Abstract
Abstract This paper will attempt to organize and critically review recent research relevant to classroom approaches for fostering prosocial behaviour in early childhood. Seven applicable approaches for the classroom (positive reinforcement, discipline, modelling, verbal instruction and exhortation, cooperative experiences, role‐playing, and emotional self‐reflection) are conceptualized as falling within four categories of learning: learning through behavioural consequences, learning by observation, learning through verbal prescription and learning through personal experience. The review uncovers an overall inadequate research base for definitive conclusions, but finds some support for the effectiveness of certain approaches to prosocial education with this very young population. Suggestions for future research are offered.
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