School of Psychology, University of Ottawa Ottawa, ON, Canada.
Front Psychol. 2014 Jul 17;5:759. doi: 10.3389/fpsyg.2014.00759. eCollection 2014.
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. In his later work, Piaget explores the gradual construction of understanding from this activity level. Taken together, these elements of Piagetian theory provide a promising conceptual framework for understanding the development of early helping.
简要概述了近期有关早期援助的研究，阐述了其中的一些核心问题和关注点，本文通过皮亚杰道德和发展理论的视角来研究儿童的早期援助，借鉴了皮亚杰的《儿童道德判断》（Piaget，1932/1997）、《儿童游戏、梦和模仿》（Piaget，1945/1951）和《意识的掌握》（Piaget，1976）。皮亚杰提到了一种先于他律和自律道德推理的行动层面的道德发展水平。这一行动层面使儿童能够开始与人和物进行互动。在他的后期工作中，皮亚杰从这一活动层面探讨了理解的逐步构建。综上所述，这些皮亚杰理论的要素为理解早期援助的发展提供了一个有前景的概念框架。
