Browsing by Subject "moraalikehitys"

The aim of this study was to research the prosocial behavior of children from three to four years old during their playtime at daycare. This subject has links with some current questions concerning the early education. The theoretical background is based on the theories of moral development and play. The earlier research has given different views on young childrens capability to behave prosocially. The latest studies have shown that some forms of prosocial behavior are possible for children during their first year of life. The purpose of this study is to research the forms of childrens prosocial behavior and to find out the most frequent form. The connections between the prosocial behavior and different plays are also considered. The qualitative methods were used in this study. The material was collected through ethnographic observation at a daycare center in Espoo. 13 children were participated in the observation. In the addition of ethnographic methods also conversation analysis was used. The data was litterated and analysed by conversation analysis. The ethnographic notebook based on the observation was utilised over the analysis. Four main classes of prosocial behaviour were found out. They are helping, comforting, pleasing and sharing. The new sub class of prosocial behaviour was composed and named as “predicting one’s desires”. Sharing turned out to be the most frequent form of prosocial behaviour among the observated children. Prosocial behaviour was more frequent during home play compared to other playing situations. All the children were capable to behave prosocially at least in some situations. Based on these results is possible to think that children from 3 to 4 years old already have some capacities to perspective taking and empathy. The connection between home play and prosocial behaviour can be explained partially by the nature of home play. At this age home play includes a lot of features of role play. The information concerning childrens prosocial behaviour can be utilised in the early education and specially in positive pedagogy.