Altruism: development of the prosocial self in children

In this article we review the psychological development of the prosocial and moral self during childhood.

Even before receiving moral educationchildren already demonstrate prosocial-like behavior. prosocial.

Altruism: the development of the prosocial self

Let's understand in this article what altruism is and how we develop through life our prosocial behavior.

Origins of altruism

At 12-18 months they sometimes offer toys to their peers. At about 2 years of age, they show more rationality in offering their belongings when they are scarce. At 3 years, they show reciprocity by returning the favor.

In terms of origins, there are individual differences, some children show altruistic behavior and others do not. This may be due to:

• Children who show self-recognition.

• Parents who instead of reacting coercively, act more affectionately (e.g., You made Dorg cry, biting is not okay).

Developmental trends in altruism

Acts of self-sacrifice are infrequent in toddlers and preschoolers. It is from primary school onwards that prosocial attitudes begin to be displayed.

There are no sex differences in prosocial behavior.

Social cognitive and affective contributions to altruism

There is a causal link between an affective and social perspective. There are two prerequisites: empathy and social moral reasoning (thinking shown by people who decide to help others, share with them or comfort them even though these actions might be costly to themselves).

Prosocial moral reasoning

Much research has focused on a child's reasoning in prosocial matters and its relationship to altruistic behavior.

At first the concern falls on their own needs, but as they mature, they tend to become more sensitive to others.

For Eisenbergthe growing capacity for empathy influences prosocial reasoning.

Empathy: a caring and important contribution to altruism

According to Hoffmanempathy is a universal human response that has a neurological basis that can be stimulated or suppressed by environmental influence. Children may show compassionate empathic activation (feelings of compassion when the other is distressed) or self-oriented distress (feelings of distress when the other is distressed).

→ Socialization of empathy

Parents can encourage compassionate empathic arousal:

• Modeling empathic concern.

• Using affectively oriented forms of discipline.

→ Age trends in the relationship between empathy and altruism.

The link between empathy and altruism is strongest in preadolescence, adolescence, and adulthood, and less so in preschool and elementary school. Younger children lack the skills to consider the point of view of others.

→ Felt responsibility hypothesis

Theory that empathy may stimulate altruism by prompting reflection on altruistic norms, which generates an obligation to help others who are distressed.

Cultural and social influences on altruism

→ Cultural influences

The most altruistic societies are those that are less industrialized and less individualistic. Although societies differ in the importance they attach to altruism, they all apply the norm of social responsibility (everyone should help those who need help). Adults persuade children in different ways to care about the welfare of others.

→ Altruistic reinforcement

Children reinforced for altruistic behaviors are less likely to engage in prosocial behaviors once the rewards cease. Verbal reinforcement from a caring person whom children respect does encourage altruism in this case.

→ Practice and preaching of altruism

Social learning theorists assume that adults who encourage altruism and who practice what they preach influence children in two ways:

• By practicing they serve as models for children.

• Regular practice of altruistic exhortations (verbal encouragement to help, comfort, share, or cooperate with others) causes the child to internalize them, but only if there is affective bonding with the model that provides lasting change.

Who raises altruistic children?

Altruistic people are those who have enjoyed a warm and loving relationship with their parents. Total activists have had parents who practiced what they preached, while partial activists have had parents who only preached.

Discipline based on affection and rationalization has a positive effect and brings better results..