Abstract

Prosocial behaviors exhibited during childhood serve as reliable predictors of subsequent long-term development. School-based intervention programs have been previously shown to be moderately effective in developing children’s prosocial behavior. This study aims to systematically identify, analyze, and synthesize recent empirical studies (2015–2024) on school-based intervention programs promoting prosocial behavior among children aged 3–6, guided by research questions focusing on their methodological approaches and core program characteristics. Three online databases (ERIC, Scopus, and Web of Science) were searched for journal articles published between 2015 and 2024. A total of 2398 articles were initially identified, of which 29 studies ultimately met the rigorous inclusion criteria set by the Risk of Bias tool Ver. 2 and Risk of Bias in Non-Randomized Studies-of Interventions tool. The results showed that the included intervention studies exhibited an approximately equal distribution of both experimental and quasi-experimental study designs. Of the 21 intervention programs reviewed, 18 demonstrated effectiveness in promoting prosocial behavior. Among these, Promoting Alternative Thinking Strategies (PATHS) and Mindfulness-Based Programs were most frequently examined and showed significant improvements across multiple countries. Synthesized findings indicated that these intervention strategies targeted behavioral, cognitive, social, and emotional domains. In addition to directly enhancing children’s prosocial tendencies, the interventions also fostered prosocial behaviors indirectly by strengthening broader social competencies. It also underscores the need for collaborative endeavors between teachers and experts to nurture prosocial behavior in children. The findings carry significant implications for implementing empirically validated intervention frameworks in kindergarten educational practice.