Student Resource Area for: Guiding Children's Social ...
Student Resource Area for: Guiding Children's Social Development and Learning, 6E
Chapter 13 - Promoting Prosocial Behavior
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Key Points
I. Create a prosocial environment.
• Label children's prosocial acts as they occur.
• Point out instances in which an unintentional lack of kindness is shown and describe an alternate, prosocial approach.
• Create opportunities for children to cooperate and to help others.
• Use prosocial reasoning when talking with children.
• Reward prosocial behavior.
• Administer group rewards.
• Demonstrate a variety of prosocial behaviors.
• Demonstrate constructive ways of responding to other people's prosocial behavior.
• Be positive when engaging in prosocial behavior.
• Point out the prosocial behaviors you and others model.
• Use positive attribution to increase children's prosocial self-images.
II. Give direct instruction related to prosocial behavior.
III. Provide on-the-spot instruction.
• Observe children for signs of prosocial behavior.
• Ask children directly to help you.
• Make children aware when someone needs help or cooperation.
• Teach children signals they might give to elicit help or cooperation from others
• Point out situations in which people could decide to help or cooperate.
• Discuss situations in which it would be best to decide not to cooperate.
• Assist children in determining what type of help or cooperation is most suitable for a particular situation.
• Teach children how to share.
• Work at increasing children's perspective-taking skills.
• Provide opportunities for children to increase their instrumental know-how.
• Work with children to evaluate the results of their actions.
• Encourage children to accept kindness from others.
• Support children when their attempts at kindness are rebuffed.
IV. Coordinate planned activities.
• Decide what prosocial skills you want to teach.
• Think of many different ways the prosocial skills might be presented to the children.
• Select one of your activity ideas to develop further.
• Develop a plan of action that outlines the prosocial activity from start to finish.
• Gather the materials you will need.
• Implement your plan.
• Evaluate your activity in terms of immediate and long-term prosocial outcomes.
• Repeat the same prosocial activity, or a variation of it, at another time.
V. Communicate with the children’s family.
• Communicate your classroom philosophy of cooperation to families.
• Initiate and model cooperative activities in the program that include family members.
• Invite parents and other family members to help in the formal group setting.
• Answer families' questions about the role of competition and cooperation in their children's lives.
• Assist adults in figuring out how their children can be helpful at home.
VI. Avoid common pitfalls.
• Failing to recognize children's efforts to behave prosocially.
• Bringing a prosocial model's behavior to a child's attention through negative comparison or through competition.
• Coercing children to engage in insincere prosocial behavior.
• Making children share everything all the time.
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