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Porque são tão pouco altruístas as crianças pré-escolares? Considerações teóricas, dados empíricos, implicações educacionais
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Abstract(s)
Este estudo fornece dados empíricos que fortalecem a perspectiva teórica que procura explicar o
desenvolvimento do altruísmo com a idade e,
portanto, o diminuto altruísmo das jovens crianças,
pela integração de dois modelos utilizados
sucessivamente por Piaget na descrição da passagem
do pensamento prk-operatório ao pensamento
operatório. Trinta crianças de 5-6 anos foram
confrontadas com quatro dilemas pró-sociais
envolvendo modalidades fundamentais da conduta
altruísta (repartir, dar, ajudar, confortar), avaliadas
na sua competência para interpretar esses dilemas
em termos de percepção de custoskonstrução de
ganhos, e colocadas finalmente numa situação de
dádiva anónima. Consistentes com a conceptualização
proposta, os resultados mostram a) que nessa idade
a percepção de custos é dominante em relação a
construção de ganhos, b) que a competência para
construir ganhos em actos pró-sociais se associa
moderadamente ao nível de altruísmo das crianças,
por um lado, e ao conteúdo do seu raciocínio pró-
-social, por outro.
ABSTRACT: In this study we claim that young children’s little altruism may be explained via the integration of the two micromodels Piaget used in succession to account for the child’s transition from preoperational to operational thought: a cost-gain evaluation (Piaget, 1957), and the equilibration theory (Piaget, 1974). Thirty children of five-to-six years of age were first presented with four prosocial dilemmas, then assessed in their cost-perceptiodgain-construction competence within those prosocial dilemmas, and finally put in a contrived situation in which they have an opportunity to donate some of the goods they have received for their participation in the study. Results showed (1) that young children are more likely to interpret altruistic acts in terms of cost rather than gain, and (2) that young children’s altruistic behaviour in the contrived situation was positively associated with their gain-construction competence. These results strengthen the theoretical perspective mentioned above, and seem to be heuristic in promoting children’s prosocial development in the schools.
ABSTRACT: In this study we claim that young children’s little altruism may be explained via the integration of the two micromodels Piaget used in succession to account for the child’s transition from preoperational to operational thought: a cost-gain evaluation (Piaget, 1957), and the equilibration theory (Piaget, 1974). Thirty children of five-to-six years of age were first presented with four prosocial dilemmas, then assessed in their cost-perceptiodgain-construction competence within those prosocial dilemmas, and finally put in a contrived situation in which they have an opportunity to donate some of the goods they have received for their participation in the study. Results showed (1) that young children are more likely to interpret altruistic acts in terms of cost rather than gain, and (2) that young children’s altruistic behaviour in the contrived situation was positively associated with their gain-construction competence. These results strengthen the theoretical perspective mentioned above, and seem to be heuristic in promoting children’s prosocial development in the schools.
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Citation
Análise Psicológica, 9, 89-97
Publisher
Instituto Superior de Psicologia Aplicada