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Young children begin helping others with simple instrumental problems from soon after their first birthdays. In previous observations of this phenomenon, both naturalistic and experimental, children's parents were in the room and could potentially have influenced their behavior. In the two current studies, we gave 24-month-old children the opportunity to help an unfamiliar adult obtain an out-of-reach object when the parent (or a friendly female adult) (i) was present but passive, (ii) was present and highlighted the problem for the child, (iii) was present and actively encouraged the child to help, (iv) was present and ordered the child to help, or (v) was absent from the room. The children helped at relatively high levels and equally under all these treatment conditions. There was also no differential effect of treatment condition on children's helping in a subsequent test phase in which no parent was present, and children had to disengage from a fun activity to help. Young children's helping behavior is not potentiated or facilitated by parental behavior in the immediate situation, suggesting that it is spontaneous and intrinsically motivated. (Contains 2 tables and 2 figures.)

Two experiments investigated the proclivity of 14-month-old infants (a) to altruistically help others toward individual goals, and (b) to cooperate toward a shared goal. The infants helped another person by handing over objects the other person was unsuccessfully reaching for, but did not help reliably in situations involving more complex goals. When a programmed adult partner interrupted a joint cooperative activity at specific moments, infants sometimes tried to reengage the adult, perhaps indicating that they understood the interdependency of actions toward a shared goal. However, as compared to 18- and 24-month-olds, their skills in behaviorally coordinating their actions with a social partner remained rudimentary. Results are integrated into a model of cooperative activities as they develop over the 2nd year of life. (Contains 4 tables and 5 figures.)

Young children begin helping others with simple instrumental problems from soon after their first birthdays. In previous observations of this phenomenon, both naturalistic and experimental, children's parents were in the room and could potentially have influenced their behavior. In the two current studies, we gave 24-month-old children the opportunity to help an unfamiliar adult obtain an out-of-reach object when the parent (or a friendly female adult) (i) was present but passive, (ii) was present and highlighted the problem for the child, (iii) was present and actively encouraged the child to help, (iv) was present and ordered the child to help, or (v) was absent from the room. The children helped at relatively high levels and equally under all these treatment conditions. There was also no differential effect of treatment condition on children's helping in a subsequent test phase in which no parent was present, and children had to disengage from a fun activity to help. Young children's helping behavior is not potentiated or facilitated by parental behavior in the immediate situation, suggesting that it is spontaneous and intrinsically motivated. [ABSTRACT FROM AUTHOR]