The article examines the issue of expanding the gist component of young teachers’ training via their familiarization with the results of modern researches in psychology. The author highlights the main areas of studying development of age-related aspects of prosocial person's behaviors, and analyzes the major types of its (instrumental assistance, resource sharing, helping, empathy) in childhood and adolescence. Prosociality is a fundamental theme in all branches of the psychological sciences. The fact that humans cooperate with nonkin is something we take for granted, but many psychologists consider that our species' ability to behave prosaically may be based on human-unique psychological mechanisms. Scientist argue that these mechanisms include the ability to care about the welfare of others (other-regarding concerns), to "feel into" others (empathy), and to understand, adhere to, and enforce social norms (normativity). Prosociality is not an innate individual characteristic. It obeys to the general laws of the social skills development. Moreover, each component of this phenomenon has its own particular qualities of formation and development. In the early stages of ontogenesis the root of prosociality is based on the intuitive imitative programs. The development of prosocial behaviour continues throughout the second year of life, as children begin to gain a moral understanding of the world. As obedience to societal standards becomes important, children’s ability to exhibit prosocial behaviour strengthens, with occurrence and diversity of these behaviors increasing with age and cognitive maturity. Since adolescence, this personal characteristic becomes initially defined forms and programs associated with development of self-education. At the same time we have to note that most of the social behaviour acts in this age still spontaneous ones. Importance of teachers’ awareness of the development of this phenomenon for pedagogical support of positive socialization has been discussed. According to our goals we suggest that prosociality is one of the most important elements of the successful psychological professional activity and it plays the fundamental role in achieving the goals of psychological help. We analyze understanding of the prosociality phenomenon in modern psychology, highlight the main elements of this integrative personality characteristic’s structure. In conclusion, we consider how motivational, emotional, and normative elements of prosociality have to be developed by student during their university training.