Empathetic Character Development Through Neuropedagogy-Based Interactive Children's Stories in Elementary Education
DOI:
https://doi.org/10.53905/ChildDev.v2i02.14Keywords:
empathy development, neuropedagogy, interactive storytelling, elementary education, character development, neuroplasticity, social-emotional learningAbstract
Purpose of the study: Empathetic character development in elementary students is essential for holistic education. The ages of 6-12 exhibit notable neuroplasticity and social cognition growth, making it ideal for empathy programs. The study aims to assess a neuropedagogy-based interactive storytelling program for empathy enhancement.
Materials and methods: A quasi-experimental design involved 120 students (ages 7-12) in Bangkinang, Riau. The experimental group (n=60) underwent a 12-week interactive storytelling intervention, conducted bi-weekly.
Results: Assessments utilized the Basic Empathy Scale for Children, behavioral observations, and perspective-taking measures at baseline, post-intervention, and after four weeks. The experimental cohort exhibited significant advancements in cognitive empathy (34.7%), affective empathy (28.3%), and prosocial behaviors (68.8%). Improvement in perspective-taking reached 36.3%. Follow-up results indicated 81% retention of cognitive empathy and 78% for affective empathy improvements.
Conclusions: The neuropedagogy-based storytelling approach was effective in fostering empathetic character among elementary students. Integrating neuroscience concepts into character education provides an evidence-based strategy for curriculum incorporation, with lasting effects reflecting substantial neuroplastic transformations.
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