The study of Preschooler's Prosocial Behaviours by the Differnces among Each Play Cotegory.

The purpose of this study is to examine how preschooler's pros ocialdevelopment differs depending upon the categories of social play and cognitive play during their free activities. Moreover, comparing free play activities with other activities, this study aims to recognize their prosocial development and their abilities of social participation more clearly. 30 5-year-old were observed during free play activities and other activities, such as having lunch or changing their clothes. The observers coded each prosocial behavior and noted its from following Strayer's inventory,which contains Object Related Activitiy, Cooperative Activity, Helping Activity, and Empathic Activity. Play behaviors of the preschoolers were coded by combining the social play categories of Parten and the cognitive play categories of Piaget. Moreover, they were askd whether they were willing to share what they have with others in a fictional situation. The results, as to social play, indicated that during free play activities preschoolers who engaged in cooperative play most slgnificantly performed prosocial behaviors frequently, and the second most was preschoolers who engaged in associative play.Prechoolers who engaged in partallel play and solitary play performed less significant prosocial behaviors. On the contraty, during other activities, preschoolers who engaged insolitary play most significantly performed prosocial behaviors frequntly. This consequence suggests that it is not always true that preschoolers who had less social contacts during free play activities do not develop social ability. Besides, as to cognitive play, during both free and other activities, preschoolers who engaged in dramatic play most signigicantly performed prosocial behaviors frequently. Furthermore,the forms of prosocial behaviors which prescboolers performed were characterized by the differences between free play activities and other activities. During free play activlties, preschoolers most significantly performed Object Related Activity frequentiy, however, during other activities, they most significantly performed Helping Activity frequently. The forms of prosocial behaviors which they performed were not characterized by the difference in play category or their prosocial judgmet. Furture studies of preschooler's prosocial development must consider each situation of play categories, and the level and quality of every Piaget category