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Published on: November 19, 2015
The Social Origins of Human Prosociality
Audun Dahl1, Celia A Brownell2
1University of California, Santa Cruz.
Insights
Children
Area of Science:
- Developmental Psychology
- Social Neuroscience
Background:
- Prosocial behavior, including helping, emerges early in life.
- Understanding the developmental trajectory of prosociality is crucial.
Purpose of the Study:
- To explore key insights into the emergence and early development of prosocial behavior, specifically focusing on helping.
- To examine the evolving motivations and capabilities for helping in young children.
- To investigate the role of bidirectional social interactions in fostering prosocial development.
Main Methods:
- Review of recent research on prosocial behavior development.
- Analysis of observational and experimental studies on infant and toddler helping behaviors.
- Theoretical synthesis of social interaction's influence on prosociality.
Main Results:
- Helping behaviors evolve from participatory actions without prosocial intent to autonomous, intent-driven actions.
- Prosocial motivations and capabilities change in quality and quantity during early childhood.
- Helping emerges through dynamic, bidirectional social interactions from birth.
Conclusions:
- Social interactions are fundamental to the development of prosocial behavior.
- Future research should focus on the mechanisms of social influence on prosociality.
- Understanding the social and emotional origins of human prosociality is an active area of research.
Abstract:
From early in life, children help, comfort, and share with others. Recent research has deepened scientific understanding of the development of prosociality - efforts to promote the welfare of others. This article discusses two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children's motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions, starting at birth, in which caregivers and others support the development of helping in a variety of ways and young children play active roles, often influencing caregiver behavior. The question now is not whether, but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.
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