Fostering Assertive Communication through Story-Based Activities in Early Childhood Education: A Preventive Framework for Substance Abuse
DOI:
https://doi.org/10.56707/ijoerar.v4i3.186Keywords:
Assertiveness skills, Storytelling-based learning, Social competence, Preventive education, Behavior preventionAbstract
Objective: Substance abuse remains a major challenge to individual well-being and societal development, underscoring the need for preventive interventions beginning in early childhood. This study aimed to examine the effectiveness of story-based activities in improving assertive communication skills among children aged 5–6 years as an early preventive framework for reducing vulnerability to future substance abuse and other risky behaviors. Method: A quantitative quasi-experimental study using a pretest–posttest design was conducted with 90 children aged 5–6 years from five early childhood education institutions in Surabaya, Indonesia. Data were collected through structured observations measuring four dimensions of assertive communication: self-expression, opinion sharing, emotional communication, and respectful refusal. The data were analyzed using normalized gain (N-Gain) scores and paired-sample t-tests. Results: The findings demonstrated that story-based activities improved children's assertive communication. Positive improvements were consistently observed across participating institutions and among both boys and girls. Novelty: This study introduces story-based learning as an early childhood preventive framework that connects the development of assertive communication with long-term protection against substance abuse risk. The findings extend prevention efforts beyond adolescent-focused interventions by positioning early childhood education as a strategic foundation for strengthening children's protective social competencies before risk behaviors emerge.
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