Principles for Developing Prosocial Behavior: Encouraging Healthy Social and Emotional Development
 Taken from the May 2003 Early Childhood newsletter.
Sarah Landy is a developmental and clinical psychologist who has been working in the field of early intervention for more than 20 years. In her comprehensive guidebook, "Pathways to Competence: Encouraging Healthy Social and Emotional Development in Young Children, Second Edition" she breaks down into practical detail domains such as self-esteem, morality, emotion regulation, social competence, and secure attachments.
A child's ability to develop prosocial behaviors (caring behaviors toward others and concern over the distress of someone else) affects him or her socially. Children who have difficulties in these areas may not be accepted in school or have a hard time staying in school.
Throughout the stages of early childhood, the caregiver can make sure that the child is developing an understanding of others' feelings and an interest in those feelings.
- Birth to 12 Months
In the first few months, infants begin to show interest in human faces and will seek out eye contact with others. As they grow, they begin responding more, showing signs of prosocial behavior quite early.
- 1 to 2 Years
Toddlers enjoy being around other children and playing but sometimes struggle over their spaces and toys. They do still need the security of their caregivers and will often come back for a "refueling." Some children begin to copy others' prosocial behavior, perhaps by comforting another child, or even an adult, who seems upset. Other children might get frustrated with another child who is crying and hit the child to make him or her stop. Also, sharing things that can be divided, like food and toys, becomes easier when supported by adults.
- 2 to 3 Years
During this stage, children become more able to play games with peers and have a better understanding of the perspectives of others. These children may try different methods of comforting others. Children this age also become more aware of social behavior and standards and can become very upset when these rules are violated.
- 3 to 4 Years
In these years children are more likely to make lasting friendships. They spend more time playing and can resolve small conflicts by themselves. Children gain a "theory of mind," or a sense of self, in that they have their own ideas and are able to distinguish these from others' ideas.
- 4 to 6 Years
Play in more organized games and cooperation with rules are more common during these years. Children begin to identify with people outside the family; they start to play games like doctor and grocery store. Their Emotions become more apparent to their personality, they think and act more as themselves.
How can you as an early childhood professional or parent promote prosocial behavior? Here are Dr. Landy's 5 principles:
- Principle 1- Model and encourage caring behavior toward the child and less fortunate.
Take advantage of children's natural inclination to imitate by being considerate of the people and environment around you. Respecting others' opinions can be a positive influence on a child's development of prosocial behaviors.
- Principle 2- Help children see the effect of their behavior on others.
Encourage role taking and perspective taking. Simply telling a child he hurt someone's feelings will not teach him about caring for others. Role-play gives children the opportunity to step in someone else's shoes and to take into account others' points of view and feelings.
- Principle 3- Encourage responsibility by having children do chores.
At a young age, children can gain a sense of competency by getting their own drink of water or picking up their toys. Having kids take on chores, no matter what age, will give them a sense of contribution to the household.
- Principle 4- Expose children to contacts with peers and teach them social skills and strategies.
Children do need to learn social skills; they don't always come naturally. Interacting with and being accepted by others will make the child feel confident and make difficult interaction less likely later in life. Young children almost always benefit from being involved in a program, organized or not (even meeting in the park with one other child helps). If children have difficulties interacting, intervene, or keep the visits short and lengthen them as the children get used to one another.
- Principle 5- Teach conflict resolution and interpersonal negotiation skills.
It is easier to resolve a conflict as it happens, so when caregivers are able to intervene on the spot, they have an excellent opportunity to teach conflict resolution skills. Many parents are surprised that even 3-year-olds can use conflict resolution skills to head off anger and tears. Of course, in the event a conflict cannot be resolved, the toy or object being fought over should be removed and both children distracted by other activities...kids will still be kids.
|
|
|
