A Comparative Study of American and Taiwanese Teachers' Practices for Promoting Prosocial Behavior of Kindergarten Children

Abstract

The purpose of this study is to increase the understanding of how to promote the development of young children's prosocial behavior in kindergarten, as well as to compare the differences in prosocial behavior teaching methods of American and Taiwanese kindergarten teachers. This study uses the hermeneutic phenomenological approach to understand the experiences of two American and one Taiwanese kindergarten teacher in promoting prosocial behavior among young children. Data are collected through protocol writing of the individual teacher, classroom observation and in-depth interviews. The finding indicates that although the three teachers use many identical methods to promote prosocial behavior in young children, each teacher uses some unique methods of reinforcement. The methods used by the three teachers include timing of teaching prosocial behavior, rule making, creating awareness of prosocial behavior, class meeting, conflict resolution, consequences, bonding and ownership, as well as other unique methods. Educational implications regarding the role of the teacher, the role of the environment and teaching methods are explored. Finally, further research using a larger sample is suggested for a thorough investigation into the effect of individual differences on prosocial behavior teaching.