Abstract
A classroom procedure that did not involve extensive teacher training nor intrusion into the school system was found to be easily implemented for one month with second graders. The children were encouraged to report during daily circle time how they had been kind, cooperative, helpful, or sharing with a peer. The report had to be corroborated by at least one classmate. Each prosocial action resulted in a star being placed on a class star chart. Pre and post observations of the frequency of prosocial actions by the intervention class and a randomly chosen control class revealed a significant increase in prosocial actions among peers in the intervention classroom.
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