Keberkesanan Aktiviti Bermain Menangani Tingkah Laku Disruptif kalangan Murid Prasekolah di Awal Persekolahan [The Effectiveness of Play Activities in Adressing Disruptive Behaviour among Preschool Students in Early School]

Abstract

Transisi dari rumah ke prasekolah mempengaruhi tingkah laku kanak-kanak sehingga menimbulkan perubahan tingkah laku dan emosi, rasa ketegangan dan ketidaktentuan fizikal dan mental kanak-kanak. Tingkah laku disruptif seperti menangis, mengamuk dan tidak duduk diam mengganggu guru dan murid lain ketika sesi pengajaran dan pembelajaran. Kajian ini dilakukan untuk melihat keberkesanan aktiviti bermain dalam program transisi yang dilaksanakan terhadap tingkah laku dan emosi kanak-kanak yang bermasalah ketika memasuki alam persekolahan di awal tahun. Seterusnya dapat meningkatkan tumpuan dan mengadaptasi diri dalam suasana yang baru di sekolah. Pemerhatian tingkah laku menggunakan Kaedah A-B-A dan sesi temu bual telah dilakukan terhadap tiga orang kanak-kanak prasekolah sebagai subjek kajian ini. Hasil dapatan telah menunjukkan aktiviti bermain dalam program transisi menarik minat murid prasekolah serta mengurangkan tingkah laku disruptif dalam kelas. Hasil dari temu bual bersama seorang guru kelas prasekolah telah menunjukkan perubahan tingkah laku murid dalam mengadaptasikan diri ke alam persekolahan. Bermain membantu murid menguasai kemahiran sosial kerana dalam setiap permainan murid berpeluang untuk berinteraksi dengan persekitaran dan memahami dunia sebenar. Murid belajar bekerjasama dan mengatasi konflik dengan aktiviti bermain. Bila seseorang murid melalui pengalaman sosial dan emosi yang sihat, mereka dapat menyesuaikan diri kepada persekitaran di sekolah. Maka, ia menjelaskan bahawa kepentingan aktiviti bermain telah mengubah tingkah laku disruptif murid di awal persekolahan. Bermain juga dapat mengatasi masalah disruptif kalangan murid prasekolah di awal persekolahan

The transition from home to preschool influences a child’s behavior thus causing behavioral and emotional changes, physical and mental tension and uncertainty of the child. Disruptive behaviors such as crying, raging and restless disturbing teachers and other students during teaching and learning sessions. Thus study was conducted to see the effectiveness of play activities in transition programs on children’s troubled behavior when the schooling session started at the beginning of the year. Then to increase concentration and adapt to the new atmosphere at school. Behavioral observations done using methods A-B-A and interviews were conducted on three preschool children as the subjects of this research. The findings shown play activities in the transition program attracting preschool students as well as reducing disruptive behaviors in the classroom. Based on an interview with a preschool teacher, students have shown behavioral changes where they managed to adapt to the nature of schooling. Games and play help students to master social skills as each pupil has the opportunity to interact with the environment and has better understanding of the real world. Pupils also learn to work together and resolve conflicts with play activities. If a students goes through a healthy social and emotional experience, they are able to adapt to the school environment. Thus, it explained that the importance of play activities in changing student’s disruptive behavior at the beginning of pre-schooling. Play can also resolve disruptive behaviors among preschool students at the beginning of school.