SAFE TOUCH EDUCATION: LEARNING ABOUT SAFE TOUCHES AND UNDERSTANDING MY PRIVATE AREAS WITH THE CHILDREN OF SMM TALES, WONOKROMO
On Wednesday, during the fourth meeting of the Community Service Program, Group 3 from the Early Childhood Teacher Education Study Program (PG-PAUD), State University of Surabaya (UNESA), conducted an educational activity entitled “Safe Touch Education: Learning About Safe Touches and Understanding My Private Areas.” The program took place from 6:30 p.m. to 8:30 p.m. at Sanggar Merah Merdeka (SMM) Tales, Wonokromo. The primary participants were preschool children as well as first- and second-grade elementary school students.
The implementation of this activity was motivated by the importance of personal safety education for children, which is a crucial aspect of early childhood development and should be introduced from an early age. Knowledge of body boundaries and safe touch serves as a foundation for helping children understand their personal rights and encouraging them to seek help from trusted adults whenever they feel uncomfortable. Therefore, the fourth meeting focused on strengthening children's understanding of self-protection through comprehensive educational activities aimed at enhancing both personal safety literacy and cognitive development. In addition to fostering rational understanding, the program sought to instill self-protection values while supporting the development of both gross and fine motor skills among the children at Sanggar Merah Merdeka.
The activity was conducted in an interactive and enjoyable manner, with a focus on self-protection education. From 6:30 p.m. to 6:45 p.m., the session began with welcoming remarks, a group prayer, and ice-breaking activities led by facilitators Ellya, Regita, and Andiena. These opening activities were designed to create a positive atmosphere and build rapport between the children and facilitators.
From 6:45 p.m. to 6:55 p.m., an educational session on safe touch was delivered through storytelling using a puppet named “Juki,” facilitated by Tania and Fanisa. The puppet served as an engaging visual aid that helped children understand the abstract concept of body privacy and personal boundaries in an age-appropriate manner.
The program continued from 6:55 p.m. to 7:10 p.m. with a simulation and hands-on practice session led by Ona and Hilwa. Through visual demonstrations, children learned about body parts that may or may not be touched by others. This activity was specifically designed to develop assertiveness and encourage children to express discomfort when faced with inappropriate situations. The children participated enthusiastically and actively engaged in the demonstrations.
The atmosphere became even more lively from 7:10 p.m. to 7:40 p.m. when Annisa and Syailla facilitated an interactive game entitled “Smart Frog Jump.” In this physical activity, children were asked to jump toward images representing body parts that are generally acceptable to touch. The game challenged their accuracy, quick thinking, and gross motor coordination while reinforcing self-protection concepts through enjoyable play-based learning.
As the creative component of the program, all participants were invited to join a finger-painting activity from 7:40 p.m. to 8:10 p.m., facilitated by Amira and Nabila. This activity provided an opportunity for relaxation, creativity, and positive emotional expression while also strengthening fine motor skills after the highly energetic learning sessions.
The event concluded from 8:10 p.m. to 8:30 p.m. with a closing session involving all facilitators. This final segment included group reflection, expressions of gratitude for participants’ involvement, a closing prayer, farewell greetings, and group documentation.
From a pedagogical and developmental perspective, this activity represented a practical application of a holistic educational approach that addressed three major developmental domains: cognitive, affective, and psychomotor development. The storytelling method stimulated children's thinking and language skills, while the simulation and “Smart Frog Jump” activities enhanced gross motor development through active physical engagement. Meanwhile, the finger-painting activity supported fine motor skills and emotional expression. The affective domain was strengthened by fostering self-confidence, courage, and assertiveness in maintaining personal boundaries within everyday social interactions.
Based on the outcomes and evaluation of the program, the fourth meeting demonstrated significant and measurable progress. Most children were able to understand concepts related to body privacy and personal boundaries accurately and confidently, as reflected in their active participation during simulations and games. The combination of storytelling, simulation, physical activities, and creative arts proved highly effective in maintaining children's attention and engagement without creating feelings of fear or anxiety.
Overall, the community service program conducted by Group 3 at Sanggar Merah Merdeka Tales, Wonokromo, successfully provided meaningful learning experiences by integrating cognitive development, self-protection education, and motor skill enhancement. The activity balanced educational objectives with enjoyable experiences, ensuring that children remained actively engaged throughout the program.
In conclusion, the Safe Touch Education program at the fourth meeting was implemented successfully, enthusiastically, and in accordance with its intended learning objectives. Through this creative, interactive, and experiential approach, it is hoped that the children of Sanggar Merah Merdeka Tales, Wonokromo, will be able to apply the knowledge gained in their daily lives as a foundation for protecting themselves independently, confidently, and with dignity.
