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Teaching versus enforcing game rules in preschoolers' peer interactions.

Bahar Köymen1, Marco F H Schmidt2, Loreen Rost2

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Summary

Children use normative language differently when teaching versus correcting peers. Three-year-olds use specific corrections, while five-year-olds use general language, adapting to the situation.

Keywords:
Enforcing rulesGenerality of rulesGeneric normative languagePeer interactionsRule-governed gamesTeaching rules

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Area of Science:

  • Developmental Psychology
  • Linguistic Pragmatics
  • Social Cognition

Background:

  • Children develop social cognition and language skills through peer interactions.
  • Normative language is crucial for social learning and norm enforcement.
  • Understanding how children use language to regulate social behavior is key to developmental research.

Purpose of the Study:

  • To investigate how children aged 3 and 5 years use normative language in peer interactions.
  • To examine differences in normative language use during teaching versus norm enforcement scenarios.
  • To explore age-related and context-dependent variations in children's social communication.

Main Methods:

  • 192 pairs of 3- and 5-year-old children participated in a peer-to-peer sorting game.
  • Two experimental conditions were implemented: a teaching condition and a norm enforcement condition.
  • Children's normative language use was analyzed in each condition.

Main Results:

  • Both 3- and 5-year-olds used generic normative language when teaching an ignorant peer.
  • Three-year-olds used non-generic, individually corrective language when enforcing rules.
  • Five-year-olds used generic normative language even when enforcing rules, suggesting they perceived a need for instruction.

Conclusions:

  • Young children's use of normative language is context-dependent.
  • Children adapt their corrective strategies based on their perception of a peer's needs.
  • Five-year-olds demonstrate a more flexible understanding of normative language use in social contexts.