Socialization of Stop bullying at the Kindergarten School Level

Abstrak

Background: Early childhood represents a critical period of social and emotional development during which children are particularly vulnerable to bullying behaviors. At the kindergarten level, limited emotional regulation skills and social awareness may allow harmful behaviors to emerge and persist if not addressed through early, structured, and child-appropriate educational interventions.

Aims: This community service activity aimed to increase kindergarten students’ understanding of bullying prevention while fostering empathy, mutual respect, and emotional awareness through developmentally appropriate socialization strategies involving teachers and parents.

Methods: The program was implemented in TK PGRI Karangkemiri using a participatory and humanistic approach. Anti-bullying socialization was delivered through storytelling, role-playing, drawing activities, and symbolic actions. Child-friendly screening instruments were applied to explore students’ social experiences, followed by empathetic follow-up discussions involving teachers and parents when necessary.

Result: The activity was well received by students and school stakeholders, with high levels of engagement throughout the sessions. Pretest–posttest data demonstrated a substantial improvement in students’ understanding of bullying-related concepts, increasing from a mean score of 60 to 86. Qualitative observations further indicated enhanced emotional expression, empathy, and positive peer interaction among students.

Conclusion: The findings indicate that early, human-centered anti-bullying socialization can effectively translate preventive intentions into meaningful learning outcomes for kindergarten students. This approach shows strong potential for broader implementation, sustained parental involvement, and future longitudinal evaluation to strengthen safe, inclusive, and nurturing learning environments in early childhood education.