# Fostering childhood prosociality and relatedness: the perceived impact of an arts-based philosophical intervention on collaboration, empathy and respect

## TL;DR

This study explores how combining arts and philosophy in education helps children develop empathy, respect, and prosocial behaviors.

## Contribution

The study introduces an arts-based philosophical intervention to enhance prosociality and relatedness in children.

## Key findings

- The intervention fostered emotional resonance, mutual respect, and empathy among students.
- Engagement through the program promoted collaboration and a sense of belonging.
- Artistic and philosophical activities supported introspection and prosocial actions.

## Abstract

Fostering prosociality in children, defined as acting for the benefit of others, is essential for both individual and collective well-being. According to self-determination theory, satisfying the fundamental need for relatedness plays a crucial role in motivating prosociality. Integrating interventions that combine arts and philosophical approaches reinforces socio-emotional skills fundamental to prosociality by enhancing social awareness and empathy, as well as offering an adaptable and practical approach in academic settings.

This study examined how children engage with social contexts that call upon socio-emotional competencies, and how these experiences relate to the development of prosociality in art-based philosophical interventions. The study was guided by the following research question: What are the perceived benefits of an art-based philosophical intervention on children's prosociality and relatedness?

This study used a descriptive qualitative design with children in a school setting. Over 10 consecutive weeks, 60-minute workshops combining arts and philosophical inquiry were conducted. Data analysis included group discussions, observations, and 21 semi-structured interviews, with results interpreted through inductive thematic analysis.

The findings indicated that the intervention fostered both connection and engagement among the students: Connection (perceived as emotional resonance) encouraged mutual respect, empathy, and admiration, whereas engagement (which offered comfort, trust, and fostered a sense of belonging) was observed through camaraderie, collaboration, and instances of disengagement.

These findings highlight that the development of introspection, self-awareness, and autonomy through artistic and philosophical activities provided a foundation for students to act prosocially, thereby emphasizing empathy, care, and respect toward others.

The study demonstrates that integrating arts and philosophical inquiry in elementary education fosters prosociality, empathy, and self-awareness, supporting both academic and socio-emotional growth. It offers adaptable strategies for inclusive, cooperative classrooms and highlights implications for curriculum design and policy promoting student well-being and community.