Abstract
Despite its benefits to emotional well-being and successful life outcomes across human development, prosocial development has been underexplored in the context of intervention in early childhood. This paper discusses how a comprehensive set of tasks incorporating theory of mind and empathy training was used to improve preschoolers social and emotional skills. Prosocial behavior of seventy four 3 to 6 year old Singaporean preschoolers were measured in the constructs of sharing, cooperation, leadership, group-sensitivity, and emotion knowledge before and after training sessions. Findings suggest that a comprehensive set of training tasks might be effective in modifying some aspects of preschoolers prosocial behavior, and may potentially inform curriculum in early childhood education settings.
Presenters
Elizabeth KimPostdoctoral Research Fellow, Centre for Family & Population Research, National University of Singapore, Central Singapore, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
PROSOCIAL, INTERVENTION, PRESCHOOL, THEORY OF MIND
