Pro-Social Learning Environments Report

This report examines pro-social behavior in children, focusing on guidance strategies used by parents and educators. It analyzes case studies of aggressive behavior in children and proposes alternative guidance methods to foster pro-social skills. The report emphasizes the importance of supportive environments in promoting healthy social and cognitive development.

Running head: PRO-SOCIAL LEARNING ENVIRONMENTS
PRO-SOCIAL LEARNING ENVIRONMENTS
Name of the Student
Name of the University
Author Note

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Table of Contents
Introduction:....................................................................................................................................3
Discussion:.......................................................................................................................................3
First scenario:...............................................................................................................................3
Second scenario:..........................................................................................................................4
Third scenario:.............................................................................................................................4
Analysis of guidance strategies of parents and educators:..............................................................5
First case study:...........................................................................................................................5
Second case study:.......................................................................................................................6
Third case study:..........................................................................................................................7
Outline of alternative guidance:.......................................................................................................7
First scenario:...............................................................................................................................7
Second scenario:..........................................................................................................................8
Third scenario:.............................................................................................................................8
Evaluation of the guidance:...........................................................................................................10
First case study:.........................................................................................................................10
Second case study:.....................................................................................................................11
Third case:.................................................................................................................................11
Implementation in future practice:.................................................................................................12
Conclusion:....................................................................................................................................12

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Introduction:
Pro-social behavior has posed long challenges to social scientists while they want to gain
the understanding of why people engage in behavior of helping others which are Beneficial to
others but costly to that individual performing the action (Flook et al., 2015) Pro-social
behavior is defined as a set of social behaviors which benefit other people of the society by
helping, shareing, donate and volunteering (Zarra-Nezhad et al., 2018). The evolutionary
psychologist often explains these behaviors in terms of natural selection. The theories and
concepts hold immense importance for children of 3 to four years since at this age, the
complexity of behavior increases, as the children are more prone to give the response to
everything in surroundings (Imuta et al., 2016). These responses shape the social and cognitive
development of children. The objective of the study is to assess, plan and reflect on the pro-
social guidance using three case scenario. This paper will illustrate overview of child’s behavior
and guidance strategies, analysis of the guidance of used by parents, educators and their
limitation and benefits in promoting health, the outline of new guidance and implementation as
well as evaluation for future practice in following paragraphs.
Discussion:
First scenario:
The first scenario represents the aggressive behavior of Peter, who is 4 years older child
and have a twin elder sister. The case study suggested that he always fights, screams and become
temper. He become aggressive when he was not getting something he desires that manifested as
hit, kicks and throwing things in ground. Impact of this behavior is that it affects the healthy

4PRO-SOCIAL LEARNING ENVIRONMENTS
social and cognitive development since Peter would be deprived of pro-social behavior, which is
crucial for wellbeing and survival (Coyne et al., 2017).
Considering the parental guidance, his parents use aggressive behavior such as yelling to
control their child. For example, when his mother became angry because of the misbehavior of
Peter, his father gives in. The impact of guidance is that the children imitate the behavior of their
parents and adopt values according to it (Coyne et al., 2017).
Second scenario:
This scenario represents the situation of child care where he exhibited a lack of sharing
behavior when another kid tried to use his toys. He showed aggression and lashed out Sarah.
The impact of this behavior is that it will influence his cognitive development, values and
believes and affects his relationship with peers.
Considering the educator’s guidance, the educator guided Peter to say sorry to which he
refused and made him sit in the naughty chair. The impact is he might feel discriminated because
he had to sit along which manifested as aggression and punches (Decety, Meidenbauer, &
Cowell, 2018).
Third scenario:
The case also represents aggressive behavior of peters and lack of bonding and
corporation with peers which manifested as running towards his peers with an intention of
hurting them. The impact is the lack of bonding with peers. He refuses to eat during tea time and
started demanding other things.
His educator guided him by saying she is disappointed but failed to provide disciplines.
She threated to complain about these behaviors. The impact is he may feel anxious and

5PRO-SOCIAL LEARNING ENVIRONMENTS
frightened which manifested as screaming and run out of the room (Skinner, Meltzoff & Olson,
2017).
Analysis of guidance strategies of parents and educators:
First case study:
In this case, the parents guided peter by controlling his actions and yelled at him. When
he misbehaves, his mother gets angry and his father misbehaves. While guiding children,
parents should provide warm and supportive parenting, explain which is wrong and which is
right rather than yelling at children and consider each child is unique and abilities in gathering
social experiences. Huda et al. (2017) stated that this guidance affected the wellbeing of Peter
since while he lacks major pro-social behavior but also it helps him to adopt poor values which
manifested as poor interpersonal skills.
The limitation of and benefits:
While the guidance has no benefit, it has an array of limitations. As discussed by children
of anger parent are less sympathetic and develop poor values and poor pro-social behavior of
sharing with others. In this case,
• Peter will integrate these values and behavior as a social norm which further affects socio-
emotional development and he will have poor interpersonal, self-regulation and skills to
communicate with families and society (Gerber,Sharry & Streek, 2016). Huda et al. (2017) stated
that children do not follow advice rather they imitate parents.
• Peter would experience an increased level of depression, social alteration, and spouse abuse
in the future (Coyne et al., 2017).

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.
Second case study:
In this context, one of the educators of the child care guided peter by asked him to say
sorry to his peer because of aggressive behavior he had shown before. While he refused to say
sorry, the educator sent him to a naughty chair, which resulted in an exhibition of aggression of
Peter by throwing a punch. According to Big Five personality traits, there is five personality trait
which observed in children which further shape them as adults (Judge & Zapata, 2015). In the
current context, I believe Peter showed neurocritic personality when another person tried to play
with his cards and further guidance made him exhibit his anxiety through aggression and
violence.
Limitation:
While the guidance has no benefit, it has an array of limitations. According to the
principle I code of ethics, professional educators acknowledge every child is unique and deals
with every child differently, including according to child care act 2006
(Educationstandards.nsw.edu.au., 2019). The educator is required to endeavor the present
situation without bias and then guide children (Kayis et al., 2016). In this case, the guidance
lacks these key components which further increase the feeling of victimization and anxiety. In
this case,
• Peter will develop poor skills in socialization and sharing with peers. He will develop a poor
relationship with educator and family (Flouri & Sarmadi, 2016).

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• He will be less empathetic and acknowledging in a future relationship and may develop
delinquent skills, low self-esteem and unwilling to take risk, poor self-controlling skills (Flouri
& Sarmadi, 2016).
Third case study:
In this case, His educator guided him by saying she is disappointed but failed to provide
disciplines. She threated to complain about these behaviors. According to the third stage of
Erikson’s psychosocial model, child of ages 3–6 years’ prioritize the validation of parents and
develop a sense of ambition (Knight, 2017). Pointing out a child that he is disappointing may
implant a sense of failure and guilt in him. He will develop negative emotions.
Limitation:
While the guidance has no benefit, it has an array of limitations. According to the theory
of mind, each human being can sense their own mind but cannot interpret others. Hence, it is
crucial for an educator to shape their practice of the theory of mind by following core values
such as accountability, respect, and trust, which lacks in this guidance (Knight, 2017). In this
case,
• Peter will develop a poor sense of self-control and anxiety. He will develop a poor concept
of collaboration and exhibit the signs of lack of empowerment and insecurities (Flouri &
Sarmadi, 2016).
• He will develop a relationship of fear and aggression with educator and family which will
result in an exhibition of violence in future relationships, drug-seeking behavior in the future
(Judge & Zapata, 2015).

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Outline of alternative guidance:
First scenario:
In the alternative guidance would be:
• Let Peter know that his behavior is unacceptable because it made him aware of his behavior.
• Create a comfortable environment and respond aggression with warmth and empathy,
kindness way and making him aware of the impact of his behavior because it will reduce the
destructive behavior (Hatano et al., 2018).
• Talk about feelings of the child, improving parental and sibling’s relationship by
incorporating prosaically behavior, avoid using aggressive or yelling tone because it will help
Peter to imitate his parents and develop the behavior of sharing (Villar & Pratt, 2015).
Second scenario:
The outline of alternative guidance would be:
• Create a caring classroom environment by incorporating pro-social activities as it provides
child opportunity to learn the importance of sharing and improve bonding with peers. Incorporate
parents in this session as the child feel comfortable in front of parents (Hatano et al., 2018). .
• Promote positive interactions in classrooms and communicate regarding his behavior
instead of isolating the child as it will implant the sense of acknowledgment and sharing and
develop a sense of self-regulation and collaboration (Gerber,Sharry & Streek, 2016).
• Use collaborative and corporative to teach positive social skills such as preparing muffins and
sharing them as a cooking experience.

9PRO-SOCIAL LEARNING ENVIRONMENTS
Third scenario:
The outline of alternative guidance would be:
• Communicate with the child regarding this behavior with proper warmth and compassion so
that he can understand this is inappropriate behavior instead of saying disappointment. It will
boost his self-esteem, reduce anxiety and facilitate self-control (Gerber,Sharry & Streek, 2016).
• Provide opportunities to learn the discipline of the school and create playing activities with
other peers in order to build a friendship. It will boost bonding with peers, reduce the anxiety of
children and develop a positive attitude towards other peers (Villar & Pratt, 2015).
.
Implementation of alternative guidance:
• I will evaluate the home environment and communicate with parents regarding the
implementation of the new guidance.
• I will provide literacy reading how to respond to the child in aggression and I will
incorporate parents to form a new environment for preventing aggression.
• Considering the transition, I will assets peter to develop stronger bonds with parents and
elder sister and monitor parental practice twice a week.
Second scenario:

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• I will evaluate the environment of childcare and communicate his educator regarding
changes.
• I will provide literacy reading on how to respond to a child in aggression with empathy and
assess his behavior with other children.
• Considering transitions, I will collaborate create playing session by incorporating pro-social
activities and help childcare educator to form a positive relationship with Peter. I will monitor
the behavior every day for 1 hour and practice of child care.
Third scenario:
• I will arrange a session where discipline would be taught for one hour and incorporate
educators and parents in this session.
• I will implement sharing games collaborate by communicating with school authorities and
create playing activities with other peers.
• I will monitor his behavior and assess his ability to share with his peers using the theory of
mind and I will monitor his transitions such as reduced anxiety, depression and positive attitude.
Evaluation of the guidance:
First case study:
According to Stern's value-belief-norm (VBN) model, the norms are activated when
individuals adopt positive values and beliefs and act accordingly and bear the sign of
responsibility for those consequences (Chen, 2015). In the current context, the alternative
guidance such as feelings of the child, improving parental and siblings relationship, avoid using
aggressive or yelling will help him to adopt positive values and behavior and reduce the

11PRO-SOCIAL LEARNING ENVIRONMENTS
aggression which he adopted from his parents. Hence, it will be a crucial guidance for altering
his behavior (Gubbels et al., 2018).
Second case study:
According to 'empathy-joy' hypothesis, one individual concerns for the happiness of
others and shows empathy, kindness through actions which result in sensing pleasure. This
behavior is termed altruism which assists people to develop pro-social skills and facilitate
cognitive and social development (Batson, Lishner & Stocks, 2015). In the current context,
promoting positive interactions in classrooms and involving them in playing and sharing session
will promote altruism such as selflessness and empathy (Batson, Lishner & Stocks, 2015).
Hence, this is a crucial guidance for altering his behavior.
Third case:
According to the theory of mind, each human being can sense their own mind but cannot
interpret other’s which further provided them an opportunity to acknowledge other’s behavior
and feelings. In the current context, Communicate with the child regarding this behavior while
helping to gain the idea of the feelings of him and disciplines will facilitate appropriate behavior.
Hence, it would be appropriate (Gubbels et al., 2018) .

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Implementation in future practice:
Pro-social behavior can contribute in important ways to children’s social and arcade
success. My future goal is to provide adequate education, proper values, and discipline in a
supportive classroom environment. This assignment will help to create emotionally supportive
classrooms, establish a therapeutic and empathetic relationship with children, ensure the safety of
student, and design cooperative learning activities which can promote the display of pro-social
behavior and involve parents in the practice and enhance my future practice (Batson, Lishner &
Stocks, 2015). While incorporating these skills I will adhere to Standard I (Caring and
Responsive Relationships), Standard III (Safety, Health, and Well-Being in the Learning
Environment) by incorporating myself in training session for professional practice and evaluate
my practice within 6 months with the help of my supervisor. I will communicate with parents
reading the behavior of children and provide alternative guidance and then obtain informed
consent from the parents.
Conclusion:
In a concluded note Pro-social behavior is crucial social behavior which benefits other
people of the society where individuals more likely to help, share, donate and volunteers. This
paper explored the guidance of parents and educators in teaching pro-social behavior and
highlighted issues such as aggression, lack of proper engagement with peers. The alternative
guidance, in this case, is to rectify parental practice, communicate with Peter and reinforce pro-
social behavior through playing activities. It will reduce the anxiety and depression which was
reflected through aggression and he will adopt pro-social behavior.