ERIC Number: ED343693
Record Type: Non-Journal
Publication Date: 1991-Nov
Reference Count: N/A
Helping Children Become More Prosocial: Tips for Teachers.
Honig, Alice S.; Wittmer, Donna S.
This paper provides teachers with 35 techniques for promoting preschool children's prosocial development. Research findings that support many of the techniques are cited. Some of the techniques refer to caregivers' personal interactions with individual children or groups, while others target broader systems and require involvement of families, schools, and communities. The techniques include: modeling prosocial behaviors; using positive discipline strategies; providing alternatives to aggressive behavior; helping children become assertive; arranging regular viewing of prosocial media and videogames; using Socratic questioning methods; teaching cooperative games and conflict-resolution games; providing relaxation and focused imagination activities; pairing isolated children with sociable children; using children's literature to enhance empathy and caring; giving children responsibility in the classroom; facilitating cooperation rather than competition in school learning plans; arranging classroom spaces and play materials to facilitate cooperative play; developing projects that involve altruism; emphasizing to families that prosocial interactions are an integral curriculum component and a goal of the child care facility; and becoming familiar with structured curriculum packages designed to promote prosocial development. Appended are 88 references. (GLR)
Descriptors: Assertiveness, Bibliotherapy, Child Caregivers, Conflict Resolution, Cooperation, Curriculum Enrichment, Day Care Centers, Developmentally Appropriate Practices, Discipline, Empathy, Group Activities, Interpersonal Competence, Modeling (Psychology), Peer Relationship, Preschool Education, Prosocial Behavior, Role Playing, Teaching Methods, Young Children
Publication Type: Guides - Classroom - Teacher; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A