道德教育应重视公平概念的启蒙—学前儿童在资源分配任务中的公平偏好

The Importance of Fairness and Social Dominance in Moral Education—Preschoolers’ Preference of Fairness in a Resource Allocation Task

人类对公平的偏好与整个社会文明合作体系关联密切,具有一定的进化意义。人类在成长早期就会出现公平偏好,这在儿童的道德教育以及社交发展领域具有重要意义。本研究探讨在资源分配任务中,儿童的公平偏好是否受到分配对象社会地位的影响。42名3~4岁儿童参与了实验,在一个老师娃娃和一个小朋友娃娃之间进行玩具和食物分配。结果表明,三岁半之前的儿童对物品的分配会根据身份不同而出现比较明显的差异,偏向于社会地位更高的成人。但三岁半以后的儿童会倾向于采用公平分配的方式。结果表明三到四岁之间儿童的公平偏好有一定发展,帮助他们在社交互动中更好地与他人合作。本研究的发现对于幼儿园阶段儿童道德教育与社交教育具有一定价值。

The preference of fairness in human beings is closely related to the whole collaboration system of our civilization, which is significant in human evolution. The preference of fairness appears in the early developmental stage of human beings. This experiment explored children’s preference of fairness in a resource allocation task, whether it was affected by the social status of recipients. Forty-two children aged between 3 and 4 years participated in the experiment, in which they allo-cated toys and food between a teacher doll and a child doll. Results showed that children less than 3.5 years old allocated resource in favor of adults with higher social status. Children more than 3.5 years old showed a preference of fair solution. This result indicates that children develop under-standing of fairness between 3 and 4 years of their life, which helps them better interact with others socially. This finding is beneficial to moral and social education in preschools.