How reasoning contributes to preschoolers’ prosocial development

推理如何促进学龄前儿童亲社会发展

• 批准号: 10645706
• 负责人: Audun Dahl
• 金额: $ 6.55万
• 依托单位: UNIVERSITY OF CALIFORNIA SANTA CRUZ
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10645706
• 关键词: 3 year old; 6 year old; Accounting; Area; Asian; Attention; Behavior; Black race; Caregivers; Characteristics; Child; Child Development; Cognitive; Communities; Development; Empathy; Equilibrium; Event; Family; Family Characteristics; Frequencies; Home; Home visitation; Household; Individual; Individual Differences; Infant; Intervention Studies; Interview; Judgment; Latinx; Lead; Methods; Modeling; Morals; Nursery Schools; Parents; Persons; Problem behavior; Procedures; Process; Reporting; Research; Research Personnel; Risk; Role; Sampling; San Francisco; Science; Shapes; Social Development; Social isolation; Socialization; Structure; Surveys; Testing; Theoretical model; Toddler; Variant; Work; adopted child; caregiving; constructivism; cost; design; early childhood; ethnic diversity; exhaustion; innovation; insight; interest; novel; predictive modeling; recruit; response; social relationships; virtual

Project Summary (Max 30 lines) From early childhood, children need to develop views about when to help others and when to refrain. In deciding whether to help, children often need to balance their personal concerns with their own interests against their moral concerns with the interests of a recipient. Children who never help others may become socially isolated, whereas children who always help others may be taken advantage of. Developing a discerning prosociality is therefore key to healthy development. The preschool years is a transformative period in prosocial development, when children’s household involvement increases in many communities and when they become more able to reason about competing moral and personal considerations. However, much prior research on prosocial development has examined stable individual differences, seeking to identify characteristics of children who, on average, help more than others. In contrast, much work on children’s moral reasoning and judgments has focused on situational variability—how children judge helping as okay in some situations but not others—rather than stable individual differences. The proposed research will test predictions of a model that incorporates insights from both of these research traditions by examining how individual stability and situational variability in evaluative reasoning about helping can explain stability and variability in prosocial behaviors. To explain how a discerning prosociality develops, the proposed model also bridges a second tension in the field: that between caregiver socialization and child autonomy. Research on caregiver socialization has often defined healthy development as consisting of children adopting the values and practices of their caregivers. By contrast, constructivist approaches have focused on how children scrutinize the values and practices of their caregivers, accepting some and rejecting others. According to the integrative model tested by the proposed research, children’s evaluative reasoning about helping develops through conversations with caregivers, who can draw children’s attention to either personal or moral aspects of the helping situation. To test key model predictions, the proposed research will involve naturalistic observations, structured interviews, and storybook conversations. Through these activities, the project will assess caregiver-child interactions around helping, as well as children’s prosocial reasoning, judgments, and actions in response to both hypothetical and actual events. An ethnically diverse sample of 150 4- to 6-year-olds and their families will be recruited to participate in one home visit and one virtual session. This initial study will test predictions of the basic scientific model about how preschoolers develop prosociality through reasoning. The findings will inform a larger intervention study aimed at leveraging everyday caregiver- child conversations to strengthen children’s healthy prosociality.

项目摘要（最多30行） 从幼儿开始，孩子们需要对何时帮助他人和何时避免的观点产生观点。 决定是否提供帮助，孩子们通常需要平衡自己的个人关注与自己的利益 反对他们对接收者利益的道德关注。从不帮助别人的孩子可能会变成 社会孤立，而总是帮助他人的孩子可能会被利用。开发 因此，辨别亲社会是健康发展的关键。学前班是一种变革 亲社会发展的时期，许多社区的儿童家庭参与增加 当他们更有能力推理竞争道德和个人考虑时。 但是，关于亲社会发展的许多先前的研究已经检查了稳定的个体差异， 寻求确定平均而言比其他人更多帮助的儿童的特征。相反，很多 关于儿童的道德推理和法官的工作，重点是情境变异性 - 儿童如何 在某些情况下，判断帮助同样可以，而不是其他情况，而不是稳定的个体差异。这 拟议的研究将测试一个模型的预测，该模型结合了这两项研究的见解 通过研究如何评估推理中的个人稳定性和情境变异性来研究传统 帮助可以解释亲社会行为的稳定性和可变性。解释如何辨别 亲社会发展，提议的模型还弥合了该领域的第二个紧张关系： 照顾者的社交和儿童自主权。护理人员社会化的研究通常定义了健康 发展是由孩子采用照料者的价值观和实践组成的。相比之下 建构主义方法的重点是儿童如何审查其价值观和实践 照顾者，接受一些人并拒绝其他人。根据由 拟议的研究，儿童评估了有关通过与 照顾者，他们可以将孩子的注意力引起帮助状况的个人或道德方面。 为了测试关键模型预测，拟议的研究将涉及自然主义观察，结构化 访谈和故事书对话。通过这些活动，该项目将评估照顾者 - 孩子 围绕帮助以及儿童的亲社会推理，法官和行动的互动 假设和实际事件。种族多样的150 4至6岁的样本及其 将招募家庭参加一次家庭访问和一次虚拟会议。这项最初的研究将 基本科学模型的测试预测，以了解学龄前儿童如何通过 推理。这些发现将为一项旨在利用每天照顾者的较大干预研究提供信息 - 儿童对话以增强儿童健康的亲社会性。