Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-p2v8j Total loading time: 0 Render date: 2024-06-09T23:40:05.095Z Has data issue: false hasContentIssue false

22 - Prosocial Behavior in School Contexts

from Part III - Development of Prosociality in Context

Published online by Cambridge University Press:  25 May 2023

By
Stuart I. Hammond ,
Robert P. Hill  and
Victoria L. L. Edwards
Edited by
Tina Malti  and
Maayan Davidov
Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
Get access

Summary

Schooling transforms child development yet fades into the background in research on prosocial behavior. Mass education, however, was central to the concerns of founding theorists such as Durkheim, Dewey, and Piaget. Putting on a sociological lens makes it easier to see how schools continue to play an active role in prosocial development, and how the concerns of these founding researchers resonate today. To situate the active role of school contexts in prosocial behavior, this chapter first examines schools as social systems, structuring children’s social networks, imposing roles and norms of behavior, and impacting the timing of development. The chapter then examines classroom, pedagogical, and peer prosocial behaviors, and their connection to classic theoretical work in the field. After reviewing these forms of prosocial behavior, the chapter closes by examining the links between prosocial behavior and student outcomes and implications and future directions for theory, research, and practice.

Keywords

educationschoolprosocial behaviorchild development
Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
 , pp. 442 - 458
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alcalá, L., Rogoff, B., Mejía-Arauz, R., Coppens, A. D., & Dexter, A. L. (2014). Children’s initiative in contributions to family work in indigenous-heritage and cosmopolitan communities in Mexico. Human Development, 57(2–3), 96–115. https://doi.org/10.1159/000356763Google Scholar
Amemiya, J., Fine, A., & Wang, M. (2020). Trust and discipline: Adolescents’ institutional and teacher trust predict classroom behavioral engagement following teacher discipline. Child Development, 91(2), 661–678. https://doi.org/10.1111/cdev.13233Google Scholar
Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten teachers’ beliefs and responses to hypothetical prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53(2), 291–318. https://doi.org/10.1353/mpq.2007.0007CrossRefGoogle Scholar
Archer, M. S. (1995). Realist social theory: The morphogenetic approach. Cambridge University Press.Google Scholar
Arnett, J. J. (2016). College students as emerging adults: The developmental implications of the college context. Emerging Adulthood, 4(3), 219–222. https://doi.org/10.1177/2167696815587422CrossRefGoogle Scholar
Banzon-Librojo, L. A., Garabiles, M. R., & Alampay, L. P. (2017). Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students. Journal of Adolescence, 57, 18–22. https://doi.org/10.1016/j.adolescence.2017.03.001Google Scholar
Barr, J. J., & Higgins-D’Alessandro, A. (2007). Adolescent empathy and prosocial behavior in the multidimensional context of school culture. The Journal of Genetic Psychology, 168(3), 231–250. https://doi.org/10.3200/GNTP.168.3.231-250Google Scholar
Bergin, C. (2014). Educating students to be prosocial at school. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development (pp. 279–301). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0014CrossRefGoogle Scholar
Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141–170. https://doi.org/10.1007/s10648-009-9104-0CrossRefGoogle Scholar
Bergin, C., Talley, S., & Hamer, L. (2003). Prosocial behaviours of young adolescents: A focus group study. Journal of Adolescence, 26(1), 13–32. https://doi.org/10.1016/s0140-1971(02)00112-4Google Scholar
Bernier, A., Beauchamp, M. H., & Cimon‐Paquet, C. (2018). From early relationships to preacademic knowledge: A sociocognitive developmental cascade to school readiness. Child Development, 91(1), 134–145. https://doi.org/10.1111/cdev.13160Google ScholarPubMed
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Blair, C., Nelson, K. E., & Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802–1817. https://doi.org/10.1111/j.1467-8624.2008.01227.xGoogle Scholar
Black, D. (2021). Essentials of social emotional learning (SEL): The complete guide for schools and practitioners. John Wiley & Sons. https://doi.org/10.1002/9781119709244Google Scholar
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66(1), 711–731. https://doi.org/10.1146/annurev-psych-010814-015221Google Scholar
Blouin, D. D., & Perry, E. M. (2009). Whom does service learning really serve? Community-based organizations’ perspectives on service learning. Teaching Sociology, 37(2), 120–135. https://doi.org/10.1177/0092055X0903700201CrossRefGoogle Scholar
Bowman, N., Brandenberger, J., Lapsley, D., Hill, P., & Quaranto, J. (2010). Serving in college, flourishing in adulthood: Does community engagement during the college years predict adult well-being? Applied Psychology: Health and Well-Being, 2(1), 14–34. https://doi.org/10.1111/j.1758-0854.2009.01020.xGoogle Scholar
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In Damon, W. & Lerner, R. M. (Eds.), Handbook of child psychology (pp. 793–828). Wiley. https://doi.org/10.1002/9780470147658.chpsy0114Google Scholar
Bunge, M. (1996). Finding philosophy in social science. Yale University Press.Google Scholar
Bunge, M. (1999). Social science under debate: A philosophical perspective. University of Toronto Press. https://doi.org/10.3138/9781442680036Google Scholar
Busching, R., & Krahé, B. (2020). With a little help from their peers: The impact of classmates on adolescents’ development of prosocial behavior. Journal of Youth and Adolescence, 49(9), 1849–1863. https://doi.org/10.1007/s10964-020-01260-8Google Scholar
Campbell, S. B., Denham, S. A., Howarth, G. Z., Jones, S. M., Whittaker, J. V., Williford, A. P., Willoughby, M. T., Yudron, M., & Darling-Churchill, K. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Measuring Social and Emotional Development in Early Childhood, 45, 19–41. https://doi.org/10.1016/j.appdev.2016.01.008Google Scholar
Carlo, G., Crockett, L., Wilkinson, J., & Beal, S. (2011). The longitudinal relationships between rural adolescents’ prosocial behaviors and young adult substance use. Journal of Youth and Adolescence, 40(9), 1192–1202. https://doi.org/10.1007/s10964-010-9588-4Google Scholar
Carlo, G., & Padilla‐Walker, L. (2020). Adolescents’ prosocial behaviors through a multidimensional and multicultural lens. Child Development Perspectives, 14(4), 265–272. https://doi.org/10.1111/cdep.12391Google Scholar
Carlo, G., Padilla-Walker, L., & Nielson, M. G. (2015). Longitudinal bidirectional relations between adolescents’ sympathy and prosocial behavior. Developmental Psychology, 51(12), 1771–1777. https://doi.org/10.1037/dev0000056Google Scholar
Carlo, G., White, R. M. B., Streit, C., Knight, G. P., & Zeiders, K. H. (2018). The longitudinal relations among parenting styles, prosocial behaviors, and academic outcomes in U.S. Mexican adolescents. Child Development, 89(2), 577–592. https://doi.org/10.1111/cdev.12761Google Scholar
Carpendale, J. I. M., Hammond, S. I., & Atwood, S. (2013). A relational developmental systems approach to moral development. Advances in Child Development and Behavior, 45, 123–153. http://dx.doi.org/10.1016/B978-0-12-397946-9.00006-3Google ScholarPubMed
Christoph, G., Gneiwosz, B., & Reinders, H. (2014). How does community service promote prosocial behavior? Examining the role of agency and ideology experience. International Journal of Behavioral Development, 38, 499–508. https://doi.org/10.1177/0165025414531465Google Scholar
Conklin, C. G., Kamps, D., & Wills, H. (2017). The effects of class-wide function-related intervention teams (CW-FIT) on students’ prosocial classroom behaviors. Journal of Behavioral Education, 26, 75–100.CrossRefGoogle Scholar
Cookson, P. W. (2015). School as a social system. In Wright, J. D. (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 55–58). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92079-8Google Scholar
Coppens, A. D., Corwin, A. I., & Alcalá, L. (2020). Beyond behavior: Linguistic evidence of cultural variation in parental ethnotheories of children’s prosocial helping. Frontiers in Psychology, 11, 1–20. https://doi.org/10.3389/fpsyg.2020.00307Google Scholar
Cramer, T., Morris, P., & Blair, C. (2019). Teacher reports of social-emotional development: Moving from measure to construct. Early Childhood Research Quarterly, 48, 98–110. https://doi.org/10.1016/j.ecresq.2019.01.010Google Scholar
Crook, D. (2008). Compulsory education. In McCulloch, G. & Crook, D. (Eds.). The Routledge international encyclopedia of education (pp. 121–123). Routledge.Google Scholar
Dahl, A., Satlof-Bedrick, E. S., Hammond, S. I., Drummond, J. K., Waugh, W. E., & Brownell, C. A. (2017). Explicit scaffolding increases simple helping in younger infants. Developmental Psychology, 53(3), 407–416. https://doi.org/10.1037/dev0000244CrossRefGoogle ScholarPubMed
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.Google Scholar
Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35(1), 79–96. https://doi.org/10.1177/0272431614524303CrossRefGoogle Scholar
Dopko, R. L., Capaldi, C. A., & Zelenski, J. M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134–138. https://doi.org/10.1016/j.jenvp.2019.05.002Google Scholar
Dunfield, K. A. (2014). A construct divided: Prosocial behavior as helping, sharing, and comforting subtypes. Frontiers in Psychology, 5, 1–13. https://doi.org/10.3389/fpsyg.2014.00958CrossRefGoogle ScholarPubMed
Durkheim, É. (1961). Moral education (E. K. Wilson & H. Schnurer, Trans.). Free Press (originally published in 1925).Google Scholar
Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. https://doi.org/10.1177/0743558499141003Google Scholar
El Mallah, S. (2020). Conceptualization and measurement of adolescent prosocial behavior: Looking back and moving forward. Journal of Research on Adolescence, 30(S1), 15–38. https://doi.org/10.1111/jora.12476Google Scholar
Elder-Vass, D. (2010). The causal power of social structures: Emergence, structure and agency. Cambridge University Press.CrossRefGoogle Scholar
Evans, A. D., & Lee, K. (2014). Lying, morality, and development. In Killen, M. & Smetana, J. G. (Eds.), Handbook of moral development (2nd ed., pp. 361–384). Psychology Press.Google Scholar
Ferretti, L. K., & Bub, K. L. (2017). Family routines and school readiness during the transition to kindergarten. Early Education and Development, 28(1), 59–77. https://doi.org/10.1080/10409289.2016.1195671CrossRefGoogle Scholar
Gilead, T. (2008). France. In McCulloch, G. & Crook, D. (Eds.). The Routledge international encyclopedia of education (pp. 257–259). Routledge.Google Scholar
Green, C. L., & Hoover-Dempsey, K. V. (2007). Why do parents homeschool? A systematic examination of parental involvement. Education and Urban Society, 39(2), 264–285. https://doi.org/10.1177/0013124506294862Google Scholar
Greener, S., & Crick, N. R. (1999). Normative beliefs about prosocial behavior in middle childhood: What does it mean to be nice? Social Development, 8(3), 349–363. https://doi.org/10.1111/1467-9507.00100Google Scholar
Gregory, A., & Korth, J. (2016). Teacher–student relationships and behavioral engagement in the classroom. In Wentzel, K. R. & Ramani, G. B. (Eds.), Handbook of social influences in school contexts (pp. 178–191). Routledge. https://doi.org/10.4324/9781315769929-18Google Scholar
Guarcello, L., Lyon, S., & Rosati, F. C. (2008). Child labor and education for all: An issue paper. The Journal of the History of Childhood and Youth, 1(2), 254–266. https://doi.org/10.1353/hcy.0.0002Google Scholar
Guzman, M. R. T. de, Do, K. A., & Kok, C. M. (2014). The cultural contexts of children’s prosocial behaviors. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development (pp. 221–241). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0011Google Scholar
Hammond, S. I., & Carpendale, J. I. M. (2015). Helping children help. Social Development, 24, 367-383.Google Scholar
Hammond, S. I., & Drummond, J. K. (2019). Rethinking emotions in the context of infants’ prosocial behavior: The role of interest and positive emotions. Developmental Psychology, 55(9), 1882–1888. https://doi.org/10.1037/dev0000685Google Scholar
Hanish, L., Martin, C. L., Miller, C. F., Fabes, R. A., DeLay, D., & Updegraff, K. A. (2016). Social harmony in schools: A framework for understanding peer experiences and their effects. In Wentzel, K. R. & Ramani, G. B. (Eds.), Handbook of social influences in school contexts (pp. 58–72). Routledge. https://doi.org/10.4324/9781315769929-9Google Scholar
Hart, D., & Sulik, M. J. (2014). The social construction of volunteering. In Padilla-Walker, L. M. & Carlo, G. (Eds.), Prosocial development (pp. 393–409). Oxford.CrossRefGoogle Scholar
Helms, S. E. (2013). Involuntary volunteering: The impact of mandated service in public schools. Economics of Education Review, 36, 295–310. https://doi.org/10.1016/j.econedurev.2013.06.003Google Scholar
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83. https://doi.org/10.1017/S0140525X0999152XGoogle Scholar
Heywood, C. (2018). A history of childhood. Polity.Google Scholar
Hofmann, V., & Müller, C. M. (2018). Avoiding antisocial behavior among adolescents: The positive influence of classmates’ prosocial behavior. Journal of Adolescence, 68, 136–145. https://doi.org/10.1016/j.adolescence.2018.07.013Google Scholar
Horn, A. S. (2012). The cultivation of a prosocial value orientation through community service: An examination of organizational context, social facilitation, and duration. Journal of Youth and Adolescence, 41(7), 948–968. https://doi.org/10.1007/s10964-011-9714-yGoogle Scholar
Janoski, T., Musick, M., & Wilson, J. (1998). Being volunteered? The impact of social participation and pro-social attitudes on volunteering. Sociological Forum, 13(3), 495–519. https://doi.org/10.1023/A:1022131525828CrossRefGoogle Scholar
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693Google Scholar
John, P. (2005). The contribution of volunteering, trust, and networks to educational performance. Policy Studies Journal, 33(4), 635–656. https://doi.org/10.1111/j.1541-0072.2005.00136.xGoogle Scholar
Kanacri, B. P. L., Eisenberg, N., Thartori, E., Pastorelli, C., Tirado, L. M. U., Gerbino, M., & Caprara, G. V. (2017). Longitudinal relations among positivity, perceived positive school climate, and prosocial behavior in Colombian adolescents. Child Development, 88(4), 1100–1114. https://doi.org/10.1111/cdev.12863Google Scholar
Kingston, S. T., & Medlin, R. G. (2005). Empathy, altruism, and moral development in home schooled children. Home School Researcher, 16(4), 1–10. http://eric.ed.gov/?id=ED573484Google Scholar
Klein, W., Graesch, A. P., & Izquierdo, C. (2009). Children and chores: A mixed-methods study of children’s household work in Los Angeles families. Anthropology of Work Review, 30, 98–109. https://doi.org/10.1111/j.1548-1417.2009.01030.xGoogle Scholar
Köster, M., & Kärtner, J. (2019). Why do infants help? A simple action reveals a complex phenomenon. Developmental Review, 51, 175–187. https://doi.org/10.1016/j.dr.2018.11.004Google Scholar
Lancy, D. F. (2018). Anthropological perspectives on children as helpers, workers, artisans, and laborers. Palgrave Macmillan.Google Scholar
Laninga‐Wijnen, L., Harakeh, Z., Garandeau, C. F., Dijkstra, J. K., Veenstra, R., & Vollebergh, W. A. M. (2019). Classroom popularity hierarchy predicts prosocial and aggressive popularity norms across the school year. Child Development, 90(5), 637–653. https://doi.org/10.1111/cdev.13228Google Scholar
Laninga-Wijnen, L., Steglich, C., Harakeh, Z., Vollebergh, W., Veenstra, R., & Dijkstra, J. K. (2019). The role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Journal of Youth and Adolescence, 49(3), 645–663. https://doi.org/10.1007/s10964-019-01088-xGoogle Scholar
L’Écuyer, R., Poulin, F., Vitaro, F., & Capuano, F. (2021). Bidirectional links between teachers’ disciplinary practices, students’ peer status, and students’ aggression in kindergarten. Research on Child and Adolescent Psychopathology, 49(5), 671–682. https://doi.org/10.1007/s10802-021-00767-3Google Scholar
Lovat, T., Toomey, R., & Clement, N. (Eds.). (2010). International research handbook on values education and student wellbeing. Springer. https://doi.org/10.1007/978-90-481-8675-4Google Scholar
Macleod, G., MacAllister, J., & Pirrie, A. (2012). Towards a broader understanding of authority in student-teacher relationships. Oxford Review of Education, 38(4), 493–508. https://doi.org/10.1080/03054985.2012.716006Google Scholar
Mainhard, M. T., Brekelmans, M., & Wubbels, T. (2011). Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate. Learning and Instruction, 21(3), 345–354. https://doi.org/10.1016/j.learninstruc.2010.03.003Google Scholar
Malti, T., & Dys, S. P. (2018). From being nice to being kind: Development of prosocial behaviors. Current Opinion in Psychology, 20, 45–49. https://doi.org/10.1016/j.copsyc.2017.07.036Google Scholar
McMahon, S. D., Peist, E., Davis, J. O., Bare, K., Martinez, A., Reddy, L. A., Espelage, D. L., & Anderman, E. M. (2020). Physical aggression toward teachers: Antecedents, behaviors, and consequences. Aggressive Behavior, 46(1), 116–126. https://doi.org/10.1002/ab.21870Google Scholar
Medlin, R. G. (2013). Homeschooling and the question of socialization revisited. Peabody Journal of Education, 88(3), 284–297. https://doi.org/10.1080/0161956X.2013.796825Google Scholar
Meyer, M., Neumayr, M., & Rameder, P. (2019). Students’ community service: Self-selection and the effects of participation. Nonprofit and Voluntary Sector Quarterly, 48(6), 1162–1185. https://doi.org/10.1177/0899764019848492Google Scholar
Mintz, S. (2012). Why the history of childhood matters. The Journal of the History of Childhood and Youth, 5(1), 15–28. https://doi.org/10.1353/hcy.2012.0012Google Scholar
Mohanty, S., Joyce, C. M., Delamater, P. L., Klein, N. P., Salmon, D., Omer, S. B., & Buttenheim, A. M. (2020). Homeschooling parents in California: Attitudes, beliefs and behaviors associated with child’s vaccination status. Vaccine, 38(8), 1899–1905. https://doi.org/10.1016/j.vaccine.2020.01.026CrossRefGoogle ScholarPubMed
Mueller, J. J., & File, N. (Eds.). (2020). Curriculum in early childhood education: Reexamined, reclaimed, renewed (2nd ed.). Routledge.Google Scholar
Murray, J. L. (2018). Emerging adulthood and psychosocial development in college. In Murray, J. L. & Arnett, J. J. (Eds.), Emerging adulthood and higher education (pp. 25–41). Routledge.Google Scholar
O’Brennan, L. M., Bradshaw, C. P., & Furlong, M. J. (2014). Influence of classroom and school climate on teacher perceptions of student problem behavior. School Mental Health, 6(2), 125–136. https://doi.org/10.1007/s12310-014-9118-8Google Scholar
Obsuth, I., Murray, A. L., Malti, T., Sulger, P., Ribeaud, D., & Eisner, M. (2017). A non-bipartite propensity score analysis of the effects of teacher-student relationships on adolescent problem and prosocial behavior. Journal of Youth and Adolescence, 46(8), 1661–1687. https://doi.org/10.1007/s10964-016-0534-yGoogle Scholar
Padilla‐Walker, L. M., Carlo, G., & Memmott‐Elison, M. K. (2018). Longitudinal change in adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 28(3), 698–710. https://doi.org/10.1111/jora.12362Google Scholar
Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A., & Reiser, M. (2007). Preschoolers’ academic readiness: What role does the teacher–child relationship play? Early Childhood Research Quarterly, 22(4), 407–422. https://doi.org/10.1016/j.ecresq.2007.04.002Google Scholar
Pfeiffer, J. P., Pinquart, M., & Krick, K. (2016). Social relationships, prosocial behaviour, and perceived social support in students from boarding schools. Canadian Journal of School Psychology, 31(4), 279–289. https://doi.org/10.1177/0829573516630303Google Scholar
Piaget, J. (1965). The moral judgment of the child (M. Gabain, Trans.). Free Press (originally published in 1932).Google Scholar
Price, D. P., Peersman, J., & Matherne, S. (2021). It’s not homeschool, it’s school at home: Parents’ experiences as teachers during the COVID-19 pandemic. Educational Media International, 58(2), 102–123. https://doi.org/10.1080/09523987.2021.1930486Google Scholar
Puccioni, J., Baker, E. R., & Froiland, J. M. (2019). Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement. Infant and Child Development, 28(6), 1–25. https://doi.org/10.1002/icd.2154Google Scholar
Ray, B. (2015). African American homeschool parents’ motivations for homeschooling and their Black children’s academic achievement. Journal of School Choice, 9(1), 71–96. https://doi.org/10.1080/15582159.2015.998966Google Scholar
Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147–166. https://doi.org/10.1016/S08852006(00)00049-1Google Scholar
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.Google Scholar
Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. https://doi.org/10.3102/0091732X16680994Google Scholar
Rogoff, B., Mejía-Arauz, R., & Correa-Chávez, M. (2015). A cultural paradigm – Learning by observing and pitching in. Advances in Child Development and Behavior, 49, 1–22.Google Scholar
Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School readiness and later achievement: Replication and extension using a nationwide Canadian survey. Developmental Psychology, 46(5), 995–1007. http://dx.doi.org.proxy.bib.uottawa.ca/10.1037/a0018880Google Scholar
Sawyer, R. K. (2016). Durkheim’s dilemma: Toward a sociology of emergence. Sociological Theory, 20(2), 227–247. https://doi.org/10.1111/1467-9558.00160Google Scholar
Schacter, H. L., & Juvonen, J. (2018). You’ve got a friend(ly school): Can school prosocial norms and friends similarly protect victims from distress? Social Development, 27(3), 636–651. https://doi.org/10.1111/sode.12281Google Scholar
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485–502. https://doi.org/10.1080/10888438.2018.1482901Google Scholar
Slavin, R. E. (2015). Cooperative learning in schools. In Wright, J. D. (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 881–886). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92028-2Google Scholar
Smith, L. (2009). Piaget’s pedagogy. In Müller, U., Carpendale, J. I. M., & Smith, L. (Eds.), The Cambridge companion to Piaget (pp. 324–343). Cambridge University Press.Google Scholar
Sokol, B. W., Hammond, S. I., Kuebli, J., & Sweetman, L. (2015). The development of agency. In Overton, W. F. & Molenaar, P. C. M. (Eds.), Handbook of child psychology and developmental science (7th ed., pp. 284–322). Wiley.Google Scholar
Song, J.-H., Colasante, T., & Malti, T. (2018). Helping yourself helps others: Linking children’s emotion regulation to prosocial behavior through sympathy and trust. Emotion, 18(4), 518–527. https://doi.org/10.1037/emo0000332Google Scholar
Spivak, A. L., & Farran, D. C. (2012). First-grade teacher behaviors and children’s prosocial actions in classrooms. Early Education and Development, 23(5), 623–639. https://doi.org/10.1080/10409289.2011.566164Google Scholar
Stukas, A. A., Hoye, R., Nicholson, M., Brown, K. M., & Aisbett, L. (2016). Motivations to volunteer and their associations with volunteers’ well-being. Nonprofit and Voluntary Sector Quarterly, 45(1), 112–132. https://doi.org/10.1177/0899764014561122Google Scholar
Sulkowski, M. L., & Simmons, J. (2018). The protective role of teacher–student relationships against peer victimization and psychosocial distress. Psychology in the Schools, 55(2), 137–150. https://doi.org/10.1002/pits.22086Google Scholar
Tanaka, C., Tanaka, M., Inoue, S., Okuda, M., & Tanaka, S. (2019). Gender differences in physical activity and sedentary behavior of Japanese primary school children during school cleaning time, morning recess and lunch recess. BMC Public Health, 19(1), 985–985. https://doi.org/10.1186/s12889-019-7256-5CrossRefGoogle ScholarPubMed
Thomson, R. A., & Jang, S. J. (2016). Homeschool and underage drinking: Is it more protective than public and private schools? Deviant Behavior, 37(3), 281–301. https://doi.org/10.1080/01639625.2015.1012411Google Scholar
Tomasello, M. (2019). Becoming human: A theory of ontogeny. Harvard University Press.Google Scholar
Torres, M. M., Domitrovich, C. E., & Bierman, K. L. (2015). Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge. Journal of Applied Developmental Psychology, 39, 44–52. https://doi.org/10.1016/j.appdev.2015.04.008Google Scholar
Trigger, B. G. (1998). Sociocultural evolution: Calculation and contingency. Blackwell.Google Scholar
UNESCO [United Nations Educational, Scientific and Cultural Organization]. (2019). Combining data on out-of-school children, completion and learning to offer a more comprehensive view on SDG 4. UNESCO Institute for Statistics: Montreal. http://uis.unesco.org/sites/default/files/documents/ip61-combining-data-out-of-school-children-completion-learning-offer-more-comprehensive-view-sdg4.pdfGoogle Scholar
van den Bos, W., Crone, E. A., Meuwese, R., & Güroğlu, B. (2018). Social network cohesion in school classes promotes prosocial behavior. PLoS ONE, 13(4). https://doi.org/10.1371/journal.pone.0194656Google Scholar
van Rijsewijk, L., Dijkstra, J. K., Pattiselanno, K., Steglich, C., & Veenstra, R. (2016). Who helps whom? Investigating the development of adolescent prosocial relationships. Developmental Psychology, 52(6), 894–906. https://doi.org/10.1037/dev0000106CrossRefGoogle ScholarPubMed
van Ryzin, M. J., & Roseth, C. J. (2018). Enlisting peer cooperation in the service of alcohol use prevention in middle school. Child Development, 89(6), e459–e467. https://doi.org/10.1111/cdev.12981Google Scholar
Vidal, F. (1998). Immanence, affectivité et démocratie dans le jugement moral chez l’enfant [Immanence, affectivity, and democracy in the moral judgment of the child]. Psychological Bulletin, 51, 585–597.Google Scholar
Wah, F., & Sim, T. N. (2019). Effects of reward pedagogy on spelling scores and prosocial behaviors in primary school students in Singapore. Educational Psychology, 40(3), 349–366. https://doi.org/10.1080/01443410.2019.1662888Google Scholar
Warneken, F., & Tomasello, M. (2009). The roots of human altruism. British Journal of Psychology, 100, 455–471.Google Scholar
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301. https://doi.org/10.1111/1467-8624.00406Google Scholar
Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2018). Do friendships afford academic benefits? A meta-analytic study. Educational Psychology Review, 30(4), 1241–1267. https://doi.org/10.1007/s10648-018-9447-5Google Scholar
Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018). Emotional support, social goals, and classroom behavior: A multilevel, multisite study. Journal of Educational Psychology, 110(5), 611–627. https://doi.org/10.1037/edu0000239Google Scholar
Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242–255.Google Scholar
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269. https://doi.org/10.3102/00028312041002237Google Scholar
Willekens, H., Scheiwe, K., & Nawrotzki, K. (Eds.). (2015). The development of early childhood education in Europe and North America: Historical and comparative perspectives. Palgrave Macmillan. https://doi.org/10.1057/9781137441980Google Scholar
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.xGoogle Scholar
Yang, W. (2017). Does “compulsory volunteering” affect subsequent behavior? Evidence from a natural experiment in Canada. Education Economics, 25(4), 394–405. https://doi.org/10.1080/09645292.2016.1182622Google Scholar
Youniss, J., & Yates, M. (1999). Youth service and moral-civic identity: A case for everyday morality. Educational Psychology Review, 11(4), 361–376. https://doi.org/10.1023/A:1022009400250Google Scholar
Zee, M., Rudasill, K. M., & Roorda, D. L. (2020). Draw me a picture: Student-teacher relationship drawings by children displaying externalizing, internalizing, or prosocial behavior. The Elementary School Journal, 120(4), 636–666. https://doi.org/10.1086/708661Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×