Problem Statement:

In a dynamic society, carried studies highlight that learning becomes much more efficient when it is done in an educational environment based on collaboration, cooperation, tolerance, empathy or autonomy and equality among learners.

Purpose of Study:

The study aims to promote the fundamental aspects that have contributed to the formation and development of prosocial behaviors in the educational but also in the family environments.

Research Methods:

In the research were used: questionnaire-based survey method, the method of research of curriculum documents and other school documents aiming to measure the results from a quantitative and qualitative perspective.

Findings:

By reporting to the information obtained from a total of 100 teachers in undergraduate education, were outlined the study results: 89% of teachers are concerned with reducing the expression of violent and aggressive behavior, 92% with training and developing the repertory of prosocial conduct.

Conclusions:

The development of prosocial behavior in preschoolers leads to the development of leadership skills, joviality, social sensitivity, but also to a self-perceived social conduct that support the promotion of positive attitudes and values.