Prosocial Behavior Education in Children

Open access

Abstract

Introduction: It is paradoxical that more attention is currently paid to negative features in children’s and adolescents’ behavior (aggressive behavior, bullying) than to the positive ones (helping, social support). Purpose: This literature review describes how children’s sensitivity to helping other people develops and how children acquire competences in helping. Methods: The literature search was conducted in databases using keywords “child”, “prosocial development” and “prosocial behavior”. Publications (papers or monographs) published in English or Czech between 1989 and 2016 were retrieved. Conclusions: The study identified the following sources of prosocial behavior: use of fairy-tale motifs in the case of babies (e. g. the motif of good deeds) and targeted family education with the use of direct and indirect procedures. Targeted education of children in preschool was accomplished by experienced teachers. Education in providing help and social support to schoolmates (including the socalled partnership and peer teaching) at elementary school was identified as a special case.

References

  • Beaty, J. J. (1999). Prosocial Guidance for the Preschool Child. Prentice Hall.

  • Burleson, B. R., & Kunkel, A. W. (1996). The socialization of emotional support skills in childhood. In G. R. Pierce, B. R. Sarason, & I. G. Sarason (Eds.), Handbook of Social Support and the Family (pp. 105-140). New York: Plenum Press.

  • Čapek, K. (1984). Několikero motivů pohádkových. In Marsyas; Jak se co dělá. Karel Čapek, Spisy XIII (pp. 115-121). Praha: Čs. spisovatel.

  • Eisenberg, N., & Fabes, R. A. (2006). Prosocial development. In W. Damon & N. Eisenberg (Eds.), Handbook of Child Psychology. Vol. 3. Social, Emotional, and Personality Development (pp. 646-718). New York: Wiley.

  • Eisenberg, N., & Mussen, P. H. (1989). The Root of Prosocial Behavior in Children. Cambridge: Cambridge University Press.

  • Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290.

  • Kasíková, H. (1997). Kooperativní učení, kooperativní škola. Praha: Portál.

  • Köster, M., Schuhmacher, N., & Kärtner, J. (2015). A cultural perspective on prosocial development. Human Ethology Bulletin - Proceedings of the XXII. ISHE Conference in Belem (Brazil), 30(1), 71-82.

  • Lind, G. (1997). How Morale is Helping Behavior? Annual Meeting of the American Educational Research Association, Chicago, 1-27.

  • Mareš, J. (2005). Tradiční a netradiční podvádění ve škole. Pedagogika, 55(2), 310-335.

  • Mareš, J., Ježek, S., & Ludvíček, J. (2003). Ochota pomáhat spolužákům a žákovský pocit odpovědnosti. In J. Mareš, et al., Sociální opora u dětí a dospívajících III. (pp. 220-229). Hradec Králové: Nucleus.

  • Menting, A. T., de Castro, B. O., & Matthys, W. (2013). Effectiveness of the Incredible Years Parent Training to modify disruptive and prosocial child behavior: A metaanalytic review. Clinical Psychology Review, 33(8), 901-913.

  • Penner, L. A., Dovidio, J. F., & Piliavin, J. A. et al. (2005). Prosocial behavior: Multilevel perspectives. Annual Review of Psychology, 56, 365-392.

  • Schonert-Reichl, K. A., Smith, V., & Zaidman-Zait, A. (2012). Promoting children’s prosocial behaviors in school: Impact of the ‘‘Roots of Empathy’’ program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21.

  • Spivak, A. L., & Durlak, J. A. (2015). School intervention and prosocial behaviour. In Encyclopedia of Early Childhood Development. Retrieved from http://www.childencyclopedia.com/sites/default/files/textes-experts/en/4447/school-interventionand-prosocial-behaviour.pdf

  • Vrbová, J. (2013). „Co mi ve škole vadí víc: podvádění, či klamání?“ Postoje žáků k nečestnému chování ve škole v kontextu školního podvádění. Studia paedagogica, 18(2/3), 93-107.

  • Webb, M. (1987). Peer helping relationships in urban schools. ERIC Clearinghouse on Urban Education, New York. ED 289949, 1-3.

  • Webster-Stratton, C. (2001). The Incredible Years: Parents and children videotape series: A parenting course (BASIC). Seattle: Incredible Years.

  • Wentzel, K. (2015). Prosocial behaviour and schooling. In Encyclopedia of Early Childhood Development. Retrieved from: http://www.child-encyclopedia.com/prosocial-behaviour/according-experts/prosocial-behaviour-and-schooling

  • Wu, H. T., Tseng, S. F., Wu, P. L. et al. (2016). The relationship between parent-child Interactions and prosocial behavior among fifth- and sixth-grade students: Gratitude as a mediating variable. Universal Journal of Educational Research, 4(10), 2361-2373.

  • Záškodná, H., & Mlčák, Z. (2009). Osobnostní aspekty prosociálního chování a empatie. Praha: Triton.

Journal Information

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 160 160 117
PDF Downloads 67 67 50