Citation

Stockdale DF, Hegland SM, Chiaromonte T. Early Child Res. Q. 1989; 4(4): 533-543.

Copyright

(Copyright © 1989, Elsevier Publishing)

DOI

10.1016/0885-2006(89)90008-2

PMID

unavailable

Abstract

The present study examined the stability and circumstances of helping behaviors in the preschool classroom. Frequencies of helping/nonhelping behaviors, including the type and circumstance of helping behavior, were observed for 51 children during free play by two judges. The frequency of helping behaviors was not correlated with age or sex and was not stable over four 10-min observation periods. Helping behaviors may depend on the details of evoking situations. The majority of all helping acts are performed during nonimaginary play. Each child performed at least one real helping act: the majority of children performed at least one self-initiated helping act. Most helping acts occur in response to a request from a teacher. Results were interpreted to support that most preschool children are capable of engaging in helping acts; however, in the preschool classroom, teachers elicit most helping behaviors.