El desarrollo del perdón en niños

The aim of this paper is to gain a deeper knowledge of how children develop forgiveness in relation to developmental progress and theory of mind (ToM). The sample was formed by 47 children, grouped into two age cohorts: 4-6 years (n = 21) and 7-11 years (n = 26). We designed a questionnaire to assess forgiveness through five variables (severity of the offense, probability of asking for forgiveness, importance of asking for forgiveness, probability of forgiving and importance of forgiving) in two different types of offenses. To asses ToM, we applied two different scales adapted to each age range (Sally and Anne Task and Faux Pas Task). The most relevant results showed that older children give more importance to forgiving and are more likely to forgive and apologize than younger ones, and that the acquisition of ToM correlates positively with the development of forgiveness in the younger group.