This paper reviews research findings that are related to fostering prosocial behavior in the early childhood and elementary classroom. A collection of "experimental best bets" for increasing prosocial behavior in young children is outlined. This collection covers the role of reinforcement and modeling or imitation, the importance of group norms, use of role playing experiences, peer teaching, cooperative group activities, and the influence of child-rearing and discipline techniques. In addition, a short review of the history of research on prosocial behavior is given. Research has demonstrated that the frequency of prosocial behavior is situationally determined and is not a consistent trait of individuals. Also, prosocial behavior is only moderately related to moral behavior, empathy and cooperation. However, the child who is frequently prosocial is seldom likely to be aggressive. The relations between prosocial behavior and sex differences, age differences, birth order and family size are also mentioned. Factors which have been found to increase the incidence of prosocial behavior in children are positive reinforcement, nurturant models, moralizing or preaching by powerful figures, role-playing experience, assignment of responsibility for the welfare of others, cooperative group activities, and use of induction disciplinary techniques. (Author/SS)