Development Of Empathy Care Training Modules For Preschool Children
Keywords:
Preschool children, Emphaty, Module development
Abstract
Preschool children experience rapid development. They enter a golden age characterized by rapid growth and development in various aspects, so during this phase, they must receive optimal stimuli. One of essential attitudes to cultivate in children is empathy. Fostering empathy in children can be effectively accomplished through a structured and systematic educational approach. This research aimed to develop an Empathy Care Training Module specifically for preschool children. The research utilized a research and development (R&D) method, adapting the ADDIE development model, which was simplified by the researchers into three stages: analysis, design, and development. The data collection method used was a feasibility test conducted by five experts on the developed products. For data processing, a Likert scale was used and presented in quantitative form. The results indicated that the average validation score from the experts was 88%, categorized as very feasible. This meant that the empathy care training module for preschoolers was highly suitable for implementation with preschooler children.References
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Aslan, D., & Akyol, A. K. (2020). Impact of an empathy training program on children’s perspective-taking abilities. Psychological Reports, 123(6), 2394–2409. https://doi.org/10.1177/0033294119868785
Aulia, L. R., Kholisoh, N., Rahma, V. Z., Rostika, D., & Sudarmansyah, R. (2024). Pentingnya pendidikan empati untuk mengurangi kasus bullying di sekolah dasar. Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra Dan Budaya, 2(1), 71–79. https://doi.org/10.61132/morfologi.v2i1.291
Dechsling, A., Cipriano, C., Børtveit, L., Westlye Fjermestad, K., Beatrice Amundsen Karlsen, A.-C., Marius Akerbaek, T., Buer Tangen, C., & Cogo-Moreira, H. (2025). Examining the effectiveness of second step early learning versus free play on socio-emotional learning in kindergarten: A cluster randomized controlled trial protocol. Trials 2025 26:1, 26(1), 1–13. https://doi.org/10.1186/S13063-025-09047-7
Dorris, L., Young, D., Barlow, J., Byrne, K., & Hoyle, R. (2022). Cognitive empathy across the lifespan. Developmental Medicine and Child Neurology, 64(12), 1524–1531. https://doi.org/10.1111/dmcn.15263
Farjam, N. K., & Emamirizi, K. (2024). The effectiveness of social-emotional competence training on social skills and empathy of preschool children. The International Journal of Education and Cognitive Sciences, 5(3), 69–77. https://doi.org/10.61838/KMAN.IJECS.5.3.9
Feist, J. , & Feist, G. J. (2010). Teori Kepribadian . Salemba Humanika.
Fonseca, L., Gonçalves, A., Couto, B., Monteleone, F., Machado, E., Rêgo, F., Rêgo, G., & Nunes, R. (2024). Empathy: The core of morality. Preprints, 1–18. https://doi.org/10.20944/PREPRINTS202405.1537.V1
Gaspar, A., & Esteves, F. (2022). Empathy development from adolescence to adulthood and its consistency across targets. Frontiers in Psychology, 13, 1–15. https://doi.org/10.3389/FPSYG.2022.936053/BIBTEX
Gungordu, N., Hernandez-Reif, M., Walker, D. I., & Wind, S. A. (2025). Empathy and creativity as foundations and predictors of how prosocial behavior develops in preschool age children. International Journal of Child Care and Education Policy, 19(1), 1–20. https://doi.org/10.1186/s40723-025-00147-0
Haerudin, D. A., & Gustiana, E. (2023). Media pembelajaran visual berbasis apilkasi canva dalam meningkatkan motivasi belajar anak usia dini. Jurnal Pelita PAUD, 8(1), 286–291. https://doi.org/10.33222/PELITAPAUD.V8I1.3656
Hikmat, R., Suryani, S., Yosep, I., & Jeharsae, R. (2024). Empathy’s crucial role: Unraveling impact on students bullying behavior-A scoping review. Journal of Multidisciplinary Healthcare, 17, 3483–3495. https://doi.org/10.2147/JMDH.S469921
Judijanto, L., Muhammadiah, M., Utami, R. N., Suhirman, L., Laka, L., Boari, Y., Lembang, S. T., Wattimena, F. Y., Astriawati, N., Laksono, R. D., Finasim, & Yunus, M. (2024). Metodologi Research and Development (Teori dan Penerapan Metodologi RnD). PT. Sonpedia Publishing Indonesia. https://www.researchgate.net/publication/381290945
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Kamil, N., & Diana, R. R. (2023). Stimulasi perkembangan emosi anak melalui permainan”ekspresi wajah” pada kelompok a. J-SES: Journal of Science, Education and Studies, 1(2), 27–38.
Kanza, N. F. M., Muthohar, S., & Mursid, M. (2025). Strategi guru dalam menumbuhkan empati dan kerja sama anak usia dini. Aulad: Journal on Early Childhood, 8(2), 615–625. https://doi.org/10.31004/AULAD.V8I2.891
Khotimah, S. H., Sunaryati, T., & Suhartini, S. (2020). Penerapan media gambar sebagai upaya dalam peningkatan konsentrasi belajar anak usia dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 676. https://doi.org/10.31004/obsesi.v5i1.683
Kılıç, S., & Aydın, E. (2025). Exploring young children’s social-emotional adjustment: insights from peer interaction patterns. Early Child Development and Care, 195(5–6), 493–512. https://doi.org/10.1080/03004430.2025.2517685;PAGE:STRING:ARTICLE/CHAPTER
Li, Y., Zhao, Y., Huang, Q., Deng, J., Deng, X., & Li, J. (2024). Empathy with nature promotes pro-environmental attitudes in preschool children. PsyCh Journal, 13(4), 598–607. https://doi.org/10.1002/PCHJ.735
Liu, H., Zhu, Y., Cai, X., Ma, Z., & Wang, L. (2022). The relationship between maternal and infant empathy: The mediating role of responsive parenting. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/FPSYG.2022.1061551/BIBTEX
Mesra, R., Salem, V. E. T., Goretti, M., Polii, M., Daniel, Y., Santie, A., Made, N., Wisudariani, R., Sarwandi, R. P., Sari, R., Yulianti, A., Nasar, Y., Yenita, D., Putu, N., & Santiari, L. (2023). Research & Development dalam Pendidikan. PT. Mifandi Mandiri Digital.
Myers, D. G. (2012). Psikologi Sosial (10th ed.). Salemba Humanika.
Nasello, J. A., & Triffaux, J. M. (2023). The role of empathy in trolley problems and variants: A systematic review and meta-analysis. British Journal of Social Psychology, 62(4), 1753–1781. https://doi.org/10.1111/BJSO.12654;REQUESTEDJOURNAL:JOURNAL:20448309;PAGEGROUP:STRING:PUBLICATION
Njiru, J. I., & Odundo, P. (2024). The impact of screen time on cognitive and socioemotional development in contemporary childhood in Kenya. International Academic Journal of Social Sciences and Education (IAJSSE), 2(3), 302–315. https://iajournals.org/articles/iajsse_v2_i3_302_315.pdf
Okpatrioka. (2023). Research and development (R&D) penelitian yang inovatif dalam pendidikan. Dharma Acariya Nusantara : Jurnal Pendidikan, Bahasa Dan Budaya, 1(1), 86.
Pang, Y. L., Song, C., & Ma, C. (2022). Effect of different types of empathy on prosocial behavior: Gratitude as mediator. Frontiers in Psychology, 13, 1–7. https://doi.org/10.3389/FPSYG.2022.768827/BIBTEX
Ramiz, I. N. (2023). Ways of forming social-emotional development in preschool children. International Journal of Multilingual Education, 26(3), 176–181. https://doi.org/10.15421/172366
Rayanto, Y. H., & Sugianti. (2020). Penelitian Pengembangan ADDIE & R2D2 (T. Rokhmawan, Ed.). Lembaga Academic & Research Institute.
Richard, S., Cavadini, T., Dalla-Libera, N., Angonin, S., Alaria, L., Lafay, A., Berger, C., & Gentaz, E. (2025). The development of specific emotion comprehension components in 1285 preschool children. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-90613-z
Riess, H. (2017). The science of empathy. Journal of Patient Experience, 4(2), 74–77. https://doi.org/10.1177/2374373517699267
Ritonga, M., Hakim, R., Nurdianto, T., & Ritonga, A. W. (2023). Learning for early childhood using the IcanDO platform: Breakthroughs for golden age education in Arabic learning. Education and Information Technologies, 28(7), 9171–9188. https://doi.org/10.1007/s10639-022-11575-7
Royati, T., Sianturi, R., & Indihadi, D. (2022). Bagaimana dasar kebutuhan penggunaan media pembelajaran dalam bercerita untuk memfasilitasi perkembangan bahasa anak usia 5-6 tahun di tk pertiwi dwp. Jurnal Kewarganegaraan, 6(2), 4456–4461.
Salerni, N., & Caprin, C. (2022). Prosocial behavior in preschoolers: Effects of early socialization experiences with peers. Frontiers in Psychology, 13, 1–10. https://doi.org/10.3389/FPSYG.2022.840080/BIBTEX
Shabrina, D. (2022, July 23). KPAI Screen Time Gawai Pengaruhi Kepribadian Anak. Media Indonesia. https://mediaindonesia.com/humaniora/509001/kpai-screen-time-gawai-pengaruhi-kepribadian-anak
Simon, P., & Nader-Grosbois, N. (2023). Empathy in preschoolers: Exploring profiles and age-and gender-related differences. Children, 10, 1–20. https://doi.org/10.3390/children10121869
Slamet, F. A. (2022). Model Penelitian Pengembangan (RnD). Institut Agama Islam Sunan Kalijogo Malang.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D (19th ed.). Alfabeta.
Suparmi, S., & Sumijati, S. (2021). Pelatihan empati dan perilaku prososial pada anak usia sekolah dasar. Psikodimensia, 20(1), 46–58. https://doi.org/10.24167/PSIDIM.V20I1.2879
Suryana, E., Sopiah, M., Agustiawan, & Harto, S. (2022). Early childhood development (physical, intellectual, emotional, social, moral, and religious tasks) implications for education. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 4(2), 361–373. https://doi.org/10.35473/ijec.v4i2.1674
Trommsdorff, G., Friedlmeier, W., & Mayer, B. (2007). Sympathy, distress, and prosocial behavior of preschool children in four cultures. International Journal of Behavioral Development, 31(3), 284–293. https://doi.org/10.1177/0165025407076441
Utamy, D., Alfiati, E., & Conia, P. D. D. (2021). Pengembangan modul bimbingan kelompok dengan teknik permainan kolaboratif untuk meningkatkan perilaku empati anak usia dini. Equivalent: Jurnal Ilmiah Sosial Teknik, 3(2), 67–85.
Wahyuni, V. S., & Laksito, G. S. (2021). Overview of some learning methods for early childhood. International Journal of Ethno-Sciences and Education Research, 1(4), 93–96.
Wartinah, W., & Hidayat, N. (2025). Character education as a moral foundation for children in the digital era (literature conceptual review). Al-Ulum Jurnal Pemikiran Dan Penelitian Ke Islaman, 12(3), 277–289. https://doi.org/10.31102/ALULUM.12.3.2025.277-289
Winaryati, E., Munsarif, M., Mardiana, & Suwahono. (2021). Cercular Model of R&D.
Woolrych, T., Eady, M. J., & Green, C. A. (2024). Authentic empathy: A cultural basis for the development of empathy in children. Journal of Humanistic Psychology, 64(5), 954–973. https://doi.org/10.1177/0022167820934222
Wu, L., Kim, M., & Markauskaite, L. (2020). Developing young children’s empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. British Journal of Educational Technology, 51(4), 1168–1187. https://doi.org/10.1111/BJET.12918
Zeng, X., Xiong, Y., Mo, K., Yang, M., Xie, B., & Yan, Z. (2024). Stronger empathy and better peer relationship? One‐year cross‐lagged panel analysis in preschoolers. PsyCh Journal, 14(2), 199. https://doi.org/10.1002/PCHJ.815
Aslan, D., & Akyol, A. K. (2020). Impact of an empathy training program on children’s perspective-taking abilities. Psychological Reports, 123(6), 2394–2409. https://doi.org/10.1177/0033294119868785
Aulia, L. R., Kholisoh, N., Rahma, V. Z., Rostika, D., & Sudarmansyah, R. (2024). Pentingnya pendidikan empati untuk mengurangi kasus bullying di sekolah dasar. Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra Dan Budaya, 2(1), 71–79. https://doi.org/10.61132/morfologi.v2i1.291
Dechsling, A., Cipriano, C., Børtveit, L., Westlye Fjermestad, K., Beatrice Amundsen Karlsen, A.-C., Marius Akerbaek, T., Buer Tangen, C., & Cogo-Moreira, H. (2025). Examining the effectiveness of second step early learning versus free play on socio-emotional learning in kindergarten: A cluster randomized controlled trial protocol. Trials 2025 26:1, 26(1), 1–13. https://doi.org/10.1186/S13063-025-09047-7
Dorris, L., Young, D., Barlow, J., Byrne, K., & Hoyle, R. (2022). Cognitive empathy across the lifespan. Developmental Medicine and Child Neurology, 64(12), 1524–1531. https://doi.org/10.1111/dmcn.15263
Farjam, N. K., & Emamirizi, K. (2024). The effectiveness of social-emotional competence training on social skills and empathy of preschool children. The International Journal of Education and Cognitive Sciences, 5(3), 69–77. https://doi.org/10.61838/KMAN.IJECS.5.3.9
Feist, J. , & Feist, G. J. (2010). Teori Kepribadian . Salemba Humanika.
Fonseca, L., Gonçalves, A., Couto, B., Monteleone, F., Machado, E., Rêgo, F., Rêgo, G., & Nunes, R. (2024). Empathy: The core of morality. Preprints, 1–18. https://doi.org/10.20944/PREPRINTS202405.1537.V1
Gaspar, A., & Esteves, F. (2022). Empathy development from adolescence to adulthood and its consistency across targets. Frontiers in Psychology, 13, 1–15. https://doi.org/10.3389/FPSYG.2022.936053/BIBTEX
Gungordu, N., Hernandez-Reif, M., Walker, D. I., & Wind, S. A. (2025). Empathy and creativity as foundations and predictors of how prosocial behavior develops in preschool age children. International Journal of Child Care and Education Policy, 19(1), 1–20. https://doi.org/10.1186/s40723-025-00147-0
Haerudin, D. A., & Gustiana, E. (2023). Media pembelajaran visual berbasis apilkasi canva dalam meningkatkan motivasi belajar anak usia dini. Jurnal Pelita PAUD, 8(1), 286–291. https://doi.org/10.33222/PELITAPAUD.V8I1.3656
Hikmat, R., Suryani, S., Yosep, I., & Jeharsae, R. (2024). Empathy’s crucial role: Unraveling impact on students bullying behavior-A scoping review. Journal of Multidisciplinary Healthcare, 17, 3483–3495. https://doi.org/10.2147/JMDH.S469921
Judijanto, L., Muhammadiah, M., Utami, R. N., Suhirman, L., Laka, L., Boari, Y., Lembang, S. T., Wattimena, F. Y., Astriawati, N., Laksono, R. D., Finasim, & Yunus, M. (2024). Metodologi Research and Development (Teori dan Penerapan Metodologi RnD). PT. Sonpedia Publishing Indonesia. https://www.researchgate.net/publication/381290945
Kalland, M., & Linnavalli, T. (2023). Associations between social-emotional and language development in preschool children. results from a study testing the rationale for an intervention. Scandinavian Journal of Educational Research, 67(5), 791–804. https://doi.org/10.1080/00313831.2022.2070926;REQUESTEDJOURNAL:JOURNAL:CSJE20;WGROUP:STRING:PUBLICATION
Kamil, N., & Diana, R. R. (2023). Stimulasi perkembangan emosi anak melalui permainan”ekspresi wajah” pada kelompok a. J-SES: Journal of Science, Education and Studies, 1(2), 27–38.
Kanza, N. F. M., Muthohar, S., & Mursid, M. (2025). Strategi guru dalam menumbuhkan empati dan kerja sama anak usia dini. Aulad: Journal on Early Childhood, 8(2), 615–625. https://doi.org/10.31004/AULAD.V8I2.891
Khotimah, S. H., Sunaryati, T., & Suhartini, S. (2020). Penerapan media gambar sebagai upaya dalam peningkatan konsentrasi belajar anak usia dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 676. https://doi.org/10.31004/obsesi.v5i1.683
Kılıç, S., & Aydın, E. (2025). Exploring young children’s social-emotional adjustment: insights from peer interaction patterns. Early Child Development and Care, 195(5–6), 493–512. https://doi.org/10.1080/03004430.2025.2517685;PAGE:STRING:ARTICLE/CHAPTER
Li, Y., Zhao, Y., Huang, Q., Deng, J., Deng, X., & Li, J. (2024). Empathy with nature promotes pro-environmental attitudes in preschool children. PsyCh Journal, 13(4), 598–607. https://doi.org/10.1002/PCHJ.735
Liu, H., Zhu, Y., Cai, X., Ma, Z., & Wang, L. (2022). The relationship between maternal and infant empathy: The mediating role of responsive parenting. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/FPSYG.2022.1061551/BIBTEX
Mesra, R., Salem, V. E. T., Goretti, M., Polii, M., Daniel, Y., Santie, A., Made, N., Wisudariani, R., Sarwandi, R. P., Sari, R., Yulianti, A., Nasar, Y., Yenita, D., Putu, N., & Santiari, L. (2023). Research & Development dalam Pendidikan. PT. Mifandi Mandiri Digital.
Myers, D. G. (2012). Psikologi Sosial (10th ed.). Salemba Humanika.
Nasello, J. A., & Triffaux, J. M. (2023). The role of empathy in trolley problems and variants: A systematic review and meta-analysis. British Journal of Social Psychology, 62(4), 1753–1781. https://doi.org/10.1111/BJSO.12654;REQUESTEDJOURNAL:JOURNAL:20448309;PAGEGROUP:STRING:PUBLICATION
Njiru, J. I., & Odundo, P. (2024). The impact of screen time on cognitive and socioemotional development in contemporary childhood in Kenya. International Academic Journal of Social Sciences and Education (IAJSSE), 2(3), 302–315. https://iajournals.org/articles/iajsse_v2_i3_302_315.pdf
Okpatrioka. (2023). Research and development (R&D) penelitian yang inovatif dalam pendidikan. Dharma Acariya Nusantara : Jurnal Pendidikan, Bahasa Dan Budaya, 1(1), 86.
Pang, Y. L., Song, C., & Ma, C. (2022). Effect of different types of empathy on prosocial behavior: Gratitude as mediator. Frontiers in Psychology, 13, 1–7. https://doi.org/10.3389/FPSYG.2022.768827/BIBTEX
Ramiz, I. N. (2023). Ways of forming social-emotional development in preschool children. International Journal of Multilingual Education, 26(3), 176–181. https://doi.org/10.15421/172366
Rayanto, Y. H., & Sugianti. (2020). Penelitian Pengembangan ADDIE & R2D2 (T. Rokhmawan, Ed.). Lembaga Academic & Research Institute.
Richard, S., Cavadini, T., Dalla-Libera, N., Angonin, S., Alaria, L., Lafay, A., Berger, C., & Gentaz, E. (2025). The development of specific emotion comprehension components in 1285 preschool children. Scientific Reports, 15(1). https://doi.org/10.1038/s41598-025-90613-z
Riess, H. (2017). The science of empathy. Journal of Patient Experience, 4(2), 74–77. https://doi.org/10.1177/2374373517699267
Ritonga, M., Hakim, R., Nurdianto, T., & Ritonga, A. W. (2023). Learning for early childhood using the IcanDO platform: Breakthroughs for golden age education in Arabic learning. Education and Information Technologies, 28(7), 9171–9188. https://doi.org/10.1007/s10639-022-11575-7
Royati, T., Sianturi, R., & Indihadi, D. (2022). Bagaimana dasar kebutuhan penggunaan media pembelajaran dalam bercerita untuk memfasilitasi perkembangan bahasa anak usia 5-6 tahun di tk pertiwi dwp. Jurnal Kewarganegaraan, 6(2), 4456–4461.
Salerni, N., & Caprin, C. (2022). Prosocial behavior in preschoolers: Effects of early socialization experiences with peers. Frontiers in Psychology, 13, 1–10. https://doi.org/10.3389/FPSYG.2022.840080/BIBTEX
Shabrina, D. (2022, July 23). KPAI Screen Time Gawai Pengaruhi Kepribadian Anak. Media Indonesia. https://mediaindonesia.com/humaniora/509001/kpai-screen-time-gawai-pengaruhi-kepribadian-anak
Simon, P., & Nader-Grosbois, N. (2023). Empathy in preschoolers: Exploring profiles and age-and gender-related differences. Children, 10, 1–20. https://doi.org/10.3390/children10121869
Slamet, F. A. (2022). Model Penelitian Pengembangan (RnD). Institut Agama Islam Sunan Kalijogo Malang.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif dan R&D (19th ed.). Alfabeta.
Suparmi, S., & Sumijati, S. (2021). Pelatihan empati dan perilaku prososial pada anak usia sekolah dasar. Psikodimensia, 20(1), 46–58. https://doi.org/10.24167/PSIDIM.V20I1.2879
Suryana, E., Sopiah, M., Agustiawan, & Harto, S. (2022). Early childhood development (physical, intellectual, emotional, social, moral, and religious tasks) implications for education. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 4(2), 361–373. https://doi.org/10.35473/ijec.v4i2.1674
Trommsdorff, G., Friedlmeier, W., & Mayer, B. (2007). Sympathy, distress, and prosocial behavior of preschool children in four cultures. International Journal of Behavioral Development, 31(3), 284–293. https://doi.org/10.1177/0165025407076441
Utamy, D., Alfiati, E., & Conia, P. D. D. (2021). Pengembangan modul bimbingan kelompok dengan teknik permainan kolaboratif untuk meningkatkan perilaku empati anak usia dini. Equivalent: Jurnal Ilmiah Sosial Teknik, 3(2), 67–85.
Wahyuni, V. S., & Laksito, G. S. (2021). Overview of some learning methods for early childhood. International Journal of Ethno-Sciences and Education Research, 1(4), 93–96.
Wartinah, W., & Hidayat, N. (2025). Character education as a moral foundation for children in the digital era (literature conceptual review). Al-Ulum Jurnal Pemikiran Dan Penelitian Ke Islaman, 12(3), 277–289. https://doi.org/10.31102/ALULUM.12.3.2025.277-289
Winaryati, E., Munsarif, M., Mardiana, & Suwahono. (2021). Cercular Model of R&D.
Woolrych, T., Eady, M. J., & Green, C. A. (2024). Authentic empathy: A cultural basis for the development of empathy in children. Journal of Humanistic Psychology, 64(5), 954–973. https://doi.org/10.1177/0022167820934222
Wu, L., Kim, M., & Markauskaite, L. (2020). Developing young children’s empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. British Journal of Educational Technology, 51(4), 1168–1187. https://doi.org/10.1111/BJET.12918
Zeng, X., Xiong, Y., Mo, K., Yang, M., Xie, B., & Yan, Z. (2024). Stronger empathy and better peer relationship? One‐year cross‐lagged panel analysis in preschoolers. PsyCh Journal, 14(2), 199. https://doi.org/10.1002/PCHJ.815
Published
2026-06-13
How to Cite
Khisbiyah, Y., Purwanto, A., Maulana, A., & Niyatus Sa’adah, H. (2026). Development Of Empathy Care Training Modules For Preschool Children. Kontigensi : Jurnal Ilmiah Manajemen, 14(1), 113-125. https://doi.org/10.56457/jimk.v14i1.924
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