Promoting Pro-Social Behavior in Children: The Role of Friendship

This presentation explores the role of friendship in promoting pro-social behavior in children. It discusses the factors that influence children's behavior in the early years and provides three strategies that early childhood teachers can use to promote pro-social behavior. It also emphasizes the importance of reciprocal relationships between teachers and parents in fostering positive behavior. References are included for further reading.

CHILD
DEVELOPMENT

Introduction
■ Friendship is a gift from God to us. We can't choose our families but
friends are the one whom we choose and with some great moments
and joyful memories they became our family.
■ The story is about Ronny and John who were the best of friends since
their childhood and have shown an example of peaceful value.
■ It can also be said that socialisation develops from childhood, it
depends upon how they are educated or encouraged to be pro-social.

Introduction
■ The pro-social behaviours are actually the intent to assist or benefit
other people or friends. It is the social behaviour that benefits
surrounding people as a whole.
■ This can be done in the form of helping, donations, cooperating, and
volunteering.
■ Different experts or investigators reported that pro-Social behaviour
developed during childhood can be good practice to develop peaceful
behaviour in adulthood.

Introduction
■ With the story of friendship of Ronny and John resolved the issue
occurred on the ground show that children can remain calm and help
each other in adverse condition.
■ They should follow the rules and should not be egoistic while dealing
with the fiends.
■ This particular story will help the children to reduce or eliminate
undesirable or negative social behaviour.

Three factors that influence children’s
behaviour in the early years
■ Parent and or guardians are the prime educator in a child's life; therefore it
is essential that they play a vital role in the development of positive
behaviour.
■ Children, who see adults continually or regularly, are more attached to
them. They feel happy when they return back home after a tour or visit
(Tizard, Blatchford, Burke, Farquhar, & Plewis, 2017).
■ Health and nutrition are directly correlated with children behaviour as
children having healthy food with all the essential nutrients feels energetic
and happy.
■ On the other hand, children with unhealthy food habits or mal nutrition’s
generally developed unfavourable behaviours like being angry and sad.

Three strategies that an early childhood
teacher could use to promote pro-social
behaviour
■ The first strategy is active play; to assist the children to learn any type
of pro-social behaviour, they need to be engaged in the active play
with the teacher and other children (Bower, & Casas, 2016).
■ Another strategy is one-on-one time, kid’s desire for one-on-one time
with individuals they interact with. The teachers can be a key factor
here, and they can become a source of this requirement and the
stability for certain children.
■ The last strategy the educators can use is being a good role model for
the children. Like mentioned above teacher are looked up to by the
child, nonetheless, they should not forget it after leaving the class.

Importance of reciprocal relationships
between teachers and parents in
promoting children’s pro-social
behaviour
■ Developing healthy behaviour is not an easy task, therefore the teachers,
and parents should work collaboratively to develop pro-social behaviour.
■ Some parent promotes the pro-social behaviour differently from the
educators, in several manners that undermines the educator’s work.
■ The children spend more time with the parent or caregivers; therefore they
might be more responsive toward them.
■ It is also possible that using different strategies by teacher and parents may
confuse the child, therefore both the parties need to work together in order
to achieve the pro-social behaviour goal that is already set for the child.

References
■ Bower, A. A., & Casas, J. F. (2016). What parents do
when children are good: Parent reports of strategies
for reinforcing early childhood prosocial
behaviours. Journal of child and family studies, 25(4),
1310-1324.
■ Tizard, B., Blatchford, P., Burke, J., Farquhar, C., &
Plewis, I. (2017). Young children at school in the inner
city. Routledge

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YOU