Preschoolers consider the recipient’s merit and role of allocator when distributing goods

Research output: Contribution to conferencePaper

Abstract

Previous studies reporting that children do not use the equity rule were conducted in the West, where children tend to be rewarded regardless of their academic performance, thus contradicting equity. Chinese parents’ and teachers’ high expectations for children’s academic achievements in Hong Kong provided a context for studying children’s understanding of equity when allocating rewards. In order to test children’s concept of equality and equity, children were asked to allocate resources while assuming the role of teachers and parents, and to justify their choices. 4‐year-olds only used the equality rule in resource allocation, whereas 5-year‐olds’ allocation decisions varied with contextual factors: They used the equity rule significantly more in family contexts and preferred the equality rule in school contexts. Implications for future study and classroom practices are discussed at the end of this paper. Copyright © 2013 AHDA.
Original languageEnglish
Publication statusPublished - Jul 2013

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equity
recipient
equality
parents
teacher
resources
academic achievement
reward
Hong Kong
classroom
school
performance

Citation

Wong, M. (2013, July). Preschoolers consider the recipient’s merit and role of allocator when distributing goods. Paper presented at the 18th Biennial Conference of the Australasian Human Development Association, Queensland, Australia.