Prosociality in Middle Childhood

Richard A. Fabes; Stacy L. Morris

doi:10.1017/9781108876681.009

8 - Prosociality in Middle Childhood

from Part I - Development of Prosociality

Published online by Cambridge University Press: 25 May 2023

Richard A. Fabes and

Stacy L. Morris

Edited by

Tina Malti and

Maayan Davidov

Show author details

Tina Malti: Affiliation:
University of Toronto
Maayan Davidov: Affiliation:
The Hebrew University of Jerusalem

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Summary

Children in middle childhood, from about ages 6 to 12, are developing increased competencies that affect the ways in which they interact with others. Additionally, their contexts change, as they typically begin formal schooling and are exposed to different opportunities, challenges, and individuals with whom they interact. Considering these changes, it is important to consider both how these impact children’s prosocial development and how their prosocial behaviors support their development. In this chapter, we review the development of prosociality in middle childhood, highlighting key issues and central research findings, centering on the developmental tasks that are key to this age period. We also discuss issues and considerations in assessing prosocial development in middle childhood. Finally, we consider the implications for promoting a more just society through the promotion of prosociality and highlight future considerations for research.

Keywords

prosocial middle childhood schooling developmental tasks

Type: Chapter
Information: The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
, pp. 145 - 162

DOI: https://doi.org/10.1017/9781108876681.009 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2023

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