the moral behavior of fifth graders at SDN Sumberjo. Many children follow the trendy style on social media TikTok, such as imitating the pargoy sway, imitating impolite words with the names of animals. This of course requires supervision in its use, so that the character and manners in the child are maintained and moral.

Pengaruh Film Animasi Terhadap Perilaku Moral Anak Usia 5-6 Tahun

The moral behavior of children today is quite worrying, especially in early childhood. This can be triggered by several factors, one of which is watching animated films that are used to be consumed by children. This study aims to examine the relationship and impact between animated films (y) on children's moral behavior (x). The method in this research is correlational using bivariate analysis technique. The object of the research is group B students with a total sample of 12 children. From the results of data processing, the r value of 0.973 is obtained, the correlation coefficient of determination is 2.7% so that interpreting the relationship and influence between animated films and the moral behavior of students aged 5-6 years has a positive influence.

Peningkatan Perilaku Moral Melalui Metode Bercerita

This research was conducted by analyzing and explaining the implementation of the application of the storytelling method in improving the moral behavior of group B children. The subjects in this study were children of group B PAUD Mawar Jingga. The method used in this study was action research developed by Kemmis and Taggart . The action in this study was carried out in 2 cycles consisting of 20 meetings. In each cycle consists of planning, action, observation, and reflection.
 This research was conducted at Mawar Jingga PAUD on Jalan Yudistira Blok C No. 9B Court Plot, RT 03 RW 011 Duren Sawit (East Jakarta). This research was conducted in the even semester of the 2013/2014 academic year. The data analysis used in this study was carried out in two ways, namely quantitative and qualitative approaches. Quantitative analysis showed an increase in children's moral behavior from pre-research to cycle II. Qualitative data analysis is based on the analytical model of Miles and Huberman which consists of: (1) data reduction; (2) presentation/display of data; (3) drawing conclusions. Qualitative data analysis is based on the results of field notes and documentation notes during the learning process. The results showed that the application of the storytelling method was proven to improve the moral behavior of group B children.

Big Book Learning Media Improves the Moral Behavior of Early Childhood

Many children still do not understand moral behavior, such as the importance of saying thank you and being willing to forgive each other if they make mistakes. Thus, the moral development of children has not developed optimally. This study aims to produce Big Book media to improve children's moral behavior. The development model used in this research is the ADDIE model. The ADDIE model consists of analysis (analyze), design (design), development (development), implementation (implementation), and evaluation (evaluation). In this research, only up to the development stage. The validation of the Big Book media instrument was carried out by three experts, namely material experts and media experts. This study collected data using a questionnaire method to test the media and materials. This study obtained the Big Book media to improve the moral behavior of early childhood, which was declared valid based on expert tests with the CVR and CVI scores being 1.00. The form of the development of the big book media produced is a medium used to improve the moral behavior of early childhood. PAUD teachers can use this Big Book media to improve children's moral behavior.

Parenting Patterns of Single Parents Father's Against Child Psychology

This study uses a qualitative method. The collection technique used is using observation, interviews, and literature study. The research problems were analyzed using Structural-Functional Theory and Psychoanalytic Theory. The findings in this study are divided into two parts. First, the parenting pattern, the process of implementing the parenting style, the single parent Father takes care and educates the child by instilling values and norms, applying discipline, giving appreciation, providing religious education, meeting the physical needs of the child. In the process of parenting, there are obstacles and expectations of parents towards their children. Second, discussing the psychological implications for children, which can be seen in terms of children's moral behavior, children's personality and socialization, as well as children's play activities.

Using environmental nudges to reduce academic cheating in young children.

Previous research on nudges conducted with adults suggests that the accessibility of behavioral options can influence people's decisions. The present study examined whether accessibility can be used to reduce academic cheating among young children. We gave children a challenging math test in the presence of an answer key they were instructed not to peek at, and manipulated the accessibility of the answer key by placing various familiar objects on top of it. In Study 1, we used an opaque sheet of paper as a two-dimensional occluder, and found that it significantly reduced cheating compared to a transparent plastic sheet. In Study 2, we used a three-dimensional occluder in the form of a tissue box to make the answer key appear even less accessible, and found it was significantly more effective in reducing cheating than the opaque paper. In Study 3, we used two symbolic representations of the tissue box: a realistic color photo and a line drawing. Both representations were effective in reducing cheating, but the realistic photo was more effective than the drawing. These findings demonstrate that manipulating accessibility can be an effective strategy to nudge children away from cheating in an academic context. They further suggest that different types of everyday objects and their symbolic representations can differentially impact children's moral behavior.

Young children are more likely to cheat after overhearing that a classmate is smart.

Research on moral socialization has largely focused on the role of direct communication and has almost completely ignored a potentially rich source of social influence: evaluative comments that children overhear. We examined for the first time whether overheard comments can shape children's moral behavior. Three- and 5-year-old children (N=200) participated in a guessing game in which they were instructed not to cheat by peeking. We randomly assigned children to a condition in which they overheard an experimenter tell another adult that a classmate who was no longer present is smart, or to a control condition in which the overheard conversation consisted of non-social information. We found that 5-year-olds, but not 3-year-olds, cheated significantly more often if they overheard the classmate praised for being smart. These findings show that the effects of ability praise can spread far beyond the intended recipient to influence the behavior of children who are mere observers, and they suggest that overheard evaluative comments can be an important force in shaping moral development.

Cheating, inequality aversion, and appealing to social norms

Abstract We conduct a field experiment involving 143, 9-years old children in their classrooms. Children are requested to flip a coin in private and receive a big or a small prize depending on the outcome they report. Comparing the actual and theoretical distribution of reported wins, we find evidence of cheating at the aggregate level. By using behavioral data gathered on previous and subsequent meetings with the same children, we are able to explore the relationship between cheating behavior, other regarding preferences, and the tendency to appeal to social norms in judging unfair behaviors. Children who are classified as concerned about inequality are less likely to cheat. Similarly, children who are more likely to appeal to social norms in judging unfair behaviors are also less likely to cheat. We find no significant relationship between inequality concern and social norms sensitivity, suggesting that these mechanisms work differently interacting with children moral behavior.

PERANAN ORANG TUA DALAM MENCEGAH TAWURAN ANTAR PELAJAR

Brawl is a negative interaction and has fatal consequences. Brawl between students nowadays is a very annoying problem of order and security in the surrounding environment. Interschool student brawls seem to have become a black spot in the world of education in Indonesia. According to the records of the National Commission for Child Protection (Komnas PA), the incidence of fights during the year 2011 has claimed 82 lives, not including the wounded. Each year the fight was not the case on the wane, but it is growing. Brawl between students arise as a result of excessive solidarity , as a result of mental thuggery, internal factors ( lack of religious upbringing, the influence of friends), and external factors (lack of parental and economic factors), are all factors brawl between students. Education in the family (parents) are very important as a basic foundation that forms the character of the child from the beginning. The role of parents is not only limited to instill norms of early life. They should continue to play an active role, especially when the children hit their teens, where these kids started looking for identity. 1) Building the Moral Development of the Child, 2) Parents follow the development of children's moral behavior, 3) Establish good communication with children, 4) Keeping family harmony, 5) Giving the correct approach to religion, and 6) As a true Mediator.

Temperament, Parenting, and Moral Development: Specificity of Behavior and Context.

This longitudinal study highlights the role of specific parenting behaviors in specific contexts when predicting moral development in children of varying temperament types. A sample of mother-child dyads took part in a competing demands task involving differing "do" and "don't" contextual demands when the child was 2 years of age. Child temperament was also assessed at this time, yielding inhibited, exuberant, and low-reactive temperament groups. Children's moral behavior was assessed at 5.5 years of age. Models examining the interaction of temperament and mother behaviors in each context indicated that mother's reasoning/explanation and ignoring in the "do" context predicted later moral behavior in inhibited children, whereas redirection and commands in the "don't" context predicted moral behavior in exuberant children.

Character: The Prospects for a Personality‐Based Perspective on Morality

AbstractIn the early parts of the 20th century, character made up a major part of psychology, specifically of personality psychology. However, an influential observational study of children's moral behavior, conducted by Hartshorne, May, and colleagues in the 1920s, suggested that consistency in morality‐related behavior was lower than many people expected. Some psychologists interpreted such results to mean that there was no consistency in moral behavior and thus that there were no stable, meaningful individual differences in moral behavior – character did not exist. Recent years have witnessed a reinvigoration of character, ethics, and morality as objects of psychological study. Our purpose in this paper is to contribute to this reinvigoration by reviewing the use of the concept of “character” within psychology, considering whether the evidence supports the notion of moral character as a psychological construct, and suggesting new prospects for research on moral character.

I. MORALITY, INTERPRETATION, AND PERSPECTIVE

Children's narrative accounts and moral evaluations of their own interpersonal conflicts with peers were examined. Girls and boys (N = 112) in preschool (M= 4.8 years), first grade (M = 6.9 years), fifth grade (M = 10.9 years), and tenth grade (M = 16.2 years) provided one narrative of a time when they had been hurt by a peer ("victim"), and one of a time when they had hurt a peer ("perpetrator"). Victim and perpetrator narratives were equally long and detailed and depicted similar types of harmful behaviors, but differed significantly in terms of various measures of content and coherence. Narratives given from the victim's perspective featured a self-referential focus and a fairly coherent structure. When the same children gave accounts of situations in which they had been the perpetrators, their construals were less coherent and included multiple shifts between references to their own experience and the experience of the other. Children's moral judgments also varied by perspective, with the majority of victims making negative judgments and nearly half the perpetrators making positive or mixed judgments. These differences in moral judgments were related to the distinct ways in which victims and perpetrators construed conflict situations. Age differences were also found in both narrative construals and moral evaluations, but regardless of their age children construed conflict situations differently from the victim's and the perpetrator's perspectives. By integrating, within the study of moral development, children's interpretations of the social interactions that are at the basis of moral thinking, this approach brings us a step closer to conceptualizing the study of children's moral behavior.

Predicting Moral Behavior in Physical Education Classes: An Application of the Theory of Planned Behavior

This study aimed to examine the potential of the Theory of Planned Behavior to predict moral behavior in primary school physical education classes. Primary school children (N=611) completed a questionnaire including the Theory of Planned Behavior variables. Also, 21 teachers filled in an adapted version of Horrocks' Prosocial Play Behavior Inventory which assesses five moral behavior facets. Hierarchical regression analysis showed that attitudes toward moral behavior and perceived behavioral control were significant predictors of intention towards moral behavior (54%). Intention and perceived behavioral control predicted teacher-reported moral behavior (41%). The present results indicated that the theory provides a valuable framework for study of primary school children's moral behavior.