The Effect of Storytelling-Based Learning on Anti Bullying Attitudes in Children Aged 4-6 Years in Kindergarten/Early Childhood Education

Behavioral bullying can emerge from an early age and has the potential to hinder children's social-emotional development if not handled appropriately. Early childhood is an essential phase in character formation, so efforts to prevent bullying need to be made early on through learning strategies that are appropriate for children's characteristics. This study aims to determine the effect of storytelling-based learning on the anti-bullying attitudes of 4- to 6-year-old children at Bunda Hati Kindergarten/Early Childhood Education Centre. This study used a quasi-experimental design with a pretest–posttest control group. There were 20 children in the study, divided into an experimental group and a control group. The experimental group received anti-bullying storytelling learning, while the control group followed regular learning. Data were collected through observation using an anti-bullying attitude observation sheet and supporting documentation. Data analysis used descriptive and inferential statistics to examine changes in children's attitudes before and after the treatment. The results showed that storytelling-based learning had a significant effect on improving anti-bullying attitudes in early childhood. Children in the experimental group showed greater improvement in empathy and prosocial behaviour and a greater reduction in aggressive behaviour than those in the control group. Thus, storytelling-based learning can be recommended as an effective strategy in character education and bullying prevention in early childhood Keywords: storytelling, anti-bullying attitudes, early childhood