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Perceiving fairness as an act of equal sharing?
Introduction
This episode explores the multifaceted concept of fairness, which evolves from a topic into a theme intricately connected with sharing. Drawing from recent research findings, I explore two compelling perspectives on fairness. The first perspective suggests that fairness begins as the equal distribution of resources and is subsequently shaped by life experiences (Schmidt et al., 2016; Geraci, 2022). The second perspective expands on this idea, highlighting how children demonstrate fairness through complex actions such as sacrificing resources, prioritising others’ needs, and advocating for each other (Lee et al., 2021).
Findings
Within and beyond equality
The findings from the data analysis underscore the strong association between fairness and sharing in children’s perceptions. Particularly evident in sessions 1, 2, 4, and 10 of the sociodrama, children often equate fairness to equality in resource distribution. However, the data also reveals instances where the manifestation of fairness in young children is influenced by the inherent authority wielded by adults. This highlights the complex interplay between children’s innate sense of fairness and the external influences that shape their understanding of fairness in social contexts.
The data analysis reveals a strong connection between fairness and sharing among children, often resulting in equitable distribution of resources. However, there were instances where fairness transcended mere equal sharing, showcasing children’s remarkable ability to prioritise others’ needs and support each other. This was particularly evident during sociodrama sessions led by the children themselves, without direct adult intervention.
Similar to findings in Lee et al.’s (2021) study, some children did not consistently advocate for equal distribution of resources. Instead, they demonstrated a nuanced understanding of fairness by considering others’ circumstances and the broader context. These instances align with Lee et al.’s observations, illustrating children’s capacity to promote equity and social justice through their actions. For example, in session 10, a child prioritised her friend’s wellbeing over her own by sharing her money, even at the expense of having nothing left for herself. Similarly, in session 4, another child shared her water, depleting her own supply, and another child reciprocated the gesture.
Instances such as sharing snacks with the ‘poor table’ in session 2 and a child making space for his upset friend in session 5 further demonstrate that children’s expressions of fairness extend beyond material possessions. This complexity suggests that children possess the capability to come up with diverse solutions that uphold equity.
Although fairness didn’t always entail equal sharing, it was consistently linked with the act of sharing, as emphasised by one child who stated, “If you share, it’s fair.”
Turn taking
The concept of turn-taking emerged as a notable response to unfair situations observed throughout the programme. As the sessions progressed, it became apparent that the children were intuitively grasping the significance of turn-taking in resource distribution as a means of fostering fairness. They demonstrated an awareness that by taking turns, they were actively contributing to a sense of fairness within the group dynamic.
Conclusion
In conclusion, the findings shed light on the intricate relationship between sharing, fairness, and societal challenges. Sharing not only becomes a habitual practice in early childhood but also serves as a strategic response to address resource inequality in our evolving social environment. This exploration has revealed that young children inherently expect resources to be shared fairly, yet instances where sharing is not an option due to fear of exclusion are noteworthy.
Key takeaways
- While equality in sharing is a common manifestation of fairness, the findings reveal instances where children prioritise others’ needs over equal distribution, showcasing their remarkable capacity for empathy and support.
- Children demonstrated a nuanced understanding of fairness, which extends beyond material possessions to include actions such as making space for upset friends or sharing snacks with those in need, fostering inclusivity and equity within the group.
- Turn-taking emerged as a response to unfair situations, with children recognising its importance of promoting fairness in resource distribution.
- The study underscores the complexity of fairness in children’s interactions, suggesting that fairness takes shape through sharing and turn-taking, with children devising solutions to address inequality in diverse ways.
Critical considerations
- As we move forward, this research raises questions about how we can foster a sense of inclusion while promoting fairness in resource distribution among children.
- Additionally, future inquiries may examine the long-term impacts of early experiences with sharing on social behaviour and resource allocation in adulthood.
Explainer
Education for social sustainability encompasses fostering knowledge, skills, and attitudes that contribute to creating a socially sustainable society. This includes promoting awareness of social issues, developing critical thinking skills to address them, and cultivating values such as empathy and responsibility towards social justice and equity.
Sociodramatic play refers to a form of dramatic play where children engage in role-playing scenarios that reflect real-life situations. It involves imaginative storytelling, enactment of roles, and collaboration with peers to explore various social roles, relationships, and conflicts. Sociodramatic play provides opportunities for children to develop communication skills, empathy, problem-solving abilities, and social understanding in a supportive and creative environment.
References
- Friedrich, J. P., & Schmidt, M. F., 2022. Preschoolers agree to and enforce prosocial, but not selfish, sharing norms. Journal of Experimental Child Psychology, 214, 105303.
- Geraci, A., 2022. Some considerations for the developmental origin of the principle of fairness. Infant and Child Development, e2350. https://doi.org/10.1002/icd.2350
- Lee, S., Adair, J. K., Payne, K. A., & Barry, D., 2021. Revisioning Fairness as Social Justice in Early Childhood Education. Early Childhood Education Journal, 1-13.(
- Schmidt, M. F. H., Butler, L. P., Heinz, J., & Tomasello, M., 2016. Young Children See a Single Action and Infer a Social Norm: Promiscuous Normativity in 3-Year-Olds. Psychological Science, 27(10), 1360–1370.
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