Many early childhood educators are seriously concerned about bullying and aggression. Children's negative social behaviors also dominate the media and are the focus of much current research. Recent studies result in some progress in understanding the early origins and harmful effects of physical and relational aggression and designing interventions to reduce its occurrence. It is equally important to nurture positive alternatives--children's "prosocial" feelings and behavior toward others. Nancy Eisenberg, a leading researcher in the area of prosocial behavior, and her coauthors describe prosocial behavior as "voluntary behavior intended to benefit another" (Eisenberg, Fabes, & Spinrad 2006). This article draws extensively on their excellent literature review. The second author of this article (Taylor) conducted a survey and face-to-face interviews about prosocial development with early childhood teachers and directors in the spring of 2010. In the interviews, early childhood educators used terms such as "empathy," "sharing," "compassion," "helping others," "compromise," "respect for others," and "hugging other children" to describe prosocial behavior in young children. Prosocial behaviors might also include cooperating, including others in play, giving a compliment, and comforting a child who is upset. The research the authors share in this article highlights many ways that children's prosocial development can be actively promoted without being forced. (Contains 2 resources and 7 online resources.)