Table 3.

Coding scheme for protest behaviours.

Category	Codes	Behavioural indicators
Protest	Explicit normative protest	Child intervenes with explicit evaluation, using normative vocabulary (‘No, it’s not OK to rip out [remove a page from] someone else’s book’, ‘it’s not right’)
	Imperative protest (Repeating the rule)	Child commands to stop action, in reference to the rule (‘No, you don’t do that’ or ‘you may not do that’; ‘You can’t. You’ll get in trouble’; ‘She said she should take care of the book’; ‘No! Don’t tear it!’)
	Hints of protest	Child protests but clear attribution to the other two categories is not possible; includes using a protesting tone of voice in exclamations (‘Hey!), questions (‘Why are you doing that?’), or statements (‘That’s A’s book’; ‘That’s from the library’; ‘I’ll tell A’)
No Protest	No protest but awareness	Child’s face or non-verbal behaviours show his/her concerns or discomfort (e.g. frowning, stopping the drawing, staring at the confederate)
	No awareness	Child shows neither any awareness nor any sign of protest