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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Behavioral Economics

Background:

  • Children demonstrate an early interest in fairness and equality.
  • Understanding the developmental trajectory of fairness norms in young children is crucial.

Purpose of the Study:

  • To investigate developmental shifts in preschool children's fairness norms.
  • To examine the role of symbolic counting skills in shaping these norms.

Main Methods:

  • Two studies were conducted with 123 preschool-aged children (2.5-6 years).
  • Children's sharing behaviors and endorsement of different equality levels were assessed.
  • Symbolic counting skills were evaluated, controlling for numerical acuity and null set understanding.

Main Results:

  • A developmental shift towards precise sharing norms was observed, including rejection of extreme inequalities and increased endorsement of exact equality.
  • Symbolic counting skills predicted this shift, especially in tolerance for selfish sharing.
  • Generous sharing was generally tolerated irrespective of numerical abilities.

Conclusions:

  • Children's notion of equality becomes more precise as they acquire symbolic counting skills.
  • This suggests a transition from abstract fairness concepts to more exact mathematical understanding.
  • Numerical development significantly influences the development of fairness norms in early childhood.