2- Perceived prosociality, expressed prosociality and observed prosociality by the gender of the children and the educational context they attend by - Caroline Bouchard, Université Laval, Québec, Canada - Sylvain Coutu, Université du Québec en Outaouais-Campus de St-Jérôme, Québec, Canada - Lise Lemay, Université du Québec à Montréal, Québec, Canada - Nathalie Bigras, Université du Québec à Montréal, Québec, Canada

This study compares the prosociality of the children 5-6 years according to gender and educational background they attend, in three assessment methods either : 1) prosociality perceived by adults; 2) prosociality expressed by children in hypothetical situations; and 3) prosociality observed during social interactions. The results show that girls are perceived as more prosocial than boys by their early childhood educators or teachers, but did not reveal a significant effect of gender regarding the expressed prosociality or observed prosociality. Children in kindergarten obtain higher expressed prosociality scores than children in childcare, while the reverse is true for the observed prosociality. These results are discussed in terms of their involvement in the prevention of violence in educational contexts.

Keywords : Comportements prosociaux, prosocialité, différences de genre, différences de sexe, éducation à la petite enfance, service de garde, centre de la petite enfance, maternelle, prosocial behavior, prosociality, gender differences, sex differences, early childhood education, childcare and kindergarten .

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> 0- Contents
> 00 - Table of Contents, September 2016, 1
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> 4- Teachers' misbehaviours toward students: Distinction between gender and level of instruction
> 5- Indirect aggression trajectories and interpersonal risk factors among girls and boys in elementary schools
> 6- The impacts of the perception of socio-educational environment on aggressive and prosocial behaviours among the students at the end of primary school: An exploratory study
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