Desire Understanding as Related to Prosocial Behavior in Preschoolers

Abstract

This study was designed to investigate the relationship between preschoolers' understanding of others' desires and prosocial behavior. Participants included children between the ages of three and five. Desire understanding was measured using tasks ranging in difficulty and included simple desire, conflicting/inferring desire, and wicked desire tasks. Prosocial behavior was rated and recorded in questionnaire form by teachers and parents. Teacher ratings of prosocial behavior were found to be significantly positively correlated with desire understanding in preschoolers, with older children performing significantly better than younger children in both areas as well. Differences in performance based on environmental differences, or "risk status," are discussed. These findings build on previous theory of mind research and have implications for early educational programs.