Altruism: development of the prosocial self in children

Even before receiving moral education, children already demonstrate behavior similar to prosocial.

Altruism: the development of the prosocial self

Origins of altruism

At 12-18 months they sometimes offer toys to their peers. At approximately 2 years they show more rationality in offering their belongings when they are scarce. By age 3, they show reciprocity by returning the favor.

Regarding the origins, there are individual differences, some children show altruistic behavior and others do not. This may be due to:

• Children showing self-recognition.

• Parents who, instead of reacting in a coercive way, act in a more affectionate way (eg. You made Dorg cry, biting is not okay).

Developmental trends in altruism

Acts of self-sacrifice are rare in toddlers or preschoolers. It is from primary school that prosocial attitudes begin to be shown.

There are no sex differences in prosocial behavior.

Cognitive social and affective contributions of altruism

There is a causal link between an affective and a social perspective. There are two prerequisites: empathy and social moral reasoning (thinking shown by the people who decide to help other people, share with them or comfort them even though these actions could be costly to themselves).

Prosocial moral reasoning

Much research has focused on a child's reasoning on prosocial issues and its relationship to altruistic behavior.

At first the concern falls on their own needs, but as these mature, they tend to be more sensitive to others.

In order to Eisenberg, the increasing capacity for empathy influences prosocial reasoning.

Eisenberg's Levels of Prosocial Moral Reasoning
Level	Aproximated age	Brief description and typical response
Hedonist	Preschool, elementary school start.	The concern falls on your own needs. You are more likely to help if it benefits you.
Oriented towards needs	Elementary school and some preschools	The needs of others are recognized as a legitimate basis for helping, but there is little evidence of sympathy or guilt for failing to help.
Stereotyped, approval-oriented	Elementary school and some high school students	Concern for approval and stereotypical images of good and evil play a big role.
Empathic guidance	Older elementary school children and high school students.	The trials include evidence of compassionate feelings; vague references are often made to duties and values.
Orientation towards internalized values	A small minority of high school students; no elementary school student.	Justifications for helping are based on internalized values, norms, convictions, and responsibilities; Violation of these principles can undermine self-respect.

Empathy: a caring and important contribution to altruism

According Hoffman, empathy is a universal human response that has a neurological basis that can be stimulated or suppressed by environmental influence. Some children may show compassionate empathic activation (feelings of compassion when the other is distressed) or self-oriented distress (feelings of distress when the other is distressed).

→ Socialization of empathy

Parents can encourage compassionate empathic activation:

• Modeling empathic concern

• Using affective-oriented forms of discipline

→ Age trends in the relationship between empathy and altruism

The link between empathy and altruism is strongest in preadolescence, adolescence and adulthood, and less in preschool and elementary school. Younger children lack the skills to consider the point of view of others.

→ Hypothesis of felt responsibility

Theory that maintains that empathy can stimulate altruism since it encourages reflection on altruistic norms, which generates the obligation to help others who are distressed.

Cultural and social influences of altruism

→ Cultural influences

The most altruistic societies are those less industrialized and less individualistic. Although societies differ in the importance they attach to altruism, they all apply the norm of social responsibility (everyone must help those who need help). Adults persuade children in different ways to care for the welfare of others.

→ Altruistic reinforcement

Children reinforced by altruistic behaviors are less likely to engage in prosocial behaviors once the rewards stop. Verbal reinforcement of a caring person whom children respect does stimulate altruism in this case.

→ Practice and preaching of altruism

The social learning theorists they assume that adults who encourage altruism and who practice what they predict influence children in two ways:

• As they practice, they serve as role models for children.

• The regular practice of altruistic exhortations (verbal encouragement to help, comfort, share or cooperate with others) make the child internalize them, but only if there is an affective bond with the model that provides a change long lasting.

Who Raises Altruistic Children?

Altruistic people are those who have enjoyed a warm and loving relationship with their parents. Total activists have had parents who practiced what they preached, while partial activists have had parents who only preached.

Discipline based on affection and rationalization has a positive effect and brings better results.

Bibliographic references:

• Gordillo, MV. (1996). "Development of altruism in childhood and adolescence: an alternative to the Kohlberg model". Front Cover.

• Shaffer, D. (2000). "Psychology of development, childhood and adolescence", 5th ed., Ed. Thomson, Mexico, pp