The development of children's socio-moral judgments.

本研究考察了儿童社会道德认知知识的不同领域的发展，即，道德、传统和个人领域。首先，对83名幼儿的社会冲突进行了观察。结果发现，不同的社会交往类型依赖于冲突的领域，和学龄前儿童作出不同的判断，道德，传统，和谨慎的越轨行为。接下来，158名小学儿童提出了几个故事，道德和传统的越轨行为和个人行为，并要求他们的标准判断。结果表明，儿童在每一个领域的典型越轨行为的判断是基于他们的质量不同的领域概念。不同年龄、性别的学生在判断能力上无显著差异。儿童的性别角色概念也被检查领域的方法。结果表明，男孩的跨性别活动可以用常规和p ...更多信息 另一方面，女孩的跨性别活动仅根据个人概念进行判断。最后，父母和教师的领域概念进行了检查。对192名母亲进行问卷调查，评价教师对18名儿童越轨行为的干预方法。结果表明，母亲期望不同的干预方法，以道德，常规和谨慎的违反。七十名教师被要求评估三种类型的儿童的违规行为，并理由他们的判断。教师根据每个领域的特点做出不同的判断。他们用正义、福利和权利的概念来论证道德违规的严重性，用社会秩序、社会规则的存在和社会协调来论证常规违规的错误性，这些结果表明，每个领域都存在不同的社会背景，领域概念在幼儿期发展，儿童对混合领域事件的认知在领域之间协调。有人还建议，领域的方法是有效的研究儿童的社会道德认知发展。少

The present research examined development of children's distinct domains of socio-moral cognitive knowledge, i.e., moral, conventional, and personal domain. First, 83 young children were observed their social conflicts at nursery school. It was found that types of social interactions differed dependent on domains of conflicts, and preschool children made different judgments for moral, conventional, and prudential transgressions.Next, 158 elementary school children were presented several stories about moral and conventional transgressions and personal acts, and were asked criterion judgments about them. Results revealed children made judgments for typical transgressions in each domain based on their qualitative distinct domain concepts. There was no significant age and sex difference in their judgments. Children's concepts of sex role were also examined in terms of domain approach. The results suggested that boy's cross-gender activities were interpreted by using both conventional and p … More ersonal concepts, on the other hand girl's cross-gender activities were judged based on only personal concepts.Finally, domain concepts of parents and teachers were examined. One hundred-ninety two mothers were asked to evaluate teacher's method of intervention in 18 children's transgressions. The results showed that mothers expected different methods of intervention to moral, conventional, and prudential violations. Seventy teachers were requested to evaluate three types of children's transgressions, and to reason their judgments. Teacher made judgments differently in accordance with features of each domain. They reasoned the seriousness of moral transgressions by using concepts of justice, welfare, and rights, and reasoned the wrongness of conventional transgressions by using social order, existence of social rule, and social coordination.These results indicated that different social contexts in accordance with each domain exist, domain concepts develop in early childhood, children coordinate among domains cognitively to mixed domain events. It was also suggested that domain approaches were effective for studying children's socio-moral cognitive development. Less