Helping the One You Hurt: Toddlers' Rudimentary Guilt, Shame, and Prosocial Behavior After Harming Another

Toddlers' Helping Behavior Is Affected by the Effortful Costs Associated With Helping Others

Although the presence of early helping behavior has been firmly established, it is unclear to what extent children are willing to adopt costs to help others, as well as how this willingness changes as children get older. Canadian 21- to 36-month-olds (N = 48) participated in four helping tasks varying in the type and degree of effort required to help (lifting force, cognitive load, the number of steps in a task, and pushing force). When costs were lower, toddlers were not only more likely to help but also provided help more readily and helped in ways that prioritized others' needs. Importantly, we found that age and how costly helping was to individual children each uniquely predicted high-cost helping, but not low-cost helping. Overall, we demonstrate that toddlers' helping is sensitive to a variety of effortful costs, while simultaneously demonstrating that maturation and individual costs appear to uniquely influence high-cost helping.

A longitudinal study on moral emotions and psychosocial functioning among preschool children with and without hearing loss

Moral emotions such as shame, guilt and pride are crucial to young children's social-emotional development. Due to the restrictions caused by hearing loss in accessing the social world, deaf and hard of hearing (DHH) children may encounter extra difficulties in their development of moral emotions. However, little research so far has investigated the development trajectory of moral emotions during preschool years in DHH children. The present study used a longitudinal design to explore the development trajectories of shame, guilt, and pride, in a sample of 259 Chinese DHH and typically hearing (TH) preschoolers aged 2 to 6 years old. The results indicated that according to parent reports, DHH children manifested lower levels of guilt and pride compared to their TH peers, yet the manifested levels of shame, guilt, and pride increased throughout the preschool time at a similar pace in all children. Moreover, whilst guilt and pride contributed to increasing levels of psychosocial functioning over the preschool years, shame contributed to lower social competence and more externalizing behaviors in DHH and TH preschoolers. The outcomes imply that early interventions and adjustment to hearing loss could be useful to safeguard the social development of children with severe hearing loss, and cultural variances shall be taken into consideration when studying moral emotions in a Chinese cultural background.

Shame, guilt, and drinking motives as mediators between child maltreatment and problematic alcohol use in college students

Objective: Drinking for emotion regulation may be a concern for college students who have experienced childhood maltreatment, due to high levels of shame and guilt. The present cross-sectional survey study tested how trait shame-proneness, trait guilt-proneness, and trauma-related guilt are differently related to drinking motives and how these pathways mediate the links between maltreatment severity and alcohol outcomes. Participants: Undergraduate student drinkers (n = 464; M age = 19.50, SD = 2.20) from a midsized midwestern University. Methods: Participants completed an online survey inquiring about demographics, childhood maltreatment, shame, guilt, drinking motives, alcohol use, and alcohol-related consequences. Results: There were several significant serial indirect effects of maltreatment on alcohol consumption and related consequences, through trauma-related guilt, shame-proneness, guilt-proneness, drinking-to-cope, and drinking for mood enhancement. Conclusions: On college campuses, to address problematic drinking among childhood maltreatment survivors, interventions may target maladaptive feelings of shame and guilt stemming from trauma exposure.

Childhood maltreatment affects college students' nonsuicidal self-injury: Dual effects via trauma-related guilt, trauma-related shame, and prosocial behaviors

BACKGROUND

Few studies have explored the impact of trauma-related guilt, trauma-related shame and prosocial behaviors on the relationship between childhood maltreatment and college students' NSSI.

OBJECTIVE

The present study examined how trauma-related guilt, trauma-related shame, and prosocial behaviors mediate the relationship between childhood maltreatment and college students' NSSI.

PARTICIPANTS AND SETTING

The sample comprised 496 college students (40.7 % male participants, age = 18.98 ± 1.35 years) from five universities in China.

METHODS

This longitudinal study was conducted three times with a six-month interval. Childhood maltreatment was assessed at Time 1; trauma-related guilt, trauma-related shame, and prosocial behaviors were assessed at Time 2; and NSSI was assessed at Time 3.

RESULTS

The results suggested that prosocial behaviors mediated the relationship between childhood maltreatment and college students' NSSI (β = 0.021, 95 % CI = 0.005 to 0.049), and trauma-related shame played a mediating role in the relationship between childhood maltreatment and college students' NSSI (β = 0.030, 95 % CI = 0.004 to 0.077). In addition, trauma-related guilt and prosocial behaviors showed a serial mediating effect between childhood maltreatment and NSSI (β = -0.002, 95 % CI = -0.009 to -0.0003). Trauma-related shame and prosocial behaviors also showed a serial mediating effect between childhood maltreatment and NSSI (β = 0.002, 95 % CI = 0.0002 to 0.009).

CONCLUSION

Prosocial behaviors act as a protective factor of college students' NSSI. Trauma-related shame following childhood maltreatment could reduce prosocial behaviors, which may ultimately increase NSSI.

The psychophysiology of guilt in healthy adults

Guilt is a negative emotion, elicited by realizing one has caused actual or perceived harm to another person. Anecdotally, guilt often is described as a visceral and physical experience. However, while the way that the body responds to and contributes to emotions is well known in basic emotions, little is known about the characteristics of guilt as generated by the autonomic nervous system. This study investigated the physiologic signature associated with guilt in adults with no history of psychological or autonomic disorder. Healthy adults completed a novel task, including an initial questionnaire about their habits and attitudes, followed by videos designed to elicit guilt, as well as the comparison emotions of amusement, disgust, sadness, pride, and neutral. During the video task, participants' swallowing rate, electrodermal activity, heart rate, respiration rate, and gastric activity rate were continuously recorded. Guilt was associated with alterations in gastric rhythms, electrodermal activity, and swallowing rate relative to some or all the comparison emotions. These findings suggest that there is a mixed pattern of sympathetic and parasympathetic activation during the experience of guilt. These results highlight potential therapeutic targets for modulation of guilt in neurologic and psychiatric disorders with deficient or elevated levels of guilt, such as frontotemporal dementia, posttraumatic stress disorder, and Obsessive-compulsive disorder.

Interpersonal guilt and the working alliance in psychotherapy: The moderating role of childhood experience

Interpersonal guilt often encompasses pathogenic beliefs that imply omnipotent responsibility for others and concerns about abandoning, humiliating or threatening others. This study sought to examine how interpersonal guilt may influence patients' and therapists' ratings of early working alliance and the potential moderating effect of perceived adverse parenting in childhood. Ninety-five patients and their 19 therapists in an outpatient psychotherapy clinic rated their early working alliance after the first and the fifth session in treatment. We conducted separate moderation analyses for patient and therapist-reported working alliance and controlled for psychological distress at baseline. Results suggest that perceived adverse parenting in childhood significantly moderated the effect of interpersonal guilt on the working alliance in such a way that for patients reporting very low levels of perceived adverse experiences, the interpersonal guilt beliefs had a positive effect on working alliance, whereas for those with very high levels of perceived adverse experiences, interpersonal guilt had a negative effect on working alliance. This same pattern of moderation was found for patient- and therapist-reported working alliance at session 1 and therapist-reported working alliance at session 5. Thus, although the effect of interpersonal guilt on the working alliance depends somewhat on the perspective of the working alliance rating (patient or therapist), it mainly depends on developmental experiences of the patient.

The ontogeny of children's social emotions in response to (un)fairness

Humans have a deeply rooted sense of fairness, but its emotional foundation in early ontogeny remains poorly understood. Here, we asked if and when 4- to 10-year-old children show negative social emotions, such as shame or guilt, in response to advantageous unfairness expressed through a lowered body posture (measured using a Kinect depth sensor imaging camera). We found that older, but not younger children, showed more negative emotions, i.e. a reduced upper body posture, after unintentionally disadvantaging a peer on (4,1) trials than in response to fair (1,1) outcomes between themselves and others. Younger children, in contrast, expressed more negative emotions in response to the fair (1,1) split than in response to advantageous inequity. No systematic pattern of children's emotional responses was found in a non-social context, in which children divided resources between themselves and a non-social container. Supporting individual difference analyses showed that older children in the social context expressed negative emotions in response to advantageous inequity without directly acting on this negative emotional response by rejecting an advantageously unfair offer proposed by an experimenter at the end of the study. These findings shed new light on the emotional foundation of the human sense of fairness and suggest that children's negative emotional response to advantageous unfairness developmentally precedes their rejection of advantageously unfair resource distributions.

The ontogeny of children's social emotions in response to (un)fairness

Humans have a deeply rooted sense of fairness, but its emotional foundation in early ontogeny remains poorly understood. Here, we asked if and when 4- to 10-year-old children show negative social emotions, such as shame or guilt, in response to advantageous unfairness expressed through a lowered body posture (measured using a Kinect depth sensor imaging camera). We found that older, but not younger children, showed more negative emotions, i.e. a reduced upper body posture, after unintentionally disadvantaging a peer on (4,1) trials than in response to fair (1,1) outcomes between themselves and others. Younger children, in contrast, expressed more negative emotions in response to the fair (1,1) split than in response to advantageous inequity. No systematic pattern of children's emotional responses was found in a non-social context, in which children divided resources between themselves and a non-social container. Supporting individual difference analyses showed that older children in the social context expressed negative emotions in response to advantageous inequity without directly acting on this negative emotional response by rejecting an advantageously unfair offer proposed by an experimenter at the end of the study. These findings shed new light on the emotional foundation of the human sense of fairness and suggest that children's negative emotional response to advantageous unfairness developmentally precedes their rejection of advantageously unfair resource distributions.

Prosocial Behavior in Toddlerhood: The Contribution of Emotion Knowledge, Theory of Mind, and Language Ability

While scholars have previously investigated the respective contributions of emotional knowledge and language ability to toddlers' prosociality, no studies to date have featured a battery of multiple direct measures assessing both of these abilities plus theory of mind on the one hand, and prosocial behavior on the other hand. In contrast, we conducted the present cross-sectional study with a view to evaluating the unique contributions of each of these three social cognition variables as antecedents of prosocial conduct during toddlerhood, measuring them via a series of individually administered standardized tasks. Furthermore, given that the existing literature documents mixed gender effects, we also set out to explore the role of gender in toddlers' prosociality. Finally, we also controlled for any effects of age on the patterns of association among the key variables. Participants were 127 children aged between 24 and 36 months (M = 29.2 months; SD = 3.5). We identified significant correlations among the variables under study. In addition, stepwise multiple regression analysis suggested that each of the social cognition (SC) abilities – i.e., emotion knowledge, theory of mind, and language - made a unique contribution to explaining variance in prosocial behaviors (PB). These findings show that SC is already associated with PB in toddlerhood and suggest the importance of fostering social cognition competence from the early years, with a view to increasing children's propensity to engage in prosocial conduct.

Young children show negative emotions after failing to help others

Self-conscious emotions, such as guilt and shame, motivate the adherence to social norms, including to norms for prosociality. The relevance of an observing audience to the expression of negative self-conscious emotions remains poorly understood. Here, in two studies, we investigated the influence of being observed on 4- to 5-year-old children's (N = 161) emotional response after failing to help someone in need and after failing to complete their own goal. As an index of children's emotional response, we recorded the change in children's upper body posture using a motion depth sensor imaging camera. Failing to help others lowered children's upper body posture regardless of whether children were observed by an audience or not. Children's emotional response was similar when they failed to help and when they failed to complete their own goal. In Study 2, 5-year-olds showed a greater decrease in upper body posture than 4-year-olds. Our findings suggest that being observed is not a necessary condition for young children to express a negative self-conscious emotion after failing to help or after failing to complete their own goal. We conclude that 5-year-olds, more so that 4-year-olds, show negative emotions when they fail to adhere to social norms for prosociality.

Amenders and Avoiders: an examination of guilt and shame for toddlers and their older siblings

Guilt- and shame-prone responding were examined in a sample of 146, 18-month-old toddlers and their older siblings (M = 49.5 months, SD = 10.4) during mishap tasks which were used to differentiate both toddlers and their older siblings into Amenders (low avoidance) and Avoiders (high avoidance). Toddlers and older siblings classified as Amenders expressed more concern and were less distressed by the mishap than Avoiders. Children were divided into four groups: Amender-Amender (older sibling-toddler), Amender-Avoider, Avoider-Avoider, and Avoider-Amender to examine differences in sibling interaction and moral development. Older siblings in the Avoider-Avoider group were significantly more aggressive and less empathic toward toddlers than older siblings in the Avoider-Amender group. Toddlers in the Amender-Amender, Amender-Avoider, and Avoider-Amender groups showed significant gains in moral regulation from 18 to 24 months whereas toddlers in the Avoider-Avoider group did not. In contrast, while older siblings were generally high on moral regulation when toddlers were 18 months, this was not the case for older siblings in the Avoider-Avoider group, who had lower moral regulation scores that significantly increased over time. Findings are discussed with respect to the significance of sibling socialisation for toddlers' developing moral sensibility.

The Role of Guilt and Empathy on Prosocial Behavior

Research on the effects of guilt on interpersonal relationships has shown that guilt frequently motivates prosocial behavior in dyadic social situations. When multiple persons are involved, however, this emotion can be disadvantageous for other people in the social environment. Two experiments were carried out to examine the effect of guilt and empathy on prosocial behavior in a context in which more than two people are involved. Experiment 1 investigates whether, in three-person situations, guilt motivates prosocial behavior with beneficial effects for the victim of one’s actions but disadvantageous effects for the third individual. Participants were faced with a social dilemma in which they could choose to take action that would benefit themselves, the victim, or the other individual. The findings show that guilt produces disadvantageous side effects for the third individual person present without negatively affecting the transgressor’s interest. In Experiment 2, participants were faced with a social dilemma in which they could act to benefit themselves, the victim, or a third person for whom they were induced to feel empathic concern. Again, the results show that guilt generates advantages for the victim but, in this case, at the expense of the transgressor and not at the expense of the third person, for whom they were induced to feel empathic concern. Therefore, guilt and empathy seem to limit the transgressor’s interest. The theoretical implications are discussed.

Preschool children's evaluations of their own unjustified requests

To make a fair request, requesters should consider the perspective of the requestee and contrast his or her needs with their own needs. Making an unjustified request (e.g., requesting something we do not need but the requestee does need) can induce some negative feelings such as guilt. Here, we investigated whether making unjustified requests resulted in negative emotions in 3- and 5-year-old children. Participants (N = 83; 34 girls) requested resources that they did or did not need from an experimenter who either did or did not need them. Both age groups were slower and more hesitant to make an unjustified request (children did not need the sticker, but the experimenter did) and also showed lowered body posture when making an unjustified request compared with when making a justified request (children needed the sticker, but the experimenter did not). Three-year-olds showed more pronounced changes in their posture, whereas 5-year-olds' emotional expression was overall more blunted. Rather, older children relied more on verbal indirect utterances (e.g., "You've got lovely stickers"), as opposed to direct requests (e.g., "Can I have that sticker?"), when making unjustified requests. These results suggest that preschool children already apply impartial normative standards to their requests for help, account for the fairness of their requests, and consider the needs of others when requesting.

Positive Effects of Prosocial Cartoon Viewing on Aggression Among Children: The Potential Mediating Role of Aggressive Motivation

Prosocial cartoon is characterized by helping others solve difficulties, including helping, donating, sharing, comforting, and cooperating. The current study examined whether viewing a prosocial cartoon decreases aggression immediately upon exposure and the potential mediating role of aggressive motivation. Participants involve 168 children (M age = 5.87 years, SD = 0.41) nominated by teachers as aggressive from three Chinese kindergartens. Children in the treatment group watched a prosocial cartoon (American cartoon "Handy Manny"), while children in the control group watched a nonprosocial cartoon (Chinese cartoon "Fruity Robo"). Afterward, the Hot Sauce Task (HST) was employed to assess aggressive behavior, and Aggressive Motivation Questionnaire (AMQ) was employed to assess aggressive motivation. Results revealed that viewing a prosocial cartoon (vs. a nonprosocial cartoon) did reduce children's aggression immediately upon exposure. Specifically, males showed less aggressive behavior than females upon prosocial cartoon exposure, while males showed more aggressive behavior than females upon nonprosocial cartoon exposure. Mediational analysis suggested that the prosocial cartoon effect on aggression was partially mediated by aggressive motivation, especially for males. Consistent with general aggression model (GAM), findings of the study indicated that short-term exposure to a prosocial cartoon decreased children's aggression by reducing aggressive motivation.

The Development of Respect in Children and Adolescents

Respect is an integral part of everyday life. It is a virtue central to the aim of living an ethically good life. Despite its importance, little is known about its emergence, development, correlates, and consequences. In this monograph, we aim to fill this gap by presenting empirical work on children's and adolescents' thinking and feelings about respect. Specifically, we examined the development of respect in ethnically diverse samples of children between the ages of 5 and 15 years (N = 476). Using a narrative and semi-structured interview, as well as self-, caregiver- and teacher-reports, and peer-nominations, we collected information on children's respect conceptions and reasoning, as well as on the social-emotional correlates and prosocial and aggressive behavioral outcomes of respect. We begin with a review of theoretical accounts on respect. This includes a selective overview of the history of respect in philosophy and psychology in Chapter I. Here, we discuss early writings and conceptualizations of respect across the seminal works of Kant and others. We then provide an account of the various ways in which respect is conceptualized across the psychological literature. In Chapter II, we review extant developmental theory and research on respect and its development, correlates, and behavioral consequences. In this chapter, as part of our developmental framework, we discuss how respect is related and distinct from other emotions such as sympathy and admiration. Next, we describe our methodology (Chapter III). This includes a summary of our research aims, samples, and measures used for exploring this novel area of research. Our primary goals were to examine how children and adolescents conceptualize respect, how their conceptualizations differ by age, whether and to what degree children feel respect toward others' "good" behavior (i.e., respect evaluations for behavior rooted in ethical norms of kindness, fairness, and personal achievement goals), and how children's respect is related to other ethical emotions and behaviors. The next three chapters provide a summary of our empirical findings. Chapter IV showcases our prominent results on the development of children's conceptions of respect. Results revealed that children, across age, considered prosociality to be the most important component involved in conceptualizations of respect. We also found age-related increases in children's beliefs about fairness as a core component of respect. Children and adolescents also reported feeling higher levels of respect for behavior in the ethical domain (e.g., sharing fairly and inclusion) than behavior in the personal domain (i.e., achieving high grades in school). Chapter V investigates how sympathy and feelings of sadness over wrongdoing relate to respect conceptions and respect for behavior. Our findings show that sadness over wrongdoing was positively associated with adolescents' fairness conceptions of respect. Sympathy was positively related to children's feelings of respect toward others' ethical behavior. In Chapter VI, we present links between respect and social behavior. Our findings provide some evidence that children's feelings of respect are positively linked with prosocial behavior and children's conceptions of respect (particularly those reflecting themes of fairness and equality) are negatively related to physical aggression. In the last two chapters, we discuss the empirical findings and their implications for practice and policy. In Chapter VII, we draw upon recent work in the field of social-emotional development to interpret our results and provide insight into how our findings extend previous seminal work on the development of respect from early childhood to adolescence. Finally, in Chapter VIII, we conclude by discussing implications for educational and clinical practice with children and adolescents, as well as social policies aimed at reducing discrimination and nurturing children's well-being and positive peer relationships.

"Who will share with me?": Preschoolers rely on their friends more than on their nonfriends to share with them

During the preschool years, children start to share selectively with close affiliates such as friends. However, it is unclear whether preschool children also selectively rely on their own friends more than on their nonfriends to share with them. Moreover, the developmental course of this relationship-dependent reliance is unknown. In the current study, therefore, we investigated to what extent preschoolers rely on their friends and nonfriends to share with them. To this end, we analyzed the choices of 82 3- to 5-year old children by means of a metacognitive opt-out paradigm. Children were led to believe that a friend and a disliked peer have had the opportunity-but have not been obligated-to share a highly valued resource with them by putting it in a box. Children could then choose between the above-mentioned box by their peer and an opt-out box that contained a slightly less attractive but certain item. Thus, children were expected to choose the peer's box only if they thought that their peer had shared with them. Otherwise, they should choose the opt-out option to maximize their outcome. Our results reveal developmental changes with older but not younger preschool children relying on their friends to share with them and relying more on their friends than on their nonfriends. This highlights the developmental changes in selective reliance over the preschool years and gives further insight into how young children learn to navigate the social world.

Emotional Contexts Influence Toddlers' Prosocial Strategies

Prosocial behavior is a highly heterogeneous construct, and young children use distinct prosocial actions in response to differing emotional needs of another person. This study examined whether toddlers' prosocial responses differed in response to two understudied emotional contexts-whether or not children caused a victim's distress, and the specific emotion expressed by the victim. Toddlers (N = 86; M age =35 months) and their parent participated in two separate mishap paradigms in which parents feigned pain and sadness, respectively. Half of the sample was led to believe they had transgressed to cause their parent's distress, whereas the other half simply witnessed parent distress as bystanders. Results indicated that toddlers were overall equally prosocial when they were transgressors compared to when they were bystanders, and significantly more prosocial in response to sadness than pain Toddlers were significantly more likely to use affection as transgressors than bystanders, information seeking as bystanders than transgressors, and affection in response to pain than sadness. All children used greater helping in response to sadness than pain, and this was especially true when they were bystanders. Findings add to mounting evidence of the complexity of prosocial action in early childhood by identifying that two, distinct emotional contexts influence the amount and type of prosocial behaviors that toddlers use to help others.

Disengagement is as revealing as prosocial action for young children’s responding to strangers in distress: How personal distress and empathic concern come into play

In a paradigm of simulated stranger distress designed to elicit empathic arousal, this study examined multiple elements of responding in 61 preschoolers. Disengagement from stranger distress was underscored in addition to prosocial responding. All children encountered a female adult stranger feigning stomach ache followed by an infant manikin emitting cry sound in a bassinet. Behaviors were coded for other-oriented behaviors, personal distress, and disengagement. In contrast to the traditional supposition, behaviors indicative of personal distress covaried positively with empathic concern and negatively with disengagement. The findings of multiple regression analysis demonstrated how empathic concern and personal distress jointly related to disengaging behaviors in children’s response to stranger distress.

Comment: Measuring Guilty and Grateful Behaviors in Children and Adults

This comment explores the use of behavioral measures in the developmental study of guilt and gratitude reviewed by Vaish and Hepach (2020). Although the use of behavioral measures in developmental emotion research might be seen as a limitation in that researchers cannot be sure that young children are actually experiencing guilt or gratitude, behavioral measures have several advantages over self-report measures, including the ability to reduce self-presentation bias and to assess emotions and motivations that may be implicit. Other fields that study guilt and gratitude might follow in developmental psychology’s lead and incorporate more behavioral measures of guilt, gratitude, and prosociality.

The Development of Prosocial Emotions

Humans rely heavily on their prosocial relationships. We propose that the experience and display of prosocial emotions evolved to regulate such relationships through inhibiting individual selfishness in service of others. Two emotions in particular serve to meet two central requirements for upholding prosociality: gratitude motivates maintenance of ongoing prosocial interactions, and guilt motivates repair of ruptured prosocial interactions. We further propose, and review developmental evidence, that nascent forms of these two emotions serve their respective functions from early in ontogeny. The remarkably early emergence of these prosocial emotions allows even very young children to participate in and benefit from prosociality. We discuss the implications of and challenges to this conclusion and identify pressing future directions for this work.

Reparative prosocial behaviors alleviate children's guilt

Guilt theoretically functions to motivate reparative behaviors, which, in turn, theoretically alleviate guilt and prevent depression. Although empirical research supports these theories in adults, studies have not investigated causal relations between guilt and reparative behaviors in children. Thus, this study examined whether guilt motivates children's reparative behaviors, and whether their reparative behaviors successfully alleviate guilty feelings. Six-to 10-year olds (N = 97) were randomly assigned to 1 of 3 conditions. Children in the experimental condition were led to believe they had transgressed to cause a peer's distress. Children self-reported their guilt following the transgression, and then had the opportunity to repair the transgression by giving stickers and writing a note to the victimized peer. Following the repair opportunity, children self-reported their guilt a second time. Children in the experimental condition (i.e., children who felt guilty) engaged in greater reparative behavior than children in a no-guilt condition who were led to believe they had caused a peer's slightly positive emotions. Further, children in the experimental condition reported reduced guilt across the first to second guilt measurement, whereas children in the no-repair condition (who transgressed but did not have a repair opportunity) did not report reduced guilt over time. Results demonstrate that guilt and reparative behaviors function as theorized in middle childhood and may begin to inform reparative interventions aimed at preventing maladaptive guilt and depression. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth

The first 4 years of moral development are perhaps the most transformative. Helpless neonates become infants who routinely help and harm others; infants develop into preschoolers who make moral judgments based on moral concerns with welfare. Over the past two decades, there has been tremendous empirical progress, but also theoretical stalemates, in research on early moral development. To advance the field, this chapter argues for providing definitions of key terms, adopting an interactionist and constructivist approach (eschewing the dichotomy between innate and learned characteristics), and combining naturalistic and experimental methods. On this basis, the chapter reviews research on how children's orientations toward helping and harming others develop gradually through everyday social interactions in the early years. In these interactions, children play active roles through initiation, negotiation, protest, and construction. The chapter concludes with key questions for future research on early moral development.

Moral stories emphasizing actors' negative emotions toward their nonhelping behavior promote preschoolers' helping behavior

Specific emotions, especially guilt, are considered to facilitate children's prosocial behavior. The current study differentiated moral stories with a helping theme in terms of the valence and source of emotions and aimed to clarify the effect of these stories on preschoolers' helping intentions and behavior. A total of 322 preschoolers between 4 and 6 years old were randomly assigned to four experimental groups and one control group. A specific type of moral story was presented to each of the experimental groups, whereas a nonmoral story was presented to the control group. The preschoolers were also asked to answer relevant questions to examine their story comprehension. The preschoolers' donating intentions and behavior were then measured. The results showed that all the experimental groups expressed more donating intentions than the control group. However, only the group that read the moral story emphasizing the actor's negative emotions toward his nonhelping behavior displayed more donating behavior than the control group. Therefore, the current study reveals that various moral stories dealing with a helping theme can facilitate helping intentions among preschoolers and that only certain stories can promote their helping behavior. Thus, it indicates the specificity of moral stories that facilitate prosocial behavior in terms of the valence and source of emotions in those stories.