Toddlers’ Self-Recognition and Progression From Goal- to Emotion-Based Helping: A Longitudinal Study

• Aitken, Jess ^[1] ; Ruffman, Ted ^[1] ; Taumoepeau, Mele ^[1]
  1. [1] University of Otago

     University of Otago

     Nueva Zelanda

     
• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 1219-1236
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Research has typically used cross-sectional designs to draw conclusions on the development of helping. This study aimed to examine the development of instrumental and empathic helping behaviors as they emerge, and assess how self-recognition might moderate this progression. Seventy-two children (14- to 25-months at T1) were assessed over four monthly sessions. Participants? individual response patterns showed instrumental helping to be a necessary precursor to empathic helping for 55.77%?67.92% of children who helped during the study. Self-recognition emerged before empathic but not instrumental helping, yet did not directly influence helping behavior.