Promotion of prosocial behaviors and social skills in preschool lesson plans

Abstract

The literature highlights that promoting prosocial behaviors and social skills should be among the priorities in educational projects. Lesson plans can give intentionality to educational actions and influence pedagogical practices. This study aimed to identify activities planned by preschool teachers, focusing on content related to the promotion of prosocial behaviors and social skills. Four teachers from a municipal preschool in southeastern São Paulo participated in the research. Data were extracted from weekly lesson plans, and descriptive analyses were conducted. The results indicated a small number of planned activities related to the promotion of prosocial behaviors (0.2%), social skills (2.7%), or other themes related to socialization (8.8%), compared to other pedagogical content (88.3%). The findings suggest the need for investment in teacher training, including the planning of activities aimed at developing high-quality interpersonal relationships to enhance the teaching-learning process in preschool.