Prosocial Behaviour Development among Preschool Children: Effect of Peer Socialisation
Abstract
This study applied a systematic literature review to explore the influence of peer socialisation on prosocial behaviour among preschool children. Using Manual content analysis, 57 studies were identified; variables covered peer socialisation and prosocial behaviour. The study revealed that the majority of research focused on the role of parental and siblings' socialisation in the home context and teachers' socialisation in the school context and their influence on prosocial behaviours among young children. However, few studies focused on the influence of peer socialisation on children's prosocial behaviour in preschools. The main analyses were revealed to be regression and multilevel. Few studies linked attachment theory with socialisation and prosocial behaviour. This is the first study to explore the influence of peer socialisation on prosocial behaviour among preschool children in Tanzania. Since prosocial behaviour is a foundation of positive emotional development and individual well-being, this study recommends that preschool curriculum should consider peer socialisation as an important aspect in promoting prosocial behaviour. Teachers in preschools should be advised to design frameworks that can guide peer socialisation among children in a bid to enhance sustainable and prospective prosocial behaviour, which has a great influence on positive emotional development, positive social interaction, and cognitive development among young children in preschool contexts
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