Effects Of Assignment Object, Contextual Type And Empathetic Capacity On Children’s Distributive-Justice Behavior

As an important part of children’s moral development, distributive-justicebehavior impact on children’s personality and social development. Investigatechildren’s fair behavior will contribute to the socialization of children and their moraldevelopment, and enrich the research content of this area content and refine childrenpro-social behavior research, it can also provide a scientific basis to the cultivation ofthe target set of family education, nursery education and children’s fair altruisticbehavior. In recent years, our country has achieved some valuable research results inthe definition, structure, measurement and development of children’s fairness, but stillfew empirical researches had discussed children’s development characteristics and itsinfluencing factors systematically. Researchers believe that the fair behavior andsocial development of children are closely connected, so we can not ignore the socialcontext and children’s social cognitive skills to study fair in isolation. But there has nostudy systematically investigated the influence of social factors such as assignmentobject, contextual type and cognitive skills factors to children’s distributive-justicebehavior.On the basis of concluding and evaluating about the development of children’sfair behavior at home and abroad, this paper discussed the assignment object,contextual type and empathetic capacity for the influence of children’sdistributive-justice behavior. We tested97pre-school children by using structureinterviews and scenario test methods. We specifically carried out three studies:Study one using3(assignment object)×2(contextual type) two factors repeatedmeasures experimental design to examine the influence of assignment object andcontextual type on children’s distributive-justice behavior;Study two using structured interviews and scenario tests, investigateddistribution of empathy capacity on children’s distributive-justice behavior;Study three, on the basis of study one and two, quantitative analysis on97pre-school children’s distributive-justice behavior and empathetic capacitydevelopment features to explore age development characteristics.The results are as follows:(1) In the face of different assignment objects, the children get a significantlyhigher distribution score to friends than the strange children, children’s distributive-justice behavior scores to the needy were significantly higher than to thefriends and strange children;(2) In different contextual types, the children get significantly higher score innegative situations than in positive situations;(3) By the interaction between assignment objects and contextual types,children’s distributive-justice behaviors were significantly different;(4) The children’s distribution behavior in negative situation is an importantmanifestation of distributive-justice behavior; it can significantly predict children’sdistributive-justice behaviors.(5) Empathetic ability can significantly predict the behavior in negative situationand to the needy and friends;(6) The development level of children’s distributive-justice behaviors are on therise with age.(7) Children’s level of empathic ability increased with age,6to6.5years is acritical period of development of children’s empathic ability. The age difference ofchildren’s empathetic ability was significant.