Short-term and long-term effects of the COVID-19 pandemic on child psychological well-being: a four-wave longitudinal study.

As the COVID-19 pandemic further unfolds, it becomes a key theoretical and practical question to identify trajectories of child psychological well-being and to explore risk and resilience factors for developmental adjustment. The current study addressed this research gap by means of an ecological design: A (lockdown)-B (relaxation)-B (relaxation)-A (lockdown). We collected parental reports via online questionnaires over four measurement occasions during the COVID-19 pandemic in Germany (non-probabilistic sample): from the first lockdown (T1-spring 2020, N = 1769) to the following period of relaxation (T2-summer 2020, n = 873; T3-fall 2020, n = 729) on to the second lockdown (T4-winter 2020/21, n = 748). Key measures at T1-T4 were child emotional and behavioral problems as well as hyperactivity, child emotional and family-related well-being, parental strain, and parent-child relationship quality. We found evidence for quadratic growth models. While child problem behaviors (b = 0.32, p < 0.001) and emotional well-being (b = - 0.33, p < 0.001) improved after the first lockdown during subsequent periods of relaxation before worsening again in the second lockdown, child family-related well-being steadily decreased over all four measurement points (T1-T2: p < 0.001; T2-T3: p = 0.045; T3-T4: p = 0.030). Importantly, parental stress emerged as a strong risk factor (ps < 0.11) and the parent-child relationship quality constituted a resilience factor (p = 0.049) for child psychological well-being. These findings have major implications for policies aiming to further child health during the COVID-19 pandemic.

Longitudinal evidence that infants develop their imitation abilities by being imitated.

Humans are widely considered the most socially sophisticated species on the planet. Their remarkable abilities in navigating the social world have given rise to complex societies and the advancement of cultural intelligence.1,2,3,4,5 But what characterizes us as ultra-social beings? Theoretical advances in social sciences over the last century purport imitation as a central mechanism for the emergence of humans' unique social-cognitive abilities.6,7,8 Uncovering the ontogeny of imitation is therefore paramount for understanding human cultural evolution. Yet how humans become able to imitate is unclear and intensely debated. Recently, multidisciplinary findings have challenged long-standing assumptions that imitation is inborn.9,10,11,12 So what are the underlying processes supporting the development of imitation? One fascinating possibility is that infants become able to imitate by being imitated.13,14,15 Cognitive theories have suggested that by perceiving others imitating one's own behavior, visual and motor representations of that behavior are coactivated and associated, leading to the emergence of imitation abilities.14,15 Here, we show that being imitated by sensitive caregivers in infancy constitutes a psychological process giving rise to infants' imitation abilities. Results demonstrated (1) that maternal imitation at 14 months positively predicted infants' imitation abilities at 18 months and (2) that maternal imitation at 14 months mediated the positive effect of maternal sensitivity at 6 months on infants' imitation abilities at 18 months. This offers substantial evidence for the role of social interactions in the emergence of imitation as a key factor for human cultural learning.

The ontogenetic emergence of normativity: How action imitation relates to infants' norm enforcement.

Major developmental theories allot imitation a pivotal role in the cultural acquisition of social norms. Although there exists considerable evidence of young children's norm enforcement behavior, the ontogenetic emergence of normativity and the role of imitation is debated. Here, we assessed two pathways of how general imitation tendencies might relate to norm enforcement: The compliance path holds that young children's general imitation tendencies lead to displaying compliant behavior, which in turn predicts norm enforcement toward third parties. The internalization path suggests that young children's general imitation tendencies lead to an internal representation of normative rules. As children observe third parties' normative transgressions, a perceived discrepancy between internalized representation of the rule and observed behavior arises, which in turn triggers corrective action, that is, norm enforcement behavior. We assessed 18-month-olds' (N = 97) general imitation tendencies across four tasks, their compliance with maternal directives across two tasks, and their self-distress as well as protest behavior following normative transgressions. Results showed that (a) whereas imitation significantly predicted compliance behavior, compliance did not predict norm enforcement behavior, and that (b) imitation predicted self-distress, which in turn predicted norm enforcement. These findings speak to internalization as one psychological basis of norm enforcement behavior and highlight the importance of imitation in the ontogenetic emergence of normativity.

Compliance or empathy-What links maternal sensitivity and toddlers' emotional helping?

Emotional helping-that is, helping based on others' emotional distress-has been suggested to be a central prosocial response to others in need. Developmental theorizing proposed that emotional helping has social origins. Whereas research indeed demonstrated a link between maternal sensitivity and children's emotional helping, developmental theories stress different mediating processes. Emotion-sharing theories claim empathic concern to be the crucial link for helping, whereas internalization theories base children's helping on children's compliance. To investigate these hypotheses, the current study explored empathy and compliance as two possible mediators for the relation between maternal sensitivity and children's emotional helping at 18 months of age. Overall, maternal sensitivity was positively related to children's empathy, children's compliance, and children's emotional helping. Interestingly, children's empathy-but not children's compliance-mediated the link between maternal sensitivity and children's emotional helping. These findings deepen our understanding of the psychological processes subserving emotional helping during infancy and support theories that stress the socioemotional origins of children's prosocial behavior.

Caregivers' everyday moral reasoning predicts young children's aggressive, prosocial, and moral development: Evidence from ambulatory assessment.

Developmental theories have proposed caregiver reactions, in particular caregivers' moral reasoning with their children, as crucial factors in children's developing morality. Yet, empirical evidence is scarce and mainly restricted to laboratory contexts. Here, we used the ambulatory assessment method to investigate how caregiver responses to moral transgressions longitudinally relate to children's emerging moral agency. On the first measurement point, mothers (N = 220) reported on nine consecutive evenings on a moral transgression of their 5- to 46-month-olds', their emotional and verbal reactions, and how in turn their child reacted. Five months later, mothers reported on their child's aggressive and prosocial (helping, sharing, comforting) behavior. Our results demonstrated that (1) caregiver reasoning supported children's sharing and comforting behavior and was related to lower levels of children's aggressive behavior half a year later, that (2) caregiver reasoning reactions supported children's negative evaluations of their own transgressions while compliance-based caregiver reactions (e.g., physical interventions, reprimands) were predictive of children's subsequent emotional distress and anger, and that (3) caregiver social conformity and reflective functioning abilities emerged as determinants of caregiver negative moral emotions. Thus, this study uses an innovative methodological approach to uncover key characteristics of caregiver moral reactions supporting the development of morality.

Longitudinal Relations Between Parental Strain, Parent-Child Relationship Quality, and Child Well-Being During the Unfolding COVID-19 Pandemic.

As COVID-19 sweeps across the globe, scientists have identified children and families as possibly particularily vulnerable populations. The present study employed a developmental framework with two measurement points (the first at the peak of the lockdown restrictions (N = 2,921), the second after restrictions had been majorly loosened (N = 890)) to provide unique insights into the relations between parental strain, child well-being, and child problem behavior. Cross-lagged panel analyses revealed longitudinal effects of child well-being and problem behavior at T1 on parental strain at T2 with parent-child relationship quality as a moderator. True intraindividual change models showed that decreases in parental strain between measurement points predicted increases in child well-being and decreases in child problem behavior. Thus, the present research points to parental stress coping and child emotional adjustment as promising avenues for professionals and policy makers in their efforts to ensure child and family well-being throughout the pandemic.

Children's psychological well-being and problem behavior during the COVID-19 pandemic: An online study during the lockdown period in Germany.

As COVID-19 dramatically changes human social life, restrictive lockdown periods to slow the spread of the virus have been suggested to particularly affect the psychological well-being of children and their families. To capture lockdown-related effects on a large scale, the present study used an online questionnaire completed by parents of 3-10-year-olds during the most restrictive lockdown period in Germany thus far (N = 2,672). Parents reported their stress level, their child's well-being, and their child's problem behaviors among others. Results showed that most parents and children experienced lockdown-related stress. Concerning children, not being able to meet with friends and family members outside the household emerged as the primary challenge. Older children (7-10 years) evidenced more emotional symptoms as well as less conduct problems and hyperactivity than younger children (3-6 years). Children's own and their parents' stress level, the degree to which children missed other children, and children's age all showed to be negatively related to children's general life satisfaction. Single parenthood and being an only child were associated with higher levels of child problems. Taken together, these findings shed light on the psychological well-being of children and their families during governmental lockdown measures, as well as on relations between children's coping and demographic background. They have implications for possible avenues for interventions, inter alia by encouraging policies that facilitate the maintenance of social relationships and focus particularly on children from single parent families, on only children as well as on families in challenging housing situations.

Robin Hood or Matthew? Children's Reasoning About Redistributive Justice in the Context of Economic Inequalities.

How should one respond to ubiquitous economic inequalities? The legend Robin Hood suggests to take away from the wealthy to benefit the poor, whereas another strategy holds the opposite (Matthew effect). Here, 3- to 8-year-old children (N = 140) witnessed protagonists performing redistributions (e.g., Robin Hood, Matthew) of necessary and luxury resources between a wealthy and a poor child. Results showed that, with age, children increasingly approved of Robin Hood and increasingly disapproved of Matthew. In addition, reasoning about others' welfare mediated the effect of age on children's evaluation of Robin Hood, but only for necessary resources. This suggests that children regard restorative justice actions as a strategy to address social inequalities when it increases the welfare of disadvantaged agents.

"Who will share with me?": Preschoolers rely on their friends more than on their nonfriends to share with them.

During the preschool years, children start to share selectively with close affiliates such as friends. However, it is unclear whether preschool children also selectively rely on their own friends more than on their nonfriends to share with them. Moreover, the developmental course of this relationship-dependent reliance is unknown. In the current study, therefore, we investigated to what extent preschoolers rely on their friends and nonfriends to share with them. To this end, we analyzed the choices of 82 3- to 5-year old children by means of a metacognitive opt-out paradigm. Children were led to believe that a friend and a disliked peer have had the opportunity-but have not been obligated-to share a highly valued resource with them by putting it in a box. Children could then choose between the above-mentioned box by their peer and an opt-out box that contained a slightly less attractive but certain item. Thus, children were expected to choose the peer's box only if they thought that their peer had shared with them. Otherwise, they should choose the opt-out option to maximize their outcome. Our results reveal developmental changes with older but not younger preschool children relying on their friends to share with them and relying more on their friends than on their nonfriends. This highlights the developmental changes in selective reliance over the preschool years and gives further insight into how young children learn to navigate the social world.

Why do preschoolers perpetuate inequalities? Theoretical perspectives on inequity preferences in the face of emerging concerns for equality.

Recent research has shown that preschool children tend to preferentially allocate resources to rich than to poor others. The findings that young children tend to perpetuate inequalities are puzzling given classical developmental theories that largely focused on the emergence of equality and equity in childhood. In this review, we first sketch the early ontogeny of fairness concerns before providing an overview on studies reporting perpetuation of inequality in young children. We review four classical theories (Piaget, Kohlberg, Damon, Social Domain Theory) and discuss how they would account for this phenomenon. We then introduce four recent theoretical models that directly speak to the underlying psychological processes; the affective preference model, the reciprocity-based strategic model, the numerical matching model, and the normative model. We highlight the key tenets of each model, their relation to other developmental processes, and the strength of the empirical evidence. From each model, we derive specific hypotheses. Finally, in an integrative section we discuss how the models might relate to each other, highlight connections to other research areas, and present avenues for future research.

Paying it back and forward: The impact of experiencing and observing others' sharing and stinginess on preschoolers' own sharing behavior and expectations.

Recent research suggests that children's sharing behavior is affected by experiencing or observing others' sharing. These effects have been studied within research on the development of reciprocity and the effects of social modeling. In the current study, direct and indirect types of reciprocity and social modeling were assessed in 3- to 6-year-old children in three experiments (overall N = 382). In each experiment, we explored whether negative and positive social behavior were similarly paid back and forward in each of the different types of reciprocity. Moreover, we assessed the extent to which children reciprocated toward the protagonist who had performed the actual behavior and toward a neutral other. In Experiment 1, children experienced another's sharing behavior as recipients and could then allocate resources to this character and a neutral other. In Experiment 2, children observed another's sharing behavior and could then allocate resources to this character and a neutral other. In Experiment 3, children were asked to predict another protagonist's sharing in the same context as in Experiment 1. Overall, children treated the protagonist and the neutral other similarly and predicted others to do the same. Yet, they were more likely to reciprocate negative acts in indirect types of reciprocity. The results are interpreted with respect to the impact of observational learning and representational development on children's social behavior.

Preschoolers' sharing expectations towards friends relate to their kindergarten peer status.

Recent research has provided evidence for a substantial impact of children's peer status on positive and adaptive development. The current study investigated how 3- to 7-year-old preschoolers' (N = 118) sharing behaviour and sharing expectations towards a friend and a non-friend relate to their popularity among their peers. Children distributed resources between themselves and a friend as well as themselves and a non-friend and predicted another protagonist's behaviour in the same situation. In addition, teachers rated children's problematic behaviour and peers rated children's peer status. Multilevel analysis revealed that preschoolers' sharing expectations towards their friends but not sharing behaviour predicted their peer status above and beyond the impact of problematic behaviour. Age did not emerge as an independent predictor. These findings suggest that knowledge about prosociality in the form of sharing expectations is an important aspect in children's adaptive social development and stress the relevance of children's knowledge about the social world for their social life. Statement of contribution What is already known on this subject? Prosocial behaviour in general relates positively to peer status. Problem behaviour relates negatively to peer status. Sharing behaviour and sharing expectations become more selective over the preschool years. What does this study add? Sharing expectations and to a lesser extent sharing behaviour relate to peer status. Sharing expectations predict peer status above and beyond the impact of problem behaviour. Differential sharing expectations predict peer status as well as simple sharing expectations.