Prosocial Behavior in the Preschool Years

Eisenberg, Nancy; Cameron, Ellen; Tryon, Kelly

doi:10.1007/978-1-4613-2645-8_7

Cited by 11 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…High self-control results in adaptive behaviors that may be either socially active (aimed at constructing an emotionally arousing situation in a way that satisfies the needs of other individuals involved), labeled constructiveness; or socially passive (aimed at avoiding emotional arousal and behaving thoughtfully), labeled compliance. These behaviors that have high selfcontrol in common, share the characteristics of spontaneous and compliant prosocial behavior, respectively (Eisenberg et al, 1981(Eisenberg et al, , 1984. Interaction with other individuals, social competence, and adjustment are affected by the frequency and intensity of the individuals' typical emotional responding (Eisenberg et al, 2002).…”

Section: Introductionmentioning

confidence: 99%

Adaptive Behavior in Childhood as an Antecedent of Psychological Functioning in Early Middle Age: Linkage Via Career Orientation

2006

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

Adaptive Behavior in Childhood as an Antecedent of Psychological Functioning in Early Middle Age: Linkage Via Career Orientation

2006

View full text Add to dashboard Cite

show abstract

“…Pro-social behaviors, that is behaviors intended to benefit others (e.g., sharing, helping, or comforting, Eisenberg & Fabes, 1998), can be distinguished based on the degree of initiative in this behavior. An important, but understudied, distinction has been made between compliant pro-social behavior, which is performed as a response to a specific verbal or nonverbal social demand or request, and self-initiated pro-social behavior, performed without such a demand or request (e.g., Eisenberg, Cameron, & Tryon, 1984; Grusec, 1991). This distinction is relevant to age differences in pro-social behavior (Eisenberg, Wolchik, Goldberg, & Engel, 1992) in the motivations behind it (Bar-Tal, 1982), and in the parenting behaviors associated with it (Eisenberg et al, 1992; Grusec, 1991).…”

mentioning

confidence: 99%

Children's low affective perspective-taking ability is associated with low self-initiated pro-sociality.

Knafo¹,

Steinberg²,

Goldner³

2011

Emotion

View full text Add to dashboard Cite

Children's affective perspective-taking (APT) may provide a basis for efficient social interaction. The APT abilities of 83 children from 46 same-sex sibling pairs (ages 36 to 72 months, M = 52.8; SD = 12.6) were assessed through their reactions to affectively loaded story situations, and children whose APT ability (but not general cognitive abilities) was low relative to other children of their age were designated as Low-APT children. These children were not less pro-social when specific social cues or requests for pro-social behavior were given by experimenters. However, low APT may hinder children's ability to infer the need for pro-social action from relatively subtle social cues. Although 46.9% of nonlow APT children behaved pro-socially in at least two of three opportunities they were given to perform a self-initiated pro-social behavior, none of the children who were low on APT did.

show abstract

“…Sedangkan untuk mengukur pengambilan perspektif kognitif dan afektif, peneliti menggunakan empat kartu bergambar dan tiga video animasi. Alat ukur pengambilan perspektif afektif dan kognitif dibuat dengan menyesuaikan konteks situasi yang dapat memunculkan tiga respon prososial (Eisenberg, Cameron, & Tryon, 1984). Kartu bergambar yang digunakan dapat dilihat pada Gambar 1.…”

Section: Desainunclassified

Benarkah anak prasekolah sudah mampu mengambil perspektif dalam perilaku prososial?

Permatasari

Agustiani

Bachtiar

2020

JPS

View full text Add to dashboard Cite

Previous studies suggested that preschoolers have already behaved prosocially. However,there is a possibility that such insight cannot be generalized since there is a conflictingassumption between different theoretical perspectives. The research aimed to explorewhether pre-schoolers’ perspective-taking in the context of prosocial behavior had developed.Our participants were 25 preschoolers who were 5-6 years old. The result showed that fromthe three types of perspective-taking, which were perceptual, cognitive, and affectiveperspective-taking, affective perspective-taking was undeveloped optimally among themajority of pre-schoolers. They had difficulty when identified others’ emotions in the context,especially in prosocial situations. For cognitive perspective-taking, preschoolers understoodother people’s thoughts, intentions, and motives, but only when the environmental cues weresimple. When the situation was more complex, their efforts to understand other people’sthoughts, intentions, or motives resulting in different understanding about the situations.Preschoolers’ ability to do perceptual perspective-taking had developed. They could shift theirperceptual perspective-taking from themselves to other perceptual perspective-taking. Theresults can be used as a reference for developing intervention programs to improveperspective-taking skills in contexts of prosocial behavior in preschool children.

show abstract

Prosocial Behavior in the Preschool Years

Cited by 11 publications

References 17 publications

Adaptive Behavior in Childhood as an Antecedent of Psychological Functioning in Early Middle Age: Linkage Via Career Orientation

Adaptive Behavior in Childhood as an Antecedent of Psychological Functioning in Early Middle Age: Linkage Via Career Orientation

Children's low affective perspective-taking ability is associated with low self-initiated pro-sociality.

Benarkah anak prasekolah sudah mampu mengambil perspektif dalam perilaku prososial?

Contact Info

Product

Resources

About