Prosocial behavior designates a very broad category of behaviors and refers to positive valued acts by society. Prosocial behaviors have positive social consequences and contribute to the physical and psychological well-being of others. This category includes: help, altruism, intervention of a passerby, interpersonal attraction, friendship, charity, cooperation, sacrifice, sympathy, trust, etc. The determining factor remains the social criterion: aggression, for example, is usually considered antisocial behavior, but if it is valued by society (as when the individual has to fight to defend his country), it becomes prosocial behavior.

Pro or antisocial behaviors are not inborn, they are acquired through learning. By learning, in general, is meant any change in behavior. The social behaviors of an individual are taught according to the consequences these behaviors have on themselves. The logic is the following: the person's behavior is or is not accepted by others. Acceptance or non-acceptance are both consequences and causes. If accepted, he repeats the behavior; if it is not accepted, he must avoid that behavior. For example, a child was very aggressive with his kindergarten colleagues; He kicked their ankles, monopolized toys, and played alone. The others always complained to the educator. The children arrived in class I. The children that were bullied did not accept him at games and did not talk to him during breaks. The teacher reported that he often heard him saying: "Take to me too; "Include me." His aggressive behavior had the social consequence of him being isolated by the other children. He must change, otherwise he will remain isolated.

Reward and sanction are the social consequences of behavior that influence the likelihood of its repetition. Reward (positive reinforcement) leads to an increase in the probability of repeating that type of behavior.

In managing undesirable behaviors, it is very important to identify the source / reason for antisocial behavior in order to identify the best intervention variant. Most times, children are tired, flamboyant and sleepy or upset, under these circumstances, the role of the teacher is to help the child become aware of the source of the malaise and translate it into a socially acceptable form. For example, if a child is aggressive, he must be helped to recognize the unmet feelings and needs that determine that behavior, and is directed to a possible solution (using helpful questions) or to positive behavior (when we feel the need to scream- it may be disturbing for others - to snap your fingers - pro-social behavior).