任务要求在塑造学龄前儿童如何表达工具性帮助,安慰和分享方面很重要:纵向分析
Sina Gibhardt1, Jess Aitken2, Rachel Low3
1School of Psychology, University of Auckland, Auckland 1010, New Zealand; Humboldt Research Group for Child Development, Leipzig University, 04109 Leipzig, Germany.
Journal of experimental child psychology
|April 25, 2024
概括
孩子 孩子 孩子 孩子
科学领域:
- 发展心理学 发展心理学
- 社会情感学习 社交情感学习
背景情况:
- 亲社会行为,包括工具性帮助,安慰和分享,对于幼儿时期的社会发展至关重要.
- 了解这些行为发展轨迹和相互关系对于有效的早期干预和教育至关重要.
研究的目的:
- 纵向研究在学龄前儿童中工具性帮助,安慰和分享的发展.
- 为了研究不同社会行为之间的预测关系随着时间的推移.
主要方法:
- 长度研究跟踪200名学龄前儿童在2,3,4岁.
- 通过标准化的亲社会行为任务评估工具性帮助,安慰和分享.
- 交叉滞后面板建模以分析发展途径.
主要成果:
- 在所有评估任务中,儿童的亲社会行为通常随着年龄的增长而增加.
- 在每个类别内的不同试验之间观察到亲社会行为的显著差异.
- 3岁时的乐器帮助预测了4岁时的安慰;3岁时的安慰预测了4岁时的分享.
结论:
- 幼儿时期的亲社会行为表现出微妙的发育进展,具有不同的影响途径.
- 早期的工具性帮助和安慰行为可以预测以后的亲社会行为,强调培养这些技能的重要性.
- 这些发现为幼儿关键社会情感能力的相互联系的发展提供了新的见解.
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