Desire understanding and prosocial behavior: the relationship between early development of theory of mind and the social processes of preschool-age children

Abstract

This study explores the relationship between desire understanding and prosocial behavior. A sample of 49 children, ranging from 3 to 5 years of age, was given a battery of desire understanding tasks. Prosocial behavior, as comprised of prosocial orientation, social initiative, and selflessness, was measured by teacher and parent reports. Overall desire understanding was related to teacher ratings of prosocial behavior. This significant correlation remained when controlling for selfishness. Effects of age and "risk status" were also found. Implications of teacher bias within the classroom, factors influencing the development of prosocial behavior, and a possible interaction between these two components are discussed.