Prácticas docentes y el comportamiento prosocial de los niños y adolescentes: scoping review

• Autor: Amésquita-Vera, Johanna
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Universidad Científica del Sur
• Repositorio: Revistas - Universidad Científica del Sur
• Lenguaje: español
• OAI Identifier: oai:revistas.cientifica.edu.pe:article/1821
• Enlace del recurso: https://revistas.cientifica.edu.pe/index.php/desdeelsur/article/view/DES-1604-2024-0065
• Nivel de acceso: acceso abierto
• Materia: social behavior; teaching practice; educational strategies; Comportamiento social; práctica pedagógica; estrategias educativas

Prosocial behavior, which refers to actions aimed at benefiting others and positively impacting society, is often promoted by educators through their teaching practices. Such practices have the potential to reduce incidents of school violence. The objective of this study is to analyze teaching practices that influence prosocial behavior in children and adolescents. The methodology used was a literature review based on the PRISMA-ScR guidelines, focusing on articles published between January 2010 and March 2024. A total of 34 articles were categorized, reporting that the most frequently employed teaching practices to foster prosocial behavior include collaborative strategies, play-based activities, norms, and physical-sports activities. The study concludes that various teaching practices influence prosocial behavior in children and adolescents; however, their effectiveness may vary depending on the context and individual characteristics of the students.