Producing and Understanding Prosocial Actions in Early Childhood

Paulus, Markus; Moore, Chris

doi:10.1016/b978-0-12-394388-0.00008-3

Cited by 52 publications

(58 citation statements)

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“…For example, infants as young as 12 months spontaneously help others to retrieve an accidentally displaced object (Liszkowski, Carpenter, Striano & Tomasello, 2006;Warneken &Tomasello, 2006, and 2-year-olds will often attempt to repair harm they have caused (Barrett, Zahn-Waxler & Cole, 1993;Kochanska, Gross, Lin & Nichols, 2002). Although the early development of prosocial behavior is well established (see also Dunfield, Kuhlmeier, O'Connell & Kelley, 2011;Dunfield & Kuhlmeier, 2013), the mechanisms that drive the maturation of prosocial behavior beyond infancy are unclear (Paulus & Moore, 2012). Taking Hoffman's (1975Hoffman's ( , 2000 influential theory of moral development as a starting point, the current study aims to address this gap in the literature.…”

Section: Research Highlightsmentioning

confidence: 99%

“…However, the developmental mechanisms that transform prosociality from basic affective arousal to other-focused helping are still poorly understood (Paulus & Moore, 2012). …”

Section: Research Highlightsmentioning

confidence: 99%

“…This occurs even when the person in need shows no distress. The idea that natural representation of other's goals or feelings provides the motivation for human prosociality is at the centre of most modern accounts of moral development (see Paulus, 2014 for review).However, the developmental mechanisms that transform prosociality from basic affective arousal to other-focused helping are still poorly understood (Paulus & Moore, 2012). …”

mentioning

confidence: 99%

“…However, the developmental mechanisms that transform prosociality from basic affective arousal to other-focused helping are still poorly understood (Paulus & Moore, 2012). Hoffman's (1975Hoffman's ( , 2000 theory offers an intuitive starting point to address this gap in knowledge, and has a growing evidence base.…”

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confidence: 99%

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You and me: Investigating the role of self-evaluative emotion in preschool prosociality

Ross

2017

Journal of Experimental Child Psychology

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Citation for published version (APA): Ross, J. (2017). You and me: investigating the role of self-evaluative emotion in preschool prosociality. Journal of Experimental Child Psychology, 155, 67-83. DOI: 10.1016/j.jecp.2016 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain.• You may freely distribute the URL identifying the publication in the public portal. Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 13. May. 2018Self-evaluative emotion and preschool prosociality AbstractSelf-evaluative emotions depend on internalized social standards and motivate social action. However, there is a lack of empirical research documenting the impact of self-evaluative emotion on 3-and 4-year-olds' prosociality. Extant research relates children's experiences of guilt to empathetic concern and making amends. However, the relationship between guilt and both concern and making amends is potentially reductive. Empathetic concern involves similar bodily expressions to guilt, and amend making is used to distinguish guilt from shame in children. This is the first study to relate the development of both positive and negative selfevaluative emotions to empathetic concern and prosocial choice (making amends, spontaneous help). Results confirm that the broad capacity for self-evaluative emotion is established in the preschool years, and relates to empathetic concern. Moreover, these social emotions can be used to predict prosocial choice. Making amends was best predicted by empathetic concern and by children's responses to achievement (pride following success, lack of shame following failure). Alongside moral pride, pride in response to achievement and resilience to shame was also the best predictor of spontaneous help. The data support the idea that young children's prosocial choices may be partially driven by the affective drive to maintain an 'ideal' self. Psychologists have emphasised that in order to be adaptive, selfevaluative emotion should be guilt rather than shame orientated. However, the adaptive role of pride has been neglected. We call on future research to redress the focus on negative selfevaluation in moral development and further explore the prosocial potential of pride. Research Highlights1. Self-evaluative emotions depend on internalized standards and motivate social action.2. Extant developmental research associates guilt with empathetic concern and reparation.3. The current paper shows th...

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Section: Research Highlightsmentioning

confidence: 99%

“…However, the developmental mechanisms that transform prosociality from basic affective arousal to other-focused helping are still poorly understood (Paulus & Moore, 2012). …”

Section: Research Highlightsmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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You and me: Investigating the role of self-evaluative emotion in preschool prosociality

Ross

2017

Journal of Experimental Child Psychology

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“…Thus, young children who exhibit spontaneous instrumental helping behavior may do so at least in part because they like engaging in joint actions and are motivated to do so (Rheingold et al 1982;Svetlova et al 2010;Paulus and Moore 2012 1 ), i.e. not because of any benefit that their contribution brings to anyone else.…”

Section: A Preference For Joint Actionmentioning

confidence: 99%

Goal Slippage: A Mechanism for Spontaneous Instrumental Helping in Infancy?

Michael

Székely²

2017

Topoi

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Mapping active civic learning in primary schools across England—A call to action

Body,

Lau,

Cunliffe

et al. 2024

British Educational Res J

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Encouraging children to become ‘good citizens’ who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under‐researched. This article presents findings from a multi‐survey study that seeks to unpick ‘what’ and ‘how’ active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood.

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Producing and Understanding Prosocial Actions in Early Childhood

Cited by 52 publications

References 87 publications

You and me: Investigating the role of self-evaluative emotion in preschool prosociality

You and me: Investigating the role of self-evaluative emotion in preschool prosociality

Goal Slippage: A Mechanism for Spontaneous Instrumental Helping in Infancy?

Mapping active civic learning in primary schools across England—A call to action

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