社会权力认知情境下3-6岁幼儿公平分配行为的发展特征研究

The Study of the Developing Characteristics of 3-6 Years Old Children’s Fair Distribution in Social Power Cognition Situations

幼儿公平分配行为是幼儿社会化的重要内容之一,它是幼儿合作和分享行为发展的基础。社会权力认知是幼儿社会认知的组成部分,对幼儿社会性行为的发展有重要影响。本研究以90名3-6岁的幼儿作为被试,探讨社会权力认知情境下其公平分配行为的发展特征。幼儿在社会权力认知情境下的公平分配行为出现了年龄上的差异:小班幼儿倾向于不公平分配且更偏好支配者,符合匹配假设;中班幼儿的不公平分配偏好没有显著差异;大班幼儿倾向于不公平分配且偏好受支配者,以平衡社会支配性所带来的不公平感,符合补偿假设。幼儿在社会权力认知情境下的公平分配行为在性别上无差异。教育者可以根据幼儿在权力认知情境下公平分配行为的发展特征安排课程及活动,搭建促进幼儿公平分配行为发展的环境,有意识地引导幼儿公平分配等社会性行为发展。

Social power cognition is an important part of relation cognition in early childhood social cognition.Young children can judge social power based on different clues very early.The development of children's fair distribution behavior is one of the important contents of children's socialization.It is the basis for the development of children's cooperation and sharing behavior.In this study,90 children were selected as subjects to explore the developmental characteristics of the fair distribution behavior of 3~6 years old children in the context of social power cognition,such as:age and gender characteristics of fair distribution behavior or unfair distribution bias.Children's fair distribution behavior in the context of social power cognition has an age difference:children in Junior Class of kindergarten tend to distribute unfairly and prefer the dominator,which meets the matching hypothesis;there is no significant difference between the unfair distribution preferences of children in Middle Class of kindergarten;children in Senior Class of kindergarten tend to distribute unfairly and prefer the dominant to balance the injustice caused by social dominance,which is in line with the compensation assumption.There is no gender difference in the fair distribution behavior of young children in the context of social power cognition.Educators can appropriately arrange courses and activities according to the development characteristics of children's fair distribution behavior in the context of power perception,provide an environment to promote the development of children's fair distribution behavior,and consciously guide the development of social behavior such as fair distribution of children.