Toddlers' Self-Recognition and Progression From Goal- to Emotion-Based Helping: A Longitudinal Study.

Autor: Aitken J; University of Otago., Ruffman T; University of Otago., Taumoepeau M; University of Otago.
Jazyk: angličtina
Zdroj: Child development [Child Dev] 2020 Jul; Vol. 91 (4), pp. 1219-1236. Date of Electronic Publication: 2019 Aug 19.
DOI: 10.1111/cdev.13304
Abstrakt: Research has typically used cross-sectional designs to draw conclusions on the development of helping. This study aimed to examine the development of instrumental and empathic helping behaviors as they emerge, and assess how self-recognition might moderate this progression. Seventy-two children (14- to 25-months at T1) were assessed over four monthly sessions. Participants' individual response patterns showed instrumental helping to be a necessary precursor to empathic helping for 55.77%-67.92% of children who helped during the study. Self-recognition emerged before empathic but not instrumental helping, yet did not directly influence helping behavior.
(© 2019 Society for Research in Child Development.)
Databáze: MEDLINE
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