ABSTRACT
Language is an integral and central part of the importance of communicating and interacting as a social activity and consists of verbal and nonverbal communication (Boyce, 2012). This study aims to train teachers through a non-verbal communication psychoeducation program in the form of (1) facial abilities; (2) gestural abilities; (3) postural abilities; (4) artifactual abilities; and (5) artifactual abilities (Boyce, 2012). A series of psychoeducation procedures are applied to 10 teachers in applying non-verbal communication to children. This study uses a quantitative research design the-pretest-posttest-experimental design (Kumar, 2011), which was tested on 26 children aged 4–6 years involving three forms of prosocial behavior, including (1) sharing, (2) helping, and (3) comforting (Dunfield, 2010). The results showed that in the pre test stage, 11 children were in the low prosocial behavior category, while 15 children were in the moderate prosocial category and no one child was in the high prosocial behavior category. The 19 post-test children were in the moderate category and 5 people were in the high category of prosocial behavior. Hypothesis testing shows that the non-verbal communication psychoeducation programs assist teachers in improving the prosocial abilities of early childhood and proved effective (Asymp.Sig = 0.189 > 0.05).
