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초록

Prior research has explored children's help-seeking tendencies in relation to the characteristics of help providers with a primary focus on the helper's competencies. In the current study, we propose that acknowledging a child's emotions without judgment, referred to as emotional validation, is another cue that guides children's help-seeking behavior. In Study 1, we surveyed mothers of children aged 3–6 years (N = 200) and found that their tendency to validate their children's emotions was positively associated with the children's help-seeking behavior, particularly among older children (5–6 years). In Study 2, a randomized experiment with children aged 3–6 years (N = 68) tested the causal effect of emotional validation on help-seeking behaviors. When presented with a challenging task, older children (5–6 years) were more likely to seek help from an emotion-validating adult than an emotion-invalidating adult. This pattern was not observed in younger children (3–4 years). These findings underscore the fact that by around the age of 5, children begin to integrate emotional validation into their social evaluations, using it as a critical cue in deciding whom to approach for help. This developmental shift highlights the role of emotional validation in fostering supportive relationships and promoting adaptive help-seeking behaviors. Summary: Preschoolers are selective when choosing whom to seek help from. Children prefer to seek help from an emotionally validating responder. This preference was particularly evident among older preschoolers (ages 5–6), but not among younger ones (ages 3–4).

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