Fairness in Children

 

Fairness in Children

Understanding the Roots of Moral Development

Introduction

Fairness is a cornerstone of social harmony. From playground disputes to classroom dynamics, children often display a keen sense of what is "fair" or "unfair." But how do children develop this concept? Is fairness innate, learned, or a blend of both? This article delves into the developmental roots of fairness in children, backed by scientific research and real-world implications.

What is Fairness?

The term "fairness" typically refers to treatment or behavior that is fair, impartial, and devoid of favoritism or discrimination. In children, fairness often revolves around equal sharing, taking turns, and justice in rule enforcement.

Fairness can be broken down into several components:

• Distributive fairness: Equal distribution of resources (e.g., candy, toys).

• Procedural fairness: Equal opportunity in processes or games (e.g., who gets to go first).

• Reciprocal fairness: Expectation that good deeds or actions will be returned in kind.

• Reparative fairness: Restoring justice when harm has been done (e.g., apologizing or compensating).

When Do Children Begin to Understand Fairness?

Infants Show Early Sensitivity

Surprisingly, studies suggest that even infants may have a primitive sense of fairness. A landmark study by Sommerville et al. (2013) found that 15-month-old infants looked longer at unfair distributions of food (e.g., one puppet receiving more crackers than another) compared to fair ones, suggesting an early sensitivity to equity.

This ability to detect fairness may be an evolutionary adaptation, encouraging cooperation and social bonding even at the earliest stages of life.

Reference: Sommerville, J. A., Schmidt, M. F., Yun, J. E., & Burns, M. (2013). The development of fairness expectations and prosocial behavior in the second year of life. Infancy, 18(1), 40–66.

Fairness in Toddlers and Preschoolers

Between ages 2 and 4, children begin to express fairness more explicitly. They might protest if someone receives more than they do or object when someone breaks a rule. However, self-interest still plays a strong role in how fairness is interpreted at this age.

For example, research shows that 3-year-olds are more likely to share when it benefits them socially or when they are being watched by adults. By age 5, however, children begin to share more equitably, even when it doesn't directly benefit them.

Reference: Fehr, E., Bernhard, H., & Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454(7208), 1079–1083.

The Role of Cognitive Development

Fairness is deeply intertwined with cognitive abilities such as perspective-taking, theory of mind, and executive function.

• Perspective-taking allows children to understand how others feel when treated unfairly.

• Theory of mind, which develops around age 4 or 5, enables children to understand that others have different thoughts, beliefs, and feelings.

• Executive function helps in self-regulation and delayed gratification, crucial for making fair decisions over impulsive ones.

Reference: Killen, M., & Smetana, J. G. (2015). Origins and development of morality. Handbook of child psychology and developmental science, 4.

Cultural Influences on Fairness

Fairness is not a one-size-fits-all concept. Cultural norms heavily influence how children interpret fairness.

In Western cultures, fairness often emphasizes equality—everyone gets the same. In contrast, Eastern or collectivist cultures might stress equity (distribution based on need or effort) or group harmony over individual fairness.

A cross-cultural study by Rochat et al. (2009) involving children from seven different societies found that while basic notions of fairness emerge universally, the ways in which fairness is expressed or prioritized vary significantly across cultures.

Reference: Rochat, P., et al. (2009). Fairness in distributive justice by 3- and 5-year-olds across seven cultures. Journal of Cross-Cultural Psychology, 40(3), 416–442.

The Evolutionary Basis for Fairness

Evolutionary psychologists argue that fairness may have developed as a mechanism for social cooperation. Sharing resources fairly helped early human groups survive and thrive. Even non-human primates exhibit rudimentary forms of fairness.

In a famous experiment by Brosnan and de Waal (2003), capuchin monkeys rejected unequal pay (i.e., cucumber vs. grapes) for the same task. This suggests a basic sense of fairness isn’t uniquely human but part of a broader evolutionary lineage.

Reference: Brosnan, S. F., & de Waal, F. B. (2003). Monkeys reject unequal pay. Nature, 425(6955), 297–299.

The Role of Parents and Teachers

Modeling Fairness

Children learn fairness through observation. Parents and educators who model fair behavior, such as taking turns, sharing, or listening to both sides of a conflict, instill these values more effectively than simply instructing children on fairness.

Scaffolding Moral Discussions

Encouraging moral reasoning helps children understand why fairness matters. Open discussions about scenarios where someone is treated unfairly can build empathy (Wikipedia) and deepen moral understanding.

Praise and Reinforcement

Children are more likely to engage in fair behavior when it is recognized and rewarded. However, over-reliance on rewards can backfire. Encouraging intrinsic motivation—helping children feel good about doing the right thing—is more sustainable.

Fairness and Group Identity

From early on, children show ingroup favoritism—a tendency to prefer those who are similar to them (same gender, ethnicity, or group). This can sometimes lead to biased judgments of fairness.

For example, a study by Rhodes & Chalik (2013) found that children were more forgiving of unfair behavior when it came from someone within their social group than from an outsider.

Combating this requires intentional efforts to foster inclusivity and diversity education, which can help children expand their sense of justice beyond their immediate circles.

Reference: Rhodes, M., & Chalik, L. (2013). Social categories as markers of intrinsic interpersonal obligations. Psychological Science, 24(6), 999–1006.

Fairness and Justice in Schools

Fairness is a vital element of school life, from grading systems to playground rules. When children perceive teachers as fair, they are more likely to:

• Engage in class

• Cooperate with peers

• Show respect for rules

• Develop moral reasoning

According to Gregory & Ripski (2008), students’ perception of fairness in disciplinary actions strongly correlates with their willingness to accept authority and follow classroom norms.

Reference: Gregory, A., & Ripski, M. B. (2008). Adolescent trust in teachers: Implications for behavior in the high school classroom. School Psychology Review, 37(3), 337.

Challenges to Fairness in Childhood

Despite an emerging sense of justice, several challenges affect fairness in children:

Egocentrism

Younger children often struggle to see past their own desires. This can cloud their interpretation of what is "fair."

Social Comparison

Children frequently compare themselves with peers. If others get more praise or rewards, it can create resentment, even when distribution was equitable.

Competition vs. Cooperation

Highly competitive environments can undermine fairness, fostering a win-at-all-costs mentality. In contrast, cooperative settings promote equitable behavior.

Interventions to Foster Fairness

Games and Role-Play

Games involving sharing, turn-taking, and team collaboration offer practical ways to teach fairness. Role-play scenarios (e.g., "What would you do if…?") help children practice empathy and justice in safe contexts.

Stories and Media

Books and shows with morally rich characters can help children learn vicariously. Stories like The Rainbow Fish or Stone Soup highlight generosity and fairness.

Restorative Justice

Instead of punishing unfair behavior, schools can adopt restorative approaches, where children are encouraged to make amends and understand the impact of their actions.

Conclusion

Fairness in children is both inborn and cultivated. While infants show early signs of recognizing inequity, cultural norms, parenting practices, school environments, and social experiences all shape how children define and practice fairness.

By nurturing moral reasoning, promoting empathy, and creating inclusive spaces, we can help children grow into fair-minded, just adults, critical for a more compassionate and equitable society.

References

1. Sommerville, J. A., et al. (2013). Infancy, 18(1), 40–66.

2. Fehr, E., et al. (2008). Nature, 454(7208), 1079–1083.

3. Killen, M., & Smetana, J. G. (2015). Handbook of Child Psychology and Developmental Science.

4. Rochat, P., et al. (2009). Journal of Cross-Cultural Psychology, 40(3), 416–442.

5. Brosnan, S. F., & de Waal, F. B. (2003). Nature, 425(6955), 297–299.

6. Rhodes, M., & Chalik, L. (2013). Psychological Science, 24(6), 999–1006.

7. Gregory, A., & Ripski, M. B. (2008). School Psychology Review, 37(3), 337.