In the past two decades, infant research has shown that infants as young as 3 months possess socio-cognitive capacities and make intuitive social evaluations of others’ actions (for a recent review see Woo et al., 2022). In particular, studies on infants’ evaluations of distributive actions shed light on an early-emerging concept of fairness (e.g., Geraci and Surian, 2011, 2023a; Schmidt and Sommerville, 2011; Buyukozer Dawkins et al., 2019; for a review see Buyukozer Dawkins et al., 2020). Crucially, other studies found a relation between fairness expectations and the presence of siblings, suggesting that daily interactions with siblings provide infants with richer opportunities for observing and participating in resource distribution (Ziv and Sommerville, 2017). Once infants begin to engage in interactions, these may involve direct, first-party experiences as victims of transgressions, as well as third-party witnesses to siblings’ and peers’ moral transgressions. In particular, specific caregiver reaction to a moral transgression plays a key role (Carpendale et al., 2013), and more generally first social interactions and responses to transgressions facilitate the construction of moral understanding that builds on predispositions that are evident in infancy (for a review see Yoo and Smetana, 2022). The emerging field of infants’ socio-moral competencies may provide new insights for moral education research and applications (Nucci and Turiel, 2009; Krettenauer, 2021). A constructive dialogue between these fields is needed. There is no reason to doubt that early prevention and intervention programs both in the family and in the day-nursery schools may enhance moral development and promote the emergence of prosocial behaviors (Eisenberg et al., 2006) by relying on the interplay between cooperative skills and morality (Hamlin, 2013). Nevertheless, to date, there is still a wide gap between infant cognition and the field of moral education. The present work is aimed to put forward some suggestions to start to fill this gap. First, we briefly summarize the current evidence that supports an early-emerging sense of fairness. Then we review pedagogical views emphasizing the important role of education and how specific interventions may foster moral development. Finally, we end with some suggestions and implications for future research and educational interventions.

Education to justice and infants' sense of fairness

Alessandra Geraci
;
2023-01-01

Abstract

In the past two decades, infant research has shown that infants as young as 3 months possess socio-cognitive capacities and make intuitive social evaluations of others’ actions (for a recent review see Woo et al., 2022). In particular, studies on infants’ evaluations of distributive actions shed light on an early-emerging concept of fairness (e.g., Geraci and Surian, 2011, 2023a; Schmidt and Sommerville, 2011; Buyukozer Dawkins et al., 2019; for a review see Buyukozer Dawkins et al., 2020). Crucially, other studies found a relation between fairness expectations and the presence of siblings, suggesting that daily interactions with siblings provide infants with richer opportunities for observing and participating in resource distribution (Ziv and Sommerville, 2017). Once infants begin to engage in interactions, these may involve direct, first-party experiences as victims of transgressions, as well as third-party witnesses to siblings’ and peers’ moral transgressions. In particular, specific caregiver reaction to a moral transgression plays a key role (Carpendale et al., 2013), and more generally first social interactions and responses to transgressions facilitate the construction of moral understanding that builds on predispositions that are evident in infancy (for a review see Yoo and Smetana, 2022). The emerging field of infants’ socio-moral competencies may provide new insights for moral education research and applications (Nucci and Turiel, 2009; Krettenauer, 2021). A constructive dialogue between these fields is needed. There is no reason to doubt that early prevention and intervention programs both in the family and in the day-nursery schools may enhance moral development and promote the emergence of prosocial behaviors (Eisenberg et al., 2006) by relying on the interplay between cooperative skills and morality (Hamlin, 2013). Nevertheless, to date, there is still a wide gap between infant cognition and the field of moral education. The present work is aimed to put forward some suggestions to start to fill this gap. First, we briefly summarize the current evidence that supports an early-emerging sense of fairness. Then we review pedagogical views emphasizing the important role of education and how specific interventions may foster moral development. Finally, we end with some suggestions and implications for future research and educational interventions.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/659769
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