Final answer:
Children need to develop a theory of mind and reach a certain level of cognitive maturation to display deliberate prosocial or antisocial behaviors. They learn these behaviors through observational learning, where prosocial models promote positive actions and antisocial models can lead to negative behaviors. The maturation process is also influenced by moral development, which does not always correlate directly with moral behavior.
Step-by-step explanation:
To display deliberate prosocial or antisocial behavior, a child needs to have reached a certain level of maturation, including the development of a theory of mind (ToM). This concept involves understanding that other people have their own thoughts, feelings, and beliefs, which may differ from one's own. This cognitive leap typically begins between ages 3 and 5, moving away from egocentrism. By recognizing the perspectives of others, children can engage in behavior that affects those around them positively or negatively.
Observational learning is a key mechanism by which children learn both prosocial and antisocial behaviors. Discussing the steps in the modeling process, children observe the actions of others and can emulate those behaviors. When it comes to prosocial effects, if they witness kindness, honesty, and cooperation, they are likely to adopt these behaviors. Conversely, exposure to aggression or violence can lead to antisocial behaviors, as evidenced by research suggesting that abused children are at increased risk of becoming abusers themselves.
It is evident through studies that mere moral reasoning does not always translate directly to moral behavior. Especially within the framework of moral development, what we profess may not align with our actions, and this discrepancy can manifest in both prosocial and antisocial behaviors depending on the models observed and internalized throughout development.