Benarkah anak prasekolah sudah mampu mengambil perspektif dalam perilaku prososial?

Abstract

Previous studies suggested that preschoolers have already behaved prosocially. However,
there is a possibility that such insight cannot be generalized since there is a conflicting
assumption between different theoretical perspectives. The research aimed to explore
whether pre-schoolers’ perspective-taking in the context of prosocial behavior had developed.
Our participants were 25 preschoolers who were 5-6 years old. The result showed that from
the three types of perspective-taking, which were perceptual, cognitive, and affective
perspective-taking, affective perspective-taking was undeveloped optimally among the
majority of pre-schoolers. They had difficulty when identified others’ emotions in the context,
especially in prosocial situations. For cognitive perspective-taking, preschoolers understood
other people’s thoughts, intentions, and motives, but only when the environmental cues were
simple. When the situation was more complex, their efforts to understand other people’s
thoughts, intentions, or motives resulting in different understanding about the situations.
Preschoolers’ ability to do perceptual perspective-taking had developed. They could shift their
perceptual perspective-taking from themselves to other perceptual perspective-taking. The
results can be used as a reference for developing intervention programs to improve
perspective-taking skills in contexts of prosocial behavior in preschool children.