Abstract
This paper explores the relationship between a child's self-concept and the prosocial behavior demonstrated by the child. Prosocial behavior included sharing, helping, and cooperative behaviors. The subjects were 52 4- and 5-year-old children, who were observed during free play in their day care centers and were administered the Purdue Self-Concept Scale for Preschool Children. Results indicated a significant correlation between self-concept and cooperative behavior over and above the effects of sex, age, number of siblings, and number of years in school. In addition, cooperative behavior that was self-initiated was more effective than cooperative behavior that was other-initiated. The implications for child rearing and the classroom focus on the dual directional nature of the relationship between self-concept and prosocial behavior.
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