Abstract
This chapter describes a project whose purpose is to develop and evaluate the effectiveness of a comprehensive school- and home-based program to enhance prosocial tendencies in young children. This project (called the Child Development Project) was initiated in response to what we see as some critical problems in contemporary society: inadequate levels of social responsibility and concern for others’ welfare, accompanied by excessive self-centeredness and social alienation.1 These phenomena may be reflected in such recent trends as increasing vandalism, violence, delinquency, and school discipline problems. Although there are undoubtedly multiple determinants of these trends, the project is guided by the assumption that they can be effectively ameliorated through strengthening children’s tendencies to behave in more socially positive ways. The aim is to encourage children to be concerned about and responsive to the needs of others, without at the same time inappropriately sacrificing their own legitimate needs and interests.
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Solomon, D. et al. (1985). A Program to Promote Interpersonal Consideration and Cooperation in Children. In: Slavin, R., Sharan, S., Kagan, S., Hertz-Lazarowitz, R., Webb, C., Schmuck, R. (eds) Learning to Cooperate, Cooperating to Learn. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-3650-9_14
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DOI: https://doi.org/10.1007/978-1-4899-3650-9_14
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