Children's and adolescents’ reasons for socially excluding others

Recchia, Holly; Brehl, Beverly A.; Wainryb, Cecilia

doi:10.1016/j.cogdev.2012.02.005

Cited by 20 publications

(14 citation statements)

References 15 publications

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“…In agreement with the cost–reward model (Piliavin et al., ), early adolescents explained their evaluation more often in terms of other solutions, such as, “She can help at a later moment.” Younger children more frequently expressed moral concerns about fairness and recipient's well‐being. Similar to research on social exclusion (e.g., Recchia, Brehl, & Wainryb, ) and on the permissibility of fulfilling personal desires in family situations (Smetana et al., ), these results suggest that younger children focus primarily on preventing harm and unfairness, while early adolescents increasingly attend to multiple considerations involved in the refusal of help (see also Nucci & Turiel, ; Weller & Lagattuta, ).…”

Section: Discussionsupporting

confidence: 77%

Children's Reasoning About the Refusal to Help: The Role of Need, Costs, and Social Perspective Taking

et al. 2013

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Children (n = 133, aged 8–13) were interviewed about helping situations that systematically varied in recipient’s need for help and the costs for the helper. In situations where helping a peer involved low costs, children perceived a moral obligation to help that was independent of peer norms, parental authority, and reciprocity considerations. When helping a peer involved high costs this over powered the perceived obligation to help, but only in situations involving low need and when in line with reciprocity. When both need and costs were high, younger children expressed stronger moral indignation while older children were less negative and reasoned in terms of other solutions. Furthermore, stronger moral indignation was related to more advanced social perspective taking skills when need and costs were high.

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Section: Discussionsupporting

confidence: 77%

Children's Reasoning About the Refusal to Help: The Role of Need, Costs, and Social Perspective Taking

et al. 2013

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“…However, older children find other forms of social exclusion to be more wrong than younger children (Killen et al ., ; Moller & Tenenbaum, ). Additionally, older children tend to use more social‐conventional reasoning when justifying their evaluations of exclusion compared with younger children (Recchia, Brehl, & Wainryb, ). Developmental differences in children's emotion attributions have been less consistent: while some studies found an increase in negative emotion attributions to excluders from middle to late childhood (Gasser et al ., ), other studies did not find developmental differences (Malti, Killen, et al ., ).…”

Section: Introductionmentioning

confidence: 99%

Children's judgements and emotions about social exclusion based on weight

Nguyen

Malti

2014

British J of Dev Psycho

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This study examined children's judgements and emotions associated with weight-based social exclusion using an ethnically diverse sample of one hundred and seventeen 9- and 13-year-old children. Children were interviewed about three scenarios depicting weight-based exclusion in athletic, academic, and social contexts. Children's judgements of exclusion, emotions attributed to the excluder and excluded targets, and justifications for judgements and emotions were examined. Overall, children judged weight-based exclusion to be wrong for moral reasons. However, they viewed weight-based exclusion in athletic contexts as less wrong compared with academic contexts, and they used more social-conventional reasoning to justify judgements and emotions attributed to excluders in athletic contexts compared with academic and social contexts. Children also expected excluded targets to feel negative emotions, whereas a range of positive and negative emotions was attributed to excluders. In addition, older children were more accepting of weight-based exclusion in athletic contexts than in academic and social contexts. We discuss the results in relation to the development of children's understanding of, and emotions associated with, exclusion based on weight.

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“…En contextos escolares se han llevado a cabo investigaciones acerca de las reglas y sus justificaciones (Posada & Wainryb, 1998;Recchia, Brehl & Wainryb, 2012;Turiel, 2008;Wainryb, 2006). Los resultados muestran que las nociones de justicia dependen del dominio -social, moral y convencional-en los cuales los niños se encuentran implicados y de los cambios asociados a la edad, puesto que a medida que los niños crecen logran comprender situaciones complejas del contexto, lo cual les permite hacer juicios sobre faltas convencionales relativas a acuerdos sociales (Lahat, Helwig & Zelazo, 2012).…”

Section: Introductionunclassified

Nociones de niños de ocho a diez años acerca de la justicia en las sanciones escolares

Varón

Serna

Gómez

2014

Rev. Guillermo Ockham

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Referencia para citar este artículo: Gómez, J. A., Londoño, D. P., & Montañez, M. V. (2014). Nociones de niños de ocho a diez años acerca de la justicia en las sanciones escolares. Revista Científica Guillermo de Ockham, 12(1),[19][20][21][22][23][24][25][26][27] Resumen En este trabajo se analizan las sanciones que niños de ocho y diez años consideran más justas. Las sanciones están relacionadas con situaciones hipotéticas en las cuales un estudiante comete faltas morales y convencionales contra la institución, un docente y un estudiante. Las sanciones y justificaciones fueron clasificadas en tres categorías: expiatoria, recíproca 1 y recíproca 2. Los niños de diez años mostraron una mayor frecuencia en respuestas del tipo recíproca 2, frente a las faltas morales, mientras que frente a las convencionales predominaron las respuestas tipo recíproca 1. Las sanciones relacionadas con faltas dirigidas contra los docentes mostraron un mayor porcentaje de respuestas tipo recíproca 1 para ambas edades. Los resultados revelan la comprensión de los niños acerca de la justicia en las sanciones escolares. Se discuten las implicaciones del desarrollo moral y social en la educación moral desde una perspectiva de dominio específico.Palabras clave: Cognición social, desarrollo moral, dominios sociales, sanciones escolares, educación moral.Notions of justice in the school sanctions, in children from eight to ten years AbstractIn this paper we examine the sanctions to children eight and ten years as more fair. The sanctions are related to scenarios in which a student commits moral and conventional fouls against the institution, a teacher and a student. The sanctions and justifications were classified into three categories: expiatory, reciprocal 1 and reciprocal 2. Children ten years showed a higher frequency of reciprocal type 2 responses, against the moral faults, while over conventional mutual predominant type replies 1. Sanctions related offenses directed against teachers showed a higher response rate reciprocal type 1 for both ages. The results reveal the understanding of children about justice in school sanctions. The implications of moral and social development in moral education are discussed from the specific domain perspective.

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Children's and adolescents’ reasons for socially excluding others

Cited by 20 publications

References 15 publications

Children's Reasoning About the Refusal to Help: The Role of Need, Costs, and Social Perspective Taking

Children's Reasoning About the Refusal to Help: The Role of Need, Costs, and Social Perspective Taking

Children's judgements and emotions about social exclusion based on weight

Nociones de niños de ocho a diez años acerca de la justicia en las sanciones escolares

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