The Role of Teacher Intervention, Demographic Characteristics, Homophily, and Friendship in Preschool Prosocial Behaviors After Conflict Events

• In Event: New Developments in Conflict Resolution

Abstract

Prosocial behaviors after conflict was examined using naturalistic observation of Head Start preschoolers (ages 3-5). Social network analyses determined the relationship between post-conflict prosocial behaviors and demographic characteristics, friendship, teacher intervention and peer homophily and prosocial behaviors. Results indicated that teacher interventions and sex homophily were significantly related to prosocial behaviors after conflict events. These results highlight the impact of teacher influences on prosocial behavior as well as challenge existing assumptions about demographic characteristics associated with prosocial behavior.

Authors

• Barbara Thelamour, The College of Wooster

• Cary J. Roseth, Michigan State University