How reasoning contributes to preschoolers’ prosocial development

项目摘要(最多30行) 从孩提时代起，孩子们就需要形成关于什么时候帮助别人，什么时候不帮助别人的观点。在……里面 在决定是否提供帮助时，孩子们往往需要权衡他们的个人关切和自己的兴趣 违背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 与世隔绝，而总是帮助别人的孩子可能会被利用。开发一个 因此，敏锐的亲社会性是健康发展的关键。学龄前的几年是一个变革性的 亲社会发展时期，许多社区的儿童家庭参与度增加 当他们变得更有能力对相互冲突的道德和个人考虑进行推理时。 然而，之前许多关于亲社会发展的研究都考察了稳定的个体差异， 寻求找出平均而言比其他人更乐于助人的儿童的特点。相比之下，更多 关于儿童道德推理和判断的研究侧重于情景变异性--儿童如何 判断帮助在某些情况下是可以的，但在其他情况下不是--而不是稳定的个体差异。这个 拟议的研究将测试一个模型的预测，该模型融合了这两项研究的见解 通过考察个体稳定性和情境变异性在评估推理中如何影响传统 帮助解释亲社会行为的稳定性和变异性。来解释一个有洞察力的 亲社会性的发展，提出的模型还弥合了该领域的第二个紧张：在 照料者社会化和儿童自主性。关于照顾者社会化的研究通常定义为健康 发展包括儿童接受其照顾者的价值观和做法。相反， 建构主义的方法关注的是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。根据经过测试的综合模型 建议的研究，儿童关于帮助的评价性推理通过与 照顾者，他们可以引起孩子对帮助情况的个人或道德方面的注意。 为了测试关键的模型预测，拟议的研究将涉及自然主义的观察，结构化 采访和故事书对话。通过这些活动，该项目将评估照顾者-儿童 围绕帮助的互动，以及儿童的亲社会推理、判断和回应行动 无论是假想的还是真实的事件。一项由150名4至6岁儿童和他们的 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 学龄前儿童亲社会性发展的基本科学模型的检验预测 推理。这一发现将为一项更大规模的干预研究提供信息，该研究旨在利用日常照顾者- 儿童对话，以加强儿童健康的亲社会性。

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.