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Young children are more likely to persist in a difficult task if adults frame the task as something to do-such as \"helping,\" rather than a way to be, like \"helpful.\"

Humans are unique in their propensity for helping. Not only do we help others in need by reacting to their requests, we also help proactively by assisting in the absence of a request. Proactive helping requires the actor to detect the need for help, recognize the intention of the other, and remedy the situation. Very little is known about the development of this social phenomenon beyond an urban, industrialized setting. We examined helping in nineteen two- to five-year old children in small-scale rural villages of Vanuatu. In the experimental condition, the intentions of the experimenter were made salient, whereas in the control condition they were ambiguous. Children helped more often in the experimental compared to the control condition, suggesting that the propensity to monitor others' goals and act accordingly can be detected in different cultural contexts.

Prosocial behavior has positive social, cognitive, and physical health effects on the individual exhibiting the behavior as well as on society as a whole, and is integral to overall mental and physical wellbeing. The development of prosocial behavior is rooted in early childhood and learned through observation. As such, those spending time with children, especially their caregiver, play a critical role in their prosocial development. The current study investigates the impact of caregiver mental health on the prosocial development of young children over time. This paper presents a secondary analysis of child prosocial development in the Asenze Study, a longitudinal, population-based cohort study based in KwaZulu-Natal, South Africa. Children were followed-up over time from an average age of five to seven years along with their caregivers. Linear GEE regression analysis was used to assess whether a change in presence of a mental health disorder in a caregiver during this 2-year interval (using the Client Diagnostic Questionnaire) impacted the development of their child's prosocial behavior (using the Strengths and Difficulties Questionnaire). After adjusting for early child-care, child HIV status, SDQ child prosocial subscale, SDQ total difficulties score, and household order score (CHAOS), children whose caregivers acquired a mental health disorder had a significantly smaller increase in prosocial behavioral development compared to children whose caregivers never had a mental health disorder. Identifying contextually relevant modifiable factors such as this will help stimulate the development of interventions to promote prosocial development in childhood.

Autism is a neurodevelopmental disorder characterized by deficits in social-cognitive and social-communicative behaviors. Yet, little is known about the extent to which children with autism spectrum disorder (ASD) engage in prosocial action. We assessed helping and sharing behaviors in 3- to 6-year-old neurotypically (NT) developing children and children diagnosed with ASD. Children with ASD were more inclined to show spontaneous helping in the absence of the helpee than NT children. In the sharing task, NT children shared the resources equally between themselves and the recipients. In contrast, ASD children kept less for themselves and gave more resources away. In addition, the stronger the ASD symptoms were and the less cognitively weaker they were, the more children preferred to give resources to a rich than to a poor other.

Studies have examined the association between theory of mind (ToM) and prosocial behavior in children with mixed results. A handful of studies have examined prosocial sharing behavior in children with autism, who typically exhibit ToM deficits. Studies using resource allocation tasks have generally failed to find significant differences between the sharing behavior of children with autism and neurotypical children. We presented 18 neurotypical children and 33 children with autism with the Dictator Game. Children had the opportunity to allocate toys in recipient present and absent conditions. Both groups donated more items in the recipient present versus absent condition and chose the prosocial option at above chance levels. Children with autism behave as prosocially as neurotypical children do in this paradigm.

Background Most research in children with ADHD has focused on risk factors and their outcomes, such as symptom severity as a risk factor for functional impairment. Yet, a small group of studies show that some children function well despite their symptom severity. Preliminary evidence suggests that social protective factors may protect children with ADHD against its negative impact across different domains. The purpose of this study was to evaluate whether prosocial behavior, as a protective factor, buffers the effects of symptoms on impairment in children and adolescents with ADHD symptoms. Methods In this cross-sectional study, we used routinely collected data from the Development and Well-Being Assessment (DAWBA). Reports were included from 822 mothers, 581 fathers, and 1109 teachers, who provided information on the children’s symptoms, impairment and prosocial behavior (aged 5–18). To examine the effects of prosocial behavior on the relationship between symptoms and functional impairment, multiple regression analyses were conducted using data from these three perspectives. Results Although we did not find buffering effects, regression analyses revealed that parent- and teacher-reported prosocial behavior demonstrated promotive effects on functional impairment, indicating that prosocial behavior may be beneficial in reducing impairment on daily life of children with ADHD. These results were consistent across raters and age-groups, except the mother-rated model for adolescents. Additionally, when investigating these effects by gender, we found that higher prosocial behavior, as observed by fathers, was related to lower impairment for girls. Conclusion Our results suggest that prosocial behavior should be considered in clinical practice when evaluating impairment scores for ADHD. Finally, our findings plead for more in-depth measures of social protective factors and across different levels, including individual, family, and community levels. This approach will help identify factors that, independently of risks, may positively impact the functioning of these children.

The purpose of this study was to examine the internal structure of the Children Helping Out: Responsibilities, Expectations, and Supports (CHORES), an assessment of household task participation for children. Rasch analysis was used to examine patterns of item response and scale structure with data collected from caregivers of 132 children and youth ages 6–14 yr with and without disabling conditions. Internal consistency was strong for the total measure and the subscales. The items in both subscales fit the measurement model, and the item difficulty order matched the expected pattern from harder to easier household task performance and degree of caregiver assistance. The sample distribution in the hierarchical continuum showed that younger participants and those with physical disabilities tended to score lower. Some inconsistencies in rating scale use suggest a need for further clarification of the scoring criteria for measurement coherence.