Although there is considerable evidence that kindergartners in child-centered programs have more opportunities to increase prosocial behavior and are more internally motivated than children in basic skills programs, the efficacy of child-centered versus basic skills programs with regard to prosocial behavior has not been examined among preschool children. This study sought to determine whether children enrolled in child-centered preschools would demonstrate fewer anxiety behaviors and more prosocial behaviors compared to children in basic skills preschool programs. Participating in the study were 20 children from a child-centered program and 20 children from a basic skills program. Observations of anxiety, disruption, and prosocial behavior frequency took place during free play and during a structured academic activity. Anxiety behaviors were operationally defined as nail biting, crying, frowning, avoiding new situations, and flat/negative affect. Prosocial behaviors were defined as stopping a quarrel, inviting another child to join the group, praising, comforting, or helping others. Results from t-test analyses revealed significantly less frowning in the child-centered program. Also, children invited others to join the group more and praised each other more in the child-centered program than in the basic skills program. There were no other significant differences between the two types of schools. (Contains 14 references.) (KB)