Sharing in the Second Year of Life

Rheingold, Harriet L.; Hay, Dale F.; West, Meredith J.

doi:10.1111/j.1467-8624.1976.tb02298.x

Cited by 153 publications

(86 citation statements)

References 3 publications

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“…Second, if E1 had provided explicit encouragement (e.g. “Can you hand me the bowl?”), the act of helping would have been indistinguishable from the act of complying with a request to share an object, which children can do reliably from around 12 months (Hay & Murray, 1982; Rheingold, Hay, & West, 1976). Third, by letting E2 offer encouragement during the training phase for children in the experimental group we could keep E1's signals of need (reaching, looking, vocalizing) constant across conditions and phases.…”

Section: Methodsmentioning

confidence: 99%

Explicit scaffolding increases simple helping in younger infants.

Dahl¹,

Satlof‐Bedrick²,

Hammond³

et al. 2017

Developmental Psychology

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Infants become increasingly helpful during the second year. We investigated experimentally whether adults' explicit scaffolding influences this development. Infants (N = 69, 13-18 months) participated in a series of simple helping tasks. Half of infants received explicit scaffolding (encouragement and praise), whereas the other half did not. Among younger infants (below 15 months), infants who received explicit scaffolding helped twice as often as infants in the control group, and helped more also on several subsequent trials when no scaffolding was provided. As predicted, older infants were not affected by explicit scaffolding. These results demonstrate the influence of social experiences in early helping, but also how the effects of scaffolding may depend on the developmental level of the child. Less explicit forms of scaffolding may be effective when children are older.

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Section: Methodsmentioning

confidence: 99%

Explicit scaffolding increases simple helping in younger infants.

Dahl¹,

Satlof‐Bedrick²,

Hammond³

et al. 2017

Developmental Psychology

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show abstract

“…For example, in the first year of life, infants recognize adults’ violations of expected interaction sequences in face-to-face dyadic social interaction (Adamson and Frick 2003). By 12 months of age they participate in reciprocal social games with adults such as peek-a-boo, rolling a ball back and forth, taking turns inserting shapes into a shape sorter, and in caregiving routines such as getting dressed, all of which depend on action coordination (Rheingold et al 1976; Ross and Lollis 1987). By 12 months they also communicate intentionally with adults in coordinated ways both gesturally and vocally (Bates et al 1975; Liszkowski et al 2006).…”

Section: Early Developments In Joint Actionmentioning

confidence: 99%

Early Developments in Joint Action

Brownell

2011

Rev.Phil.Psych.

126

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Joint action, critical to human social interaction and communication, has garnered increasing scholarly attention in many areas of inquiry, yet its development remains little explored. This paper reviews research on the growth of joint action over the first 2 years of life to show how children become progressively more able to engage deliberately, autonomously, and flexibly in joint action with adults and peers. It is suggested that a key mechanism underlying the dramatic changes in joint action over the second year of life is the ability to reflect consciously on oneself and one’s behavior and volition and correspondingly, on the behavior, goals, and intentions of others.

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“…Research shows that infants as young as eight months of age willingly share toys with family members, peers, and complete strangers [5]–[7]. At 14 months of age, children will help an adult experimenter complete a goal [8] and will even take a cost to help others by the time they are 20 months of age [9].…”

Section: Introductionmentioning

confidence: 99%

Young Children Are More Generous When Others Are Aware of Their Actions

et al. 2012

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Adults frequently employ reputation-enhancing strategies when engaging in prosocial acts, behaving more generously when their actions are likely to be witnessed by others and even more so when the extent of their generosity is made public. This study examined the developmental origins of sensitivity to cues associated with reputationally motivated prosociality by presenting five-year-olds with the option to provide one or four stickers to a familiar peer recipient at no cost to themselves. We systematically manipulated the recipient’s knowledge of the actor’s choices in two different ways: (1) occluding the recipient’s view of both the actor and the allocation options and (2) presenting allocations in opaque containers whose contents were visible only to the actor. Children were consistently generous only when the recipient was fully aware of the donation options; in all cases in which the recipient was not aware of the donation options, children were strikingly ungenerous. These results demonstrate that five-year-olds exhibit “strategic prosociality,” behaving differentially generous as a function of the amount of information available to the recipient about their actions. These findings suggest that long before they develop a rich understanding of the social significance of reputation or are conscious of complex strategic reasoning, children behave more generously when the details of their prosocial actions are available to others.

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Sharing in the Second Year of Life

Cited by 153 publications

References 3 publications

Explicit scaffolding increases simple helping in younger infants.

Explicit scaffolding increases simple helping in younger infants.

Early Developments in Joint Action

Young Children Are More Generous When Others Are Aware of Their Actions

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