Abstract—There are a number of ways that one might morally educate a child. One can demonstrate various virtues and encourage the child to copy his or her own behavior. One can issue a series of imperatives and punish if failure to abide by them. Moreover, one might tell the child stories with moral lessons in order to elicit favorable behavior and to discourage unfavorable behavior. In this research, we study how kindergarten teachers can better serve more appropriate aims of moral education by using stories. The main findings of this study are as follows: first, moral education is considered complementary material in kindergarten in Indonesia. There are few teachers who use stories as moral education in kindergaten. Second, teachers play an important role in helping children understand the story and capture the message of the story. Teachers are therefore challenged to explore the content of stories and help children connect the story with their daily lives. Third, the ways in which teachers see morality affects the way they convey moral values in a story.
Index Terms—Moral education, stories, young children
Husni Rahim is with the State Islamic University (UIN) Syarif Hidayatullah, Jakarta, Indonesia (e-mail: firstname.lastname@example.org).
Maila Dinia Husni Rahiem is with Universiti Putra Malaysia, Serdang, Malaysia. She is also lecturing at Department of Social Sciences Education, State Islamic University (UIN) Syarif Hidayatullah, Jakarta, Indonesia(e-mail: email@example.com).
Cite: Puteri Roslina Abdul Wahid, "Language and Culture: A Reference to the Malay Crafts Terminology," International Journal of Social Science and Humanity vol. 2, no. 6, pp. 454-458, 2012.