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） 从幼儿期开始，儿童就需要形成何时帮助他人、何时克制的观念。在 在决定是否提供帮助时，孩子们往往需要在个人关注与自身利益之间取得平衡 违背了他们对接受者利益的道德关切。从不帮助别人的孩子可能会成为 社会孤立的孩子，而总是帮助别人的孩子可能会被利用。开发一 因此，辨别亲社会性是健康发展的关键。学龄前的几年是一个转变 有利于社会的发展时期，在这一时期，许多社区的儿童更多地参与家庭事务 当他们变得更有能力对相互竞争的道德和个人考虑进行推理时。 然而，许多先前关于亲社会发展的研究已经研究了稳定的个体差异， 试图找出那些平均来说比其他人更乐于助人的孩子的特点。相比之下， 关于儿童道德推理和判断的研究集中在情境的可变性上，即儿童如何 在某些情况下判断帮助是可以的，但在其他情况下则不然--而不是稳定的个体差异。的 拟议中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 传统的研究如何个人的稳定性和情境的可变性，在评价推理， 帮助可以解释亲社会行为的稳定性和可变性。为了解释一个敏锐的 亲社会性的发展，所提出的模型也桥梁领域的第二个紧张局势： 照顾者社会化和儿童自主性。关于照顾者社会化的研究通常将健康定义为 发展包括儿童采纳其照顾者的价值观和做法。相比之下， 建构主义的方法集中在儿童如何审视他们的价值观和实践， 照顾者，接受一些，拒绝另一些。根据综合模型的检验， 建议的研究，儿童的评价推理帮助发展通过对话与 照顾者，他们可以提请儿童注意个人或道德方面的帮助情况。 为了测试关键的模型预测，拟议的研究将涉及自然观察，结构化， 访谈和故事书对话。通过这些活动，该项目将评估 围绕帮助的互动，以及儿童的亲社会推理，判断和回应行动 假设的和真实的事件一项由150名4至6岁儿童组成的种族多样性样本， 将招募家庭参加一次家访和一次虚拟会议。这项初步研究将 测试关于学龄前儿童如何发展亲社会性的基本科学模型的预测， 推理这些发现将为一项更大的干预研究提供信息，该研究旨在利用日常护理人员- 儿童对话，以加强儿童的健康的亲社会性。