Chinese Preschoolers' Resource Allocation in the Face of Existing Inequality under Collaborative and Noncollaborative Contexts

Autor/inn/en	Chai, Qiao; He, Jie
Titel	Chinese Preschoolers' Resource Allocation in the Face of Existing Inequality under Collaborative and Noncollaborative Contexts
Quelle	In: Developmental Psychology, 53 (2017) 8, S.1494-1500 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000359
Schlagwörter	Foreign Countries; Preschool Children; Resource Allocation; Cooperation; Justice; Socioeconomic Background; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ressourcenallokation; Co-operation; Kooperation; Gerechtigkeit; Sozioökonomische Lage
Abstract	The current study investigated the stage at which Chinese preschoolers started considering recipients' material welfare and minimizing existing inequalities under both noncollaborative and collaborative contexts. Also, it analyzed how they behaved when recipients' material welfare was in conflict with merit or equality rule. Experiment 1 found that 4-year-old children allocated resources to the poor rather than the rich character only under the noncollaborative context but not under the collaborative context, in which they had observed these 2 characters working together to finish a task. By contrast, 5-year-old children started doing so under both collaborative and noncollaborative contexts. When there was conflict between recipients' material welfare and merit in Experiment 2, 6-year-old children did not show any preference for either material welfare or merit, and they made equal or almost equal distributions. Without collaboration information, Experiment 3 further revealed that the children aged from 4 to 6 y preferred equal distribution to resource allocation considering recipients' material welfare. These findings have been discussed in terms of contextual information and cultural influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01