Receiving help may send some kind of signal to bystanders: the group members who have received help are incompetent because they are unable to complete the target task by themselves. The study mainly adopted the behavioral experiment method to examine the competence evaluations of the group that received help by children aged 3 to 5 years, and it explored whether the children's perception of the difficulty of the task can improve the children's competence evaluations of the group that received help. In order to explore whether there are negative evaluations about the competence of groups that received help in different age groups (n = 93). After watching the situational video, each child needed to score the competence of those who received help and those who did not. We used the generalized estimating equations (GEE) to analysis the results. It show that the main effect of the group being evaluated was very significant, B = -1.581, SE = .1187, Wald’s χ2(1) = 164.769, p < .001. The competence score of the group that received help was significantly lower than that of the group that didn’t receive help, p < .001. The main effect of age group was significant, B = -.452, SE = .1426, Wald’s χ2(2) = 8.358, p < .05. The competence scores of 4-year-old children and 5-year-old children were significantly lower than those of 3-year-old children, ps < .05. However, there was no significant difference between the competence scores of the 4-year-old and 5-year-old children, p > .05. In order to further investigate whether the perception of task’s difficulty can improve children’s competence scores of 4-year-old and 5-year-old children (n = 120). In Experiment 2, each participant first needed to operate the puzzle and evaluated the difficulty of the puzzle task, and then they watched the video to score the competence of the group that received help and the group didn’t. It was found that the main effect of the group being evaluated was extremely significant, B = -1.150, SE = .0700, Wald’s χ2(1) = 89.570, p < .001.The competence score of the group that received help was significantly lower than the group that didn’t received help, p < .001. At the same time, the main effect of the perception of task’s difficulty was extremely significant, B = -.117, SE = .0414, Wald’s χ2(1) = 1682.659, p < .001. Under the condition of the perception of low task’s difficulty, children’s competence evaluations of the evaluated group was significantly lower than that of the perception of medium task’s difficulty, p < .05, under the condition of the perception of medium task’s difficulty, children’s competence evaluations of the evaluated group was significantly lower than that of the perception of high task’s difficulty, p < .001. But the main effect of age group was not significant, B = .017, SE = .285, Wald’s χ2(1) = .810, p > .05. The interaction between the evaluated group and the perception of task’s difficulty was extremely significant, B = -.467, SE = .0725, Wald’s χ2(2) = 42.983, p < .001. After further simple effect analysis, it was found that under the three perception conditions of task’s difficulty, children’s competence scores of the group that received help were significantly lower than the group that didn’t received help, ps < .001. The results showed that: (1) 4-years-old is the age turning point for children to evaluate the competence of those who received help, and receiving help has a negative impact on the evaluations of recipients’ competence; (2) children's perception of the difficulty of the task can reduce this negative impact. The results of this study are helpful to understand how young children evaluate the competence of those who received help and how to reduce the negative impact of receiving help.