Teresa Landwehrmann, Markus Paulus, Natalie Christner
{"title":"Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities","authors":"Teresa Landwehrmann, Markus Paulus, Natalie Christner","doi":"10.1016/j.cogdev.2024.101510","DOIUrl":null,"url":null,"abstract":"<div><div>How to act fairly among individuals with different abilities is a challenge for societies that subscribe to principles of inclusivity and individual rights. This raises the question whether children acknowledge the needs of others with a disability and how they reason about inclusive group-decisions. This study examined whether 3- to 6-year-old children distribute resources unequally benefitting others with physical or behavioral disabilities and how children reason about their distributions. Also, we investigated children’s decisions and justifications on whether individuals with a disability should participate in group activities even when an authority suggests otherwise. Results showed that preschoolers see disability as a reason for equitable distribution and advocate for inclusion even against an authority’s suggestion. This means that when asked to allocate resources, children take the needs of individuals with disabilities into account. Our findings indicate that children consider inclusion as a moral concern.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101510"},"PeriodicalIF":1.8000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000959","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
How to act fairly among individuals with different abilities is a challenge for societies that subscribe to principles of inclusivity and individual rights. This raises the question whether children acknowledge the needs of others with a disability and how they reason about inclusive group-decisions. This study examined whether 3- to 6-year-old children distribute resources unequally benefitting others with physical or behavioral disabilities and how children reason about their distributions. Also, we investigated children’s decisions and justifications on whether individuals with a disability should participate in group activities even when an authority suggests otherwise. Results showed that preschoolers see disability as a reason for equitable distribution and advocate for inclusion even against an authority’s suggestion. This means that when asked to allocate resources, children take the needs of individuals with disabilities into account. Our findings indicate that children consider inclusion as a moral concern.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.