The concept of reciprocity has played a central role in sociological explanations of social solidarity and social cohesion (Gouldner, 1960; Sahlins, 1965). It has a similar role in social biology through Trivers's (1971) notion of reciprocal altruism. Recent studies of children's friendship indicate that major components of moral or prosocial development appear within this relationship during the preschool period. If reciprocity does indeed prove to be a defining characteristic of friendship (Hinde, 1976; 1979; Youniss, 1980), studies of the development of reciprocity may provide fresh insight into prosocial development that has been overlooked by most theorists.

The aim of this chapter is to present an analysis of the concept of reciprocity, as demonstrated in the development of prosocial behavior in children. First, uses of the concept of reciprocity in sociology and social biology are reviewed; the discussion focuses on aspects of the concept that appear most useful for developmental interest. Next, findings on children's friendships are summarized insofar as they bear on reciprocity and on prosocial behavior. Both reviews are then conjoined in a theoretical analysis in which a distinction is drawn between the child as an individual agent and the child as conceived through membership in interpersonal relationships. Finally, the chapter concludes with a discussion of the implications of the latter viewpoint both for developmental psychology and for social biology.

Social cohesion

Sociologists face the difficult task of having too many data to explain regarding social behavior.