ABSTRACT
Due to the concern of under-developed prosocial behaviour upon children, ZPD (Zone of Proximal Development) theory, which emphasizes the help from others to achieve a certain level of development, is utilized in this research to assist children to achieve the proper level of development through the implementation of sociodramatic play. Three kindergarten teachers were involved as the participants. Four weeks of recorded activities of a sociodramatic play were analyzed to identify teachers’ roles in giving assistance to children. The result revealed that intervention or assistance was given when children showed low participation while it was hindered when they showed high participation in the play. Thus, when teachers’ optimum role as assistance providers is fulfilled, ZPD-based sociodramatic play can serve as an alternative pedagogical strategy to develop children’ prosocial behaviours.
