Through intentional convenience sampling, episodic interviews and discussion groups were applied to 16 early education teachers from a region in northern Chile.

The study indicates that at early ages not all infants appropriately display prosocial behavior, because it is necessary for them to interact with systematic educational models and experiences linked to receiving help from others, especially in the context of initial education.

The research developed by academics Ginella Cicardini, Macarena Martínez, Karen Ramírez, David Cuadra-Martínez, Pablo J. Castro-Carrasco and Nidia Slomp, aims to describe and interpret subjective theories about the development, teaching and learning of prosocial behavior that present nursery educators, a descriptive interpretive study was carried out, based on a case study design and qualitative methodology.

Through intentional convenience sampling, episodic interviews and discussion groups were applied to 16 early education teachers from a region in northern Chile. Data were analyzed using thematic coding and grounded theory.

Subjective essentialist theories of human nature, childhood and prosociality were found that support the explanations that educators have about how prosociality is developed, taught and learned in infants, in addition to unsystematic pedagogical practices that are regulated based on these subjective theories.

In the discussion, these results are analyzed based on the existing literature on prosociality, proposing new research focuses on the topic and some suggestions that could promote education in prosociality.

Full article in the link:

https://revistas.uam.es/reice/article/view/13218