The Social Values Development of Preschoolers: An Investigation of the Joint Impact Hypothesis

Autor/inn/en	Strand, Paul S.; Downs, Andrew
Titel	The Social Values Development of Preschoolers: An Investigation of the Joint Impact Hypothesis
Quelle	In: Developmental Psychology, 54 (2018) 6, S.1063-1071 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000497
Schlagwörter	Preschool Children; Hispanic American Students; English; Spanish; Social Values; Child Development; Hypothesis Testing; Resource Allocation; Preferences; Predictor Variables; Cultural Background; Perspective Taking; White Students; Comparative Analysis; Interpersonal Competence; Emotional Development; Social Development; Measures (Individuals); Statistical Analysis; Correlation; Structural Equation Models; Path Analysis; Washington + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English language; Englisch; Spanisch; Sozialer Wert; Kindesentwicklung; Hypothesenprüfung; Hypothesentest; Ressourcenallokation; Prädiktor; Zukunftsperspektive; Interpersonale Kompetenz; Gefühlsbildung; Soziale Entwicklung; Messdaten; Statistische Analyse; Korrelation; Pfadanalyse
Abstract	We investigated the role of sociocultural (between-groups) and individual (within-group) factors on the development of preschoolers' resource-allocation preferences. We tested claims of the "joint impact hypothesis" of social values development that social-emotional understanding skills would predict the transition from simpler (individualistic allocations) to more complex (cooperative, competitive allocations) social values and that cultural background would determine which values emerged. American children ages 37-67 months from Spanish-speaking Latino (n = 134), English-speaking Latino (n = 50), and English-speaking Caucasian (n = 98) backgrounds twice completed a resource-allocation task and a social-emotional understanding assessment, separated by 6 months. Contrary to predictions, results revealed that for no group were complex choice allocations more common at Time 2 than at Time 1. Moreover, for the Caucasian group, social-emotional understanding did not predict time-dependent choice allocation behavior. For Latinos, however, results revealed differential social values development according to language background. For Spanish-speaking Latinos, higher social-emotional understanding scores predicted emergent cooperative choices, and for English-speaking Latinos, higher scores predicted emergent competitive choices. Findings are consistent with differential socialization wherein social-emotional understanding skills facilitate the development of culturally mainstream values for more acculturated Latinos and ethnic cultural values for less acculturated Latinos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01