Children over-imitate adults and peers more than puppets

The efficacy of picture vs. word danger cues in reducing imitation of dangerous actions in children

Introduction

Children are naturally curious and often have limited self-control, leading them to imitate both safe and dangerous actions. This study aimed to investigate whether dangerous cues could effectively inhibit children's imitation of hazardous behaviors and to compare the effectiveness of picture cues versus word cues in reducing this imitation.

Methods

Seventy-six children were divided into two groups: one group received picture cues, and the other received word cues. Both groups observed an agent grasping an object and were instructed to perform a corresponding keystroke response when a number appeared. A comparable group of adults was also included for reference.

Results

The results demonstrated that picture cues were significantly more effective than word cues in reducing the children's tendency to imitate dangerous actions.

Discussion

These findings suggest that picture cues are a more effective method for preventing imitation of risky behaviors in children, which has important implications for improving safety education and accident prevention strategies through the use of visual danger cues.

The "DrownSafe" Project: Assessing the Feasibility of a Puppet Show in Teaching Drowning Prevention to Children and Parents

Drowning remains a prominent global pediatric health concern, necessitating preventive measures such as educational initiatives for children and caregivers. In this study, we aimed to assess the feasibility and educational effectiveness of an interactive puppet show centered on teaching water safety to children and parents. A 30 min original theater performance, featuring two actors and three puppets (a girl, a crab, and a lifeguard), was conducted. Subsequently, 185 children (aged 4 to 8) and their 160 parents (134 mothers and 26 fathers) participated in this quasi-experimental study. Pre- and post-show tests were administered to evaluate knowledge and behaviors regarding aquatic environments. Prior to the puppet show, 78% of the children exhibited basic aquatic competency. Only 33% considered swimming alone risky. Following the intervention, 81.6% of the children changed their perception of the risks of solo beach activities, showing improved knowledge regarding contacting an emergency number (from 63.2% to 98.9%, p < 0.001). The intervention increased parents' intention to visit lifeguard-patrolled beaches and improved their CPR knowledge with regard to drowning victims by 58.8%. In conclusion, a drowning prevention puppet show positively impacted children and parents, potentially enhancing safety behaviors during water-related leisure activities, warranting its consideration part of comprehensive drowning prevention strategies.

Simulating peers: Can puppets simulate peer interactions in studies on children's socio-cognitive development?

Interactions with peers are fundamental to socio-cognitive development, but assessing peer interactions in standardized experiments is challenging. Therefore, researchers commonly utilize puppetry to simulate peers. This Registered Report investigated urban German children's (AgeRange  = 3.5-4.5 years; N = 144; 76♀) mind ascriptions and social cognition to test whether they treat puppets like peers, adults, or neither. Children attributed less mind properties to puppets than peers or adults. However, children's social cognition (i.e., normativity, prosociality, and theory of mind) varied little across partners. Puppetry relies on children's ability for pretense, but can provide valid insights into socio-cognitive development. Implications for using puppets as stand-ins for peers in developmental research are discussed.