Moral Reasoning and Moral Behavior: Intersections of Reasoning with Aggressive Forms and Functions in Early Childhood

Autor/inn/en	Baker, Erin Ruth; Liu, Qingyang
Titel	Moral Reasoning and Moral Behavior: Intersections of Reasoning with Aggressive Forms and Functions in Early Childhood
Quelle	In: Early Education and Development, 32 (2021) 4, S.534-552 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Erin Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1780561
Schlagwörter	Moral Values; Child Behavior; Aggression; Gender Differences; Interpersonal Relationship; Social Values; Psychology; Resources; Standards; Caring; Justice; Correlation; Age Differences; Behavior Problems; Social Theories; Cognitive Processes; Logical Thinking; Preschool Children; Preschool Education; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialer Wert; Psychologie; Betriebsmittel; Hilfsmittel; Standard; Care; Pflege; Sorge; Betreuung; Gerechtigkeit; Korrelation; Age; Difference; Age difference; Altersunterschied; Gesellschaftstheorie; Cognitive process; Kognitiver Prozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Research Findings: Children's capacities for complex socio-moral reasoning carries across domains; similarly, children's aggressive behaviors changes as a function of context. However, with a few exceptions, little research has considered children's socio-moral reasoning and aggressive subtypes in concert. The goals of the current study were to consider these phenomena together, and to explore possible gender differences. In the current study, teachers reported children's (N = 130, Mage = 56.05) aggressive behaviors (physical proactive, physical reactive, relational proactive, and relational reactive), and children completed an open-ended story interview pertaining to unintentional, multifaceted harm in order to assess their socio-moral reasoning strategies (moral domain: psychological harm, property damage, resource distribution; conventional domain: rule adherence). Practice or Policy: Findings support the form-by-function approach to aggression, and support the notion that children's reasoning is an important factor in understanding aggressive subtypes. For example, care-oriented, but not justice-oriented, strategies in the moral domain corresponded with lower rates of aggression, but not all types of aggression and not for all ages. Moreover, several age by gender interactions occurred, suggesting that aggressive behaviors are not uniform across early childhood. Educators and parents may find utility in approaching children's misbehavior with appropriative responses that are sensitive to children's moral reasoning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01