Children's Prosocial Behavior Research Articles

LEGO®-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention.

LEGO®-based therapy is a social development protocol that uses LEGO® activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD). This study aimed to explore the effects of LEGO®-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process. This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay-Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory. After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ2 (5) = 25.905, p < 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days. The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.

The Mediating Role of Social Interactions and Early Psychopathological Symptoms in the Relationship Between Empathy and Prosociality in Young Children with ASD and Neurotypical Peers.

This study examined the relationship between empathy, prosocial behaviour, social interactions and early psychopathological symptoms (internalising and externalising behaviours) in children with autism spectrum disorder (ASD) and typically developing (TD) children. A total of 506 parents of children aged 18-48 months participated in this study. The parents of 92 children with ASD and 414 neurotypical children completed the Empathy Questionnaire, the Child Prosocial Behaviour Questionnaire, and the Emotional and Social Development Questionnaire. The results confirmed the direct relationship between empathy and prosocial behaviour in both groups. However, the findings showed a different pattern of the indirect relationship between empathy and prosociality through the social dimensions in the children with ASD compared to their typically developing peers. In the children with ASD, there was only one significant indirect path from empathy to prosocial behaviour - through internalising behaviours (anxiety). Anxiety also played a moderating role in this relationship. The higher the anxiety, the stronger the relationship between empathy and prosociality. In the neurotypical group, social interactions were a significant mediator, strengthening the relationship between empathy and prosocial behaviour. Externalising behaviours weakened this relationship. Intergroup and gender differences were also examined. These findings may have practical implications for social skills training programmes based on behavioural interventions by highlighting the importance of prosocial behaviour for social interaction and protection against psychopathological problems in children with autism and typically developing children.

Preconception and prenatal vitamin D associations with positive behavioral health in Black children.

Low levels of vitamin D during pregnancy are associated with offspring behavioral problems but little is known about pre-pregnancy influences. Additionally, Black American individuals are underrepresented in studies, limiting translational impact. We tested independent and interactive effects of preconception and prenatal vitamin D in Black women in relation to positive behavioral and emotional outcomes in early childhood. Black-identifying participants (N = 156) enrolled in the longitudinal Pittsburgh Girls Study (PGS) provided venous blood samples before and during pregnancy to measure 25-hydroxyvitamin D (25[OH]D) levels. Participants completed questionnaires assessing sociodemographic factors, depression severity and life stress, and later reported on child behavioral and emotional problems and prosocial behavior between 2 and 4 years. Mean serum 25(OH)D concentrations were 15.5 ng/ml (s.d. = 7.7) before pregnancy and 18.0 ng/ml (s.d. = 9.2) during pregnancy; below the sufficiency threshold according to commonly used dietary guidelines. After adjusting for covariates, prenatal 25(OH)D was negatively related to behavior problems and positively related to prosocial behavior in children, although the association attenuated for behavior problems after accounting for preconception 25(OH)D, which may reflect patterns of stability. Maternal 25(OH)D was unrelated to child emotional problems, and no synergistic effects of 25(OH)D timing were observed for any child outcome. Findings have relevance for Black women living in the northeast U.S. Results suggest specific associations between maternal vitamin D and positive behaviors in early childhood, regardless of sufficiency levels and suggest potential opportunities for early interventions to support healthy child development.

Parents' perception of children's behaviors, self-compassion, and parenting stress: Actor-partner interdependence model.

This study explores how self-compassion mediates the relations between parents' perceptions of children's behaviors and parenting stress, as well as interactions between parents. We conducted a longitudinal actor-partner interdependence mediation model and assessed parents' perceptions of children's behaviors, self-compassion, and parenting stress. A total of 656 pairs of parents (fathers' Mage = 34.96 years, SDage = 5.62; mothers' Mage = 33.13 years, SDage = 5.77) participated in the study. Results revealed that parents' perceptions of children's problem behavior affected their own parenting stress through their self-compassion. Additionally, parents' perceptions of children's prosocial behavior directly influenced their own parenting stress and also affected it through self-compassion in both parents. Parents' perceptions of children's problem behavior directly influenced their partner's parenting stress and also indirectly through their own self-compassion. Similarly, parents' perceptions of children's prosocial behavior affected their partner's parenting stress via self-compassion in both parents. The findings highlighted the importance of parents recognizing and valuing their children's positive behaviors, thereby fostering a constructive "child effect" that improved the dynamics of the parental subsystem. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Spiritual Education Value and Practical Approaches of Early Childhood Dance

Early childhood dance is an art activity for young children created according to the characteristics of their physical and mental development, which is characterized by intuitive image, sociality, and children's fantasy. It is characterized by intuitive image to show the form of all things for young children, which shows the knowledge of truth; young children shape their good character in the collective dance environment of cooperation and communication, which is for the sake of goodness; and young children experience the charm of dance art in the dance world of children's fantasy, which is for the sake of cultivating beauty. The truth, goodness and beauty it contains can nourish young children's hearts and promote the formation of positive psychological qualities in young children, which is an important way to educate young children. In this sense, educators should fully explore the value of early childhood dance according to the level of physical and mental development of young children, so as to achieve the dance wisdom - to promote the development of young children's cognitive ability, to dance ideology - to enhance the quality of young children's will, to dance and express their feelings. --Cultivate young children's positive emotions and feelings, nurture children's personality, and guide children's pro-social behavior. To realize dancing to nurture the heart and dancing to nurture people, and to promote the comprehensive and harmonious development of young children's body and mind.

The Development of Prosocial Behavior in Children and Adolescents in the Context of Child-Parent and Sibling Relationships (Review of Modern Foreign Studies)

The Development of Prosocial Behavior in Children and Adolescents in the Context of Child-Parent and Sibling Relationships (Review of Modern Foreign Studies)

The moderating role of reward/punishment sensitivity in the relationship between intelligence and prosocial behavior in children

The moderating role of reward/punishment sensitivity in the relationship between intelligence and prosocial behavior in children

A structural equation model of parenting and child's resilience after the earthquake in Türkiye.

This study investigated the relationship between parental psychological wellbeing, parenting, children's psychological difficulties, and prosocial behavior in Kahramanmaraş earthquake-affected families living in Türkiye in 2023. To this end, a mediation model was proposed for parental psychological distress that was hypothesized to exert an indirect effect on a child's psychological difficulties and prosocial behavior through parenting. Participants were 358 preschoolers between 4 and 6 years old and their one parent (father or mother) who completed a set of validated self-report surveys in a cross-sectional design study. Results showed positive associations between parental psychological distress and child's psychological difficulties but negative association with child's prosocial behavior. Furthermore, quality of parenting mediated the association between parental psychological distress and child's psychological difficulties and prosocial behavior. Our findings suggest that positive parenting may serve as a protective mechanism that mediates the association between parental psychological distress and a child's psychological difficulties and prosocial behaviors among families displaced by a natural disaster like an earthquake. These findings point to the need for supporting positive parent-child relationships in addition to decreasing the psychological distress of parents when exposed to potentially traumatizing events like this.

The Association between Emotional Intelligence and Prosocial Behaviors in Children and Adolescents: A Systematic Review and Meta-Analysis.

Emotional intelligence and prosocial behavior both play an important role in the development of children and adolescents. However, the strength of the association between emotional intelligence and prosocial behavior in children and adolescents is controversial. Hence, this study aimed to conduct a meta-analysis to evaluate the exact association between emotional intelligence and prosocial behavior in children and adolescents. Through a literature search, a total of 40 studies and 40 effect sizes were included in this meta-analysis (n = 20621). In this study, the main effect test shows that there is a significant positive correlation between emotional intelligence and prosocial behavior in children and adolescents (r = 0.43). Moreover, the present study found a significant moderating effect of age. More specifically, the association between early childhood (0-6 years) emotional intelligence and prosocial behavior is stronger than in middle childhood (7-12 years) and adolescence (13-18 years), and the correlation between emotional intelligence and prosocial behavior is stronger in boys than in girls. The culture was also found to be an important moderator, the association was found to be weaker for Western culture than for Eastern culture. Finally, a stronger correlation between the two variables was found when the emotional intelligence measurement tool was LZ (Emotional intelligence questionnaire compiled by Liu Yan and Zou Hong). These results indicated that improving children's and adolescents' emotional intelligence could be an important strategy to enhance children's prosocial behavior.

Are a Child's Autistic Traits, Behavioural Difficulties, Prosocial Behaviour and Temperament Predictors of Parental Self-Efficacy and Satisfaction? A Study on Parents of Autistic and Neurotypical Children Aged 7-11 Years.

The aim of the study was to evaluate the significance of the severity of autistic traits, behavioural difficulties, prosocial behaviour and temperamental characteristics in children for parental self-efficacy and parental satisfaction in two groups of parents: parents of autistic children, and parents of neurotypical children. Data come from 145parents of autistic children and 239 parents of neurotypical children. Using hierarchical multiple regression analyses, the analysis explored the role of child characteristics in prediction of parental self-efficacy and parental satisfaction. The regression model tested explained 21% variation in parental self-efficacy and 27% variation in parental satisfaction in parents of autistic children and 3% of variation of results with respect to parental self-efficacy and 17% variation in parental satisfaction in parents of neurotypical children. In both groups, parental self-efficacy and parental satisfaction were negatively correlated with such child characteristics as severity of behavioural difficulties, severity of autistic traits and emotionality as also positively related to the child's prosocial behaviour. These findings may suggest that particularly useful mental health prevention programs for parents should combine two elements: developing parents' abilities of effectively coping with children's behavioural difficulties and working on attribution processes and negative convictions about parenthood.

The impact of the indoor home environment on children's prosocial behaviour

Although the role of the home environment in the development of prosocial behaviour in childhood is well-established, the existing research has focused on the emotional microclimate of the home. We do not know whether the physical home environment has a role to play too. The present study aims to fill this gap. It uses data from a large, nationally representative birth cohort survey in the UK, tracking the trajectories of prosocial behaviour in children across ages 3, 5, 7 and 11 years as a function of three constructs derived from the Home Observation Measurement of the Environment Short Form (HOME-SF), assessed at age 3 years: physical organisation of the home, mother's emotional and verbal responsivity, and mother's use of harsh discipline. Prosocial behaviour was assessed via a parent-reported subscale of the Strengths and Difficulties Questionnaire. The findings, which were robust to adjustment for sex, ethnicity, cognitive ability, special educational needs, neighbourhood environment, family income, family structure, maternal mental health, maternal education and religiosity, showed that all three aspects of the home environment were associated with prosocial behaviour. However, when controlling for all three simultaneously, physical organisation ceased to be a significant predictor of prosocial behaviour although the two measures of the home's emotional environment retained their significance. This indicates that, compared to the physical, the emotional climate of the home has a more substantial impact on children's prosocial behaviour. It also suggests that the physical and the emotional context of the home are strongly interrelated, with aspects of emotional harshness possibly mediating the effects of the home's physical disorganisation.

Digital Parenting Program: Enhancing Parenting and Reducing Child Behavior Problems.

Digital parenting programs using smartphone apps can support families in positive parenting and require evaluations of their effects, mainly in low- and middle-income countries with caregivers experiencing psychosocial vulnerabilities. The study evaluated the "Born Learning" digital parenting program on improving parenting practices, child prosocial behavior, and reducing the children's externalizing behavior problems. Additionally, participants' satisfaction and engagement with the program were evaluated. Brazilian primary caregivers of 3- to 6-year-old children totaling 91, participated in the "Born Learning" program and pre-, post-intervention, and five-month follow-up evaluations. Most participants received cash transfers (64%) and reported some level of food insecurity (78%). The parenting coercive practices decreased from pre- to post-intervention, with maintenance in follow-up. Satisfaction with the role of parenting increased, and child conduct behavior problems decreased from pre-intervention to follow-up. Most participants found the program content very interesting and engaged adequately with the program strategies, such as messages and videos. The digital parenting program can support caregivers by enhancing parenting and decreasing child behavior problems, highlighting the potential for broader implementation in similar contexts.

Impact of decision‐making autonomy and social distance on young Chinese children's sharing behaviour

AbstractThis research explores how decision‐making autonomy and social distance impact young children's sharing behaviour. In Study 1, findings from 159 Chinese children (total N = 159, 72 boys, aged 3–6 years) revealed that children aged 5–6 exhibited significantly more sharing behaviours in the controlled condition, however 3–4 years‐olds showed no variance between the two conditions, indicating that the impact of decision‐making autonomy on sharing behaviour surfaces around the age of 5–6 years. Study 2 examined the effects of social distance and decision‐making autonomy on sharing behaviours among Chinese children aged 5–6 years (total N = 57, 29 boys). Results showed that irrespective of the decision‐making condition, children in this age group exhibited a greater tendency to share with close friends. Furthermore, the controlled condition intensified this effect. These findings suggest that the perceived sense of autonomy among Chinese children aged 5–6 when deciding to share may not be as stable as expected, with social distance playing a pivotal role in guiding their sharing decisions. This study enhances our comprehension of how decision‐making autonomy and social factors shape young children's prosocial behaviour, underscoring the significant role of social context in influencing sharing behaviours during childhood development.

Adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in children and adolescents: A longitudinal study

BackgroundAdverse childhood experiences (ACEs) have a profound impact on individuals, shaping their long-term health and life opportunities. This study delves into the complex ties between ACEs and the socioemotional development of Australian children and youth by examining the relationships between adverse childhood experiences and externalizing, internalizing, and prosocial behaviors. MethodsThis study utilized data from the Longitudinal Study of Australian Children and employed the generalized estimating equation method to investigate the relationships between adverse childhood experiences and externalizing, internalizing, and prosocial behaviors in Australian children and adolescents. ResultsAdverse childhood experiences such as physical punishment, hostile parenting, parental conflicts, separation, financial strain, and parental mental health issues increased the risk of externalizing and internalizing behaviors while reducing prosocial behaviors. The risk increases with the number of ACEs, as evidenced by the incidence ratio (IR); for example, for externalizing behaviors, an ACEs score of one leads to IR = 1.69, while an ACEs score of 4 results in IR = 3.34. Similar trends were observed for internalizing and prosocial behaviors. LimitationsThe presence of imbalanced longitudinal data, arising from variations in the number of observations across different time points, challenges robust inferences. Furthermore, this study investigates the relationship between ACEs and behavioral problems, without establishing causality. Consequently, the results should be interpreted with caution. ConclusionsThe findings of this study highlight that adverse childhood experiences significantly influence behavioral outcomes in children and adolescents. These findings underscore the critical need for early detection and intervention to mitigate the consequences of traumatic childhood experiences.

The promotive influence of positive moral emotions on prosocial behavior in 3–5‐year‐old children

AbstractProsocial behaviour is a hallmark of social and emotional competence during childhood. Thus, promoting the development of children's prosocial behaviour can have important downstream benefits for individuals and society. Previous studies indicated that there is a positive effect of negative moral emotions on prosocial behaviour, but the influence of positive moral emotions on prosocial behaviour remains largely unknown. This study adopted three experiments to investigate the influence of positive moral emotions on three aspects of prosocial behaviour in 3–5‐year‐old children. After inducing positive moral emotions in children, they were observed either in helping (Experiment 1, N = 151, 75 boys), sharing (Experiment 2, N = 141, 69 boys) or comforting (Experiment 3, N = 132, 66 boys) scenarios. Results showed that: (1) children's helping, sharing and comforting behaviours in the moral emotions (experimental) group were significantly higher than those in the control group, suggesting that positive moral emotions could positively influence the examined prosocial behaviours; (2) there were age differences in children's helping, sharing and comforting, but the effect of positive moral emotions on the examined prosocial behaviours did not differ by age and gender. These findings point to the need for fostering positive moral emotions in early cultivation of children's prosocial behaviour during pre‐schooler education.

Longitudinal Relationships Among Child School Engagement, Parental Monitoring, and Child Prosocial Behavior: A Child-Parent Synergistic Mechanism.

Numerous contextual factors have been identified that impact the development of children's prosocial behavior, yet the influence of child-initiated factors on prosocial behavior and its underlying mechanism remains unclear. This study employed three longitudinal models to examine in depth how children's school engagement may promote the development of their own prosocial behavior. Three-wave longitudinal data from 4691 children (M age = 9.480, SD = 0.507; 48.2% female) with 2-year intervals were used. Sequentially, a cross-lagged panel model, a random intercept cross-lagged panel model, and a parallel process latent growth model were constructed. The findings indicated that children's school engagement consistently predicted the future level, dynamic changes at within-person level, and long-term trends in their prosocial behavior, and these longitudinal relationships were partially mediated by parental monitoring. These results reveal a child-parent synergistic mechanism for the development of prosocial behavior, wherein children's school engagement both directly promotes their own prosocial behavior and simultaneously enhances prosocial behavior through eliciting increased parental monitoring.

THE ROLE OF IMAGINATIVE PLAY AND INHIBITORY CONTROL TOWARDS PROSOCIAL BEHAVIOR IN PRESCHOOL CHILDREN

Preschool age is a crucial period to foster children's prosocial behavior using imaginative play. This study aims to determine the relationship between imaginative play and prosocial behavior, with inhibitory control as a moderator. The instruments used are the Strengths and Difficulties Questionnaire (SDQ) dimensions of prosocial behavior, the Child Imagination Questionnaire (CIQ), and Head-Toes-Knees-Shoulders Task. Participants were preschool children aged 3–6 years (n = 75). Parents and teachers of children are also involved in administering the data. The results show that there are differences in the assessment results between teachers and parents. The teachers' assessment result shows a significant relationship between imaginative play and prosocial behavior [(75)=0.501, p&lt;0.05, r2=0.251, one-tailed], and inhibitory control moderate the relationship between imaginative play and prosocial behavior (R2=0.4831, p=0.000). However, the correlation among the three variables was found to be non-significant in the parents’ assessment. Inhibitory control also does not moderate the relationship between imaginative play and prosocial behavior. The different results between teachers' and parents' assessments are explained further in this paper.

Investigation of the Relationship between Prosocial and Play Behaviors of 60-72 Months-Old Children Attending Preschool Education

This study was conducted to examine the prosocial behaviours and play behaviours of 60-72-month-old children attending preschool education and the relationship between these behaviours. For this purpose, the research was designed by adopting the correlational survey model. The sample of the study consisted of 300 children aged 60-72 months attending kindergartens in Turkey in the 2021-2022 academic year. "Penn Interactive Peer Play Scale-Teacher Form" and "Preschool Prosocial Behaviour Scale" were used in the study. It was determined that peer play behaviours differed statistically according to the variables of gender, age, parental education level, parental occupation, number of siblings, family income status and previous preschool education. Upon analyzing the prosocial skills of the children participating in the study, it was found that prosocial skills showed a statistically significant difference according to the variables of gender and previous pre-school education, but did not show a statistically significant difference according to the variables of age, parents' education level, parents' occupation, number of siblings and family income status. Another result of the study was that there was a positive relationship between children's prosocial behaviours and play interaction behaviours and a negative relationship between children's play disruptive behaviours.

Breastfeeding and behavioral problems in five-year-old Japanese children: The Kyushu Okinawa Maternal and Child Health Study

PurposeThis prebirth cohort study examined the relationship between breastfeeding duration and behavioral problems in five-year-old Japanese children. MethodsStudy subjects were 1198 mother–child pairs. Data were collected using a self-administered questionnaire. Emotional, conduct, hyperactivity, and peer problems and low prosocial behavior were assessed using the Strengths and Difficulties Questionnaire (SDQ). ResultsNeither exclusive breastfeeding duration nor breastfeeding duration regardless of exclusivity was significantly associated with childhood emotional, conduct, hyperactivity, or peer problems or low prosocial behavior. In children with older siblings only, ≥ 4 months of exclusive breastfeeding was significantly inversely associated with hyperactivity problems (adjusted odds ratio [OR] = 0.57, 95 % confidence interval [CI]: 0.31−0.99). In children without older siblings, ≥ 4 months of exclusive breastfeeding was inversely significantly associated with low prosocial behavior (adjusted OR = 0.54, 95 % CI: 0.30−0.93). No interactions were observed between exclusive breastfeeding duration and the presence of older siblings regarding the two outcomes. ConclusionsNo associations were found between breastfeeding duration and any of the outcomes based on the SDQ. Exclusive breastfeeding for ≥ 4 months may be inversely associated with hyperactivity problems in children with older siblings and with low prosocial behavior in children without older siblings.

The association between parental warmth and children's prosocial behaviour: A moderated mediation analysis

Prosocial behaviour is a bedrock of humane societies. Although previous studies have shown that parental style is an important contributing factor for children's prosocial behaviour, the psychological mechanism underlying this association in specific cultural background remains unclear. Based on the ecological systems theory, this study sought to explore the influence of parental warmth on children's prosocial behaviour, and the mediating effect of self-efficacy, as well as the moderating role of teachers' incentive evaluation in the link between self-efficacy and children's prosocial behaviour. This cross-sectional, survey-based study collected data from parents and teachers of 414 Chinese preschoolers (5–6 years old). Parents of these children finished questionnaires on the Chinese version of the short-form Egna minnen av. Barndoms uppfostran (s-EMBU-C), Child Behaviour Scale (CBS), and the revised General Self-efficacy Scale (GSES), while Incentive evaluation questionnaire was finished by their teachers. Results indicated that children who experience high parental warmth were more likely to act prosocially (b = 0.61, p < 0.001) and the association between parental warmth and prosocial behaviour was partially mediated by self-efficacy (indirect effect = 0.25, 95 % CI = [0.19, 0.32]). Besides, teachers' incentive evaluation moderated the link between self-efficacy and children's prosocial behaviour (b = 0.24, p < 0.001). Specifically, the effect of self-efficacy on prosocial behaviour was stronger for high teachers' incentive evaluation children than those with low teachers' incentive evaluation. These findings extend the existing understanding of the mechanism concerning the influence of parental warmth on prosocial behaviour in Chinese settings. The results revealed that interventions that could improve children's self-efficacy would be effective in accelerating their prosocial behaviour and schools played a crucial role in working with families to increase their self-efficacy at a young age. It should be noted that this study focused only on Chinese children of 5–6 years old, and the cross-sectional design means that the possibility of bidirectional effects could not be ruled out.