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Беляевская, Е.С., Нисская, А.К. (2026). Поддержка просоциального поведения в дошкольном возрасте: подходы, практики, обобщающая модель. Современная зарубежная психология, 15(3), 89–97. https://doi.org/10.17759/jmfp.2026150309
Context. The preschool period is a critical stage for the development of prosocial behavior. Children begin to understand the feelings of others, and the foundations of empathy and mutual assistance are formed. Situation-specific expressions of care can develop into more stable forms when children are embedded in a system of social relationships. However, the specific characteristics of interactions that support the development of prosocial behavior and its intrinsic motivation remain insufficiently understood. The objective of this review is to identify the conditions and practices of interaction with adults and peers that support the development of prosocial behavior in preschoolers and facilitate its internalization. Methods and Materials. This study presents a theoretical review of contemporary international and Russian research, integrating findings on social learning, the development of empathy and moral emotions, perspective taking, and the satisfaction of basic psychological needs. Results. Prosocial behavior develops within the child’s relationships with adults and peers. Effective practices combine support for autonomy with a clear structure of interactions, modeling care, providing genuine choices in joint activities, informative feedback, and creating an environment rich in opportunities for helping behavior. Based on this analysis, a model of prosocial development is proposed as a process occurring within a three-component system: an adult defines the form and meaning of the action, peers provide a space for practice and mutual regulation, and the environment offers opportunities for self-initiated acts of care. Conclusions. Prosocial behavior emerges from the coordinated interaction of emotional, cognitive-moral, and motivational mechanisms within a supportive environment that satisfies the needs for autonomy, competence, and relatedness. The proposed model provides guidelines for the design of educational practices and frameworks for observing and assessing the conditions that support prosocial behavior.