A meta-analysis of child-parent attachment in early childhood and prosociality.

Although numerous individual studies have attempted to link child-parent attachment and prosociality, a systematic picture of that relationship requires a meta-analytic approach that considers different dimensions of prosociality and potential moderators. The current meta-analysis examined 41 studies drawn primarily from North America and Europe and published between 1978 to 2020. Child age ranged from 12 to 53 months at the assessment of child-parent attachment and 12 to 108 months at the assessment of prosociality.

The association of fire or police first responder initiated interventions with out of hospital cardiac arrest survival.

Objective: Fire and police first responders are often the first to arrive in medical emergencies and provide basic life support services until specialized personnel arrive. This study aims to evaluate rates of fire or police first responder-initiated cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) use, as well as their associated impact on out-of-hospital cardiac arrest (OHCA) outcomes.

Methods: We completed a secondary data analysis of the MI-CARES registry from 2014 to 2019.

Data missingness in the Michigan NEMSIS (MI-EMSIS) dataset: a mixed-methods study.

Objective: The study was done to evaluate levels of missing and invalid values in the Michigan (MI) National Emergency Medical Services Information System (NEMSIS) (MI-EMSIS) and explore possible causes to inform improvement in data reporting and prehospital care quality.

Methods: We used a mixed-methods approach to study trends in data reporting. The proportion of missing or invalid values for 18 key reported variables in the MI-EMSIS (2010-2015) dataset was assessed overall, then stratified by EMS agency, software platform, and Medical Control Authorities (MCA)-regional EMS oversight entities in MI.

Rethinking emotions in the context of infants' prosocial behavior: The role of interest and positive emotions.

Emotions form the foundation of infants' early social interactions and yet their role in prosocial behaviors is generally limited to situations of distress and other negative emotions. The present article argues that both positive emotions and the emotion of interest play important roles in prosocial behavior and development. First, we explore the ways in which positive emotions characterize infants' everyday prosocial behavior and the relationships that support these behaviors.

Happily Unhelpful: Infants' Everyday Helping and its Connections to Early Prosocial Development.

Young children's everyday helping in the home has received relatively little attention in research on prosocial behavior. Nevertheless, key features such as young children's cheerful participation in chores around the home, including in ways that make accomplishing these chores more difficult for parents, can reveal important facets of early prosocial development. The present study reports the results of an Internet (MTurk) survey of over 500 families with children aged 1-4 years about their children's prosocial tendencies, participation in nine common chores, whether children's helping attempts were helpful or not, and attributions about children's motives for helping.

Learning to talk to ourselves: Development, ignorance, and agency.

Although anti-reflectivism seems to preclude a role for reflection, this dichotomy could be synthesized in a Piagetian developmental framework. Development integrates a role for error and ignorance in reflection, and supports Doris's espousal of valuation, collaboration, and pluralism, and the importance of extrinsic factors to the self.

Infant helping in the first year of life: Parents' recollection of infants' earliest prosocial behaviors.

Prosocial behavior is widely thought to emerge early in the second year of life. This paper presents evidence that helping emerges early in the first year of life. Parents of 80 children asked to recollect the earliest instance of their child helping recalled help in two contexts: chores (e.

Explicit scaffolding increases simple helping in younger infants.

Infants become increasingly helpful during the second year. We investigated experimentally whether adults' explicit scaffolding influences this development. Infants (N = 69, 13-18 months old) participated in a series of simple helping tasks.

The development of moral sense and moral thinking.

Purpose Of Review: The review critically evaluates recent claims that infants have innate knowledge of morality and examines the sources of moral norms.

Recent Findings: Many studies show that toddlers readily help adults with daily tasks. A more contentious set of studies suggests that young infants prefer actors who help others to those who hinder them.

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

This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt- and shame-like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; M  = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt-like response that included frequently confessing their behavior and trying to repair the toy; or a shame-like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy.

Children's early helping in action: Piagetian developmental theory and early prosocial behavior.

After a brief overview of recent research on early helping, outlining some central problems, and issues, this paper examines children's early helping through the lens of Piagetian moral and developmental theory, drawing on Piaget's "Moral Judgment of the Child" (Piaget, 1932/1997), "Play, Dreams, and Imitation in Childhood" (Piaget, 1945/1951), and the "Grasp of Consciousness" (Piaget, 1976). Piaget refers to a level of moral development in action that precedes heteronomous and autonomous moral reasoning. This action level allows children to begin to interact with people and objects.

Here, there and everywhere: emotion and mental state talk in different social contexts predicts empathic helping in toddlers.

A growing body of literature suggests that parents socialize early-emerging prosocial behavior across varied contexts and in subtle yet powerful ways. We focus on discourse about emotions and mental states as one potential socialization mechanism given its conceptual relevance to prosocial behavior and its known positive relations with emotion understanding and social-cognitive development, as well as parents' frequent use of such discourse beginning in infancy. Specifically, we ask how parents' emotion and mental state talk (EMST) with their toddlers relates to toddlers' helping and how these associations vary by context.

From cleaning up to helping out: parental socialization and children's early prosocial behavior.

Relations between parental socialization and infants' prosocial behavior were investigated in sixty three 18- and 30-month old children. Parents' socialization techniques (e.g.

A relational developmental systems approach to moral development.

Morality and cooperation are central to human life. Psychological explanations for moral development and cooperative behavior will have biological and evolutionary dimensions, but they can differ radically in their approach to biology. In particular, many recent proposals have pursued the view that aspects of morality are innate.

Knowing minds, controlling actions: the developmental relations between theory of mind and executive function from 2 to 4 years of age.

This longitudinal study examined the concurrent and predictive relations between executive function (EF) and theory of mind (ToM) in 82 preschoolers who were assessed when they were 2, 3, and 4 years old. The results showed that the concurrent relation between EF and ToM, after controlling for age, verbal ability, and sex, was significant at 3 and 4 years of age but not at 2 years of age. Hierarchical regression analyses showed that EF at age 2 significantly predicted ToM at age 3 and that EF at age 3 significantly predicted ToM at age 4, over and above the effects of age, verbal ability, and prior performance on ToM tasks.

The effects of parental scaffolding on preschoolers' executive function.

The present study explores the effects of parental scaffolding of children's problem solving on the development of executive function (EF). Eighty-two children were assessed at 2, 3, and 4 years of age on a variety of EF tasks and, at ages 2 and 3, on a problem-solving puzzle with which parents offered structured assistance (i.e.