Social Grooming in the Kindergarten: The Emergence of Flattery Behavior

Autor/inn/en	Fu, Genyue; Lee, Kang
Titel	Social Grooming in the Kindergarten: The Emergence of Flattery Behavior
Quelle	In: Developmental Science, 10 (2007) 2, S.255-265 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2007.00583.x
Schlagwörter	Preschool Children; Social Environment; Play; Kindergarten; Social Development; Child Behavior; Age Differences; Freehand Drawing; Psychological Patterns; Interpersonal Communication; Social Influences; Developmental Psychology + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziales Umfeld; Spiel; Soziale Entwicklung; Age; Difference; Age difference; Altersunterschied; Drawing; Zeichnen; Interpersonale Kommunikation; Sozialer Einfluss; Entwicklungspsychologie
Abstract	The present study examined the emergence of flattery behavior in young children and factors that might affect whether and how it is displayed. Preschool children between the ages of 3 and 6 years were asked to rate drawings produced by either a present or absent adult stranger (Experiments 1 and 2), child stranger (Experiments 2 and 3), classmate, or the children's own teacher (Experiment 3). Young preschoolers gave consistent ratings to the same drawing by the person regardless of whether the person was absent or present. In contrast, many older preschoolers gave more flattering ratings to the drawing when the person was present than in the person's absence. Also, older preschoolers displayed flattery regardless of whether the recipient was an adult or a child. However, they displayed flattery to a greater extent towards familiar individuals than unfamiliar ones, demonstrating an emerging sensitivity to social contexts in which flattery is used. These findings suggest that preschoolers have already learned not to articulate bluntly their true feelings and thoughts about others. Rather, they are able to manipulate their communications according to social context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10