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Summary
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This study introduces a developmental science of politics, examining children's political knowledge and attitudes toward the 2016 U.S. presidential election. Findings reveal children's interest and knowledge, with implications for civics education reform.

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Area of Science:

  • Establishes a developmental science of politics focusing on the life course formation of political knowledge, attitudes, and behavior.
  • Integrates developmental science with political science, emphasizing social justice and ecological systems.

Background:

  • Reviews historical approaches to political development and theoretical contributions to developmental science.
  • Highlights the importance of studying political development for improving civics education and youth civic engagement.

Purpose of the Study:

  • To outline theoretical contributions and empirical reasons for a developmental science of politics.
  • To examine U.S. children's views of the 2016 presidential election, including knowledge, attitudes, and the role of gender/sex and race/ethnicity.
  • To apply a social justice lens to children's political thought and participation.

Main Methods:

  • Conducted interviews with 187 children (ages 5-11) before and after the 2016 U.S. presidential election.
  • Assessed children's knowledge and attitudes regarding the election, candidates, gender/sex in politics, and race/ethnicity.
  • Collected data on child characteristics (age, social dominance orientation) and family/community factors (parental interest, county voting patterns).

Main Results:

  • Children demonstrated interest and knowledge about the election, with more information on Donald Trump's policies (e.g., immigration) than Hillary Clinton's.
  • Most children (88%) supported Clinton; negative emotions were more common regarding Trump's win, particularly among Latinx children.
  • Older children showed greater knowledge; parental and community support influenced children's candidate preferences. Ignorance about women in U.S. politics was noted.

Conclusions:

  • Civics education requires expansion and reform, incorporating social group histories, gender discrimination, and suffrage movements.
  • Fostering environments rich in political information and opportunities for engagement benefits youth and the nation.
  • The study provides preliminary insights into children's political development, highlighting the influence of socio-contextual factors.