This study examined how Chinese children learn social behaviors in families during early childhood, and examined whether there are differences in social behaviors between Chinese children from Taiwan and Chinese children from the United States. The study also sought to glean strategies for parents, caretakers, and teachers to help cultivate children's prosocial behaviors. Data were gathered from observations of children, and interviews with parents, caretakers, and teachers. Fourteen children ranging from 3 to 7 years of age and their parents, caretakers, and teachers participated in the study. Findings indicated no differences in the prosocial behaviors of children from Taiwan and those from the United States. Parental monitoring and encouragement were found to be key factors for developing prosocial behaviors. Strategies and suggestions to create environments that cultivate prosocial behaviors included the following: (1) parents should assume more responsibilities in educating their children; (2) parents need to show affection and control their temper; (3) parents need to reflect upon their behavior and explain their behaviors to their children; (4) teachers need to recognize children's prosocial behaviors and use the teachable moment; (5) teachers need to teach children to develop understanding of other people's perspective; and (6) schools need to allocate time for children to play and make peers available nearby to increase social interactions. (HTH)