Prosocial behavior refers to intentional behavior aimed at helping others or having a positive influence on others. A great role in developing prosocial behavior has a community in which the child belongs. Therefore, great attention should be about the development of the prosocial behavior in the classroom, which will fully contribute to the student's empathy development, active listening skills, being able to work collaboratively, being able to resolve conflict constructively and self-esteem development as well as the self-confidence development. Likewise, if there is a prosocial behavior among the students in the classroom, there is no doubt that it will not contribute to the positive classroom atmosphere in which every individual would feel accepted. Hence, pedagogical workshops can contribute to a better understanding of the child’s personality. According to that, their aim is on the actual process whose purpose is to enable each participant the feeling of equality and belonging. The aim of this was to determine whether pedagogical workshops could influence the development of prosocial behavior among students. In the realization of this goal, the research method of triangulation was used – sociometric test, sociogram, pedagogical workshops and evaluations sheets. The participants were the students of 1st B grade of elementary schools Ivana Brlić-Mažuranić in Andrijaševci. The research was conducted throughout a period of one month and four pedagogical workshops: You belong very well, The language of Snake and Giraffe, Active listening and Do not mock me. Research findings have shown that pedagogical workshops provide the necessary conditions for stimulating prosocial behavior among students. In addition, research has shown that pedagogical workshops have an impact on strengthening social relationships within the group and that certain activities have influenced the student's development of empathy, self-confidence and constructive conflict resolution.