Reception of Prosocial Literary Role Models by Children of Younger School Age

Abstract

The aim of the study is to clarify how a younger school-aged child perceives literary heroes who represent prosocial literary role models, and thus provide evidence for the positive trace of prosocial literary role models in the (prosocial) development of the child reader. The research was conducted on a sample of 24 participants (average age 9.04 years) using research methods such as product content analysis, projective interview and writing techniques. Empirical research gave a positive clue, which the specific literary text with the prosocial literary role model “printed” into the notion of prosociality in the child. The prosocial literary role model may perhaps therefore be used in education as an effective tool in the (prosocial) upbringing of the child of younger school age.