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| Autor/in | Selman, Robert L. |
|---|---|
| Titel | A Developmental Approach to Interpersonal and Moral Awareness in Young Children: Some Theoretical and Educational Perspectives. First Draft. |
| Quelle | (1974), (33 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Children; Cognitive Development; Developmental Psychology; Educational Practices; Empathy; Identification (Psychology); Interpersonal Relationship; Moral Development; Moral Values; Perception; Self Concept |
| Abstract | This paper deals with some of the social and educational implications of Piaget's concept of "stages", (as formulated in structural-developmental psychology) and focuses on a basic aspect of interpersonal cognition--social perspective-taking ability. The analysis emphasizes the structure of social understanding rather than the content, the ability to conceive of subjective perspectives rather than the accuracy of person perception. From a longitudinal study of children, aged four years through young adulthood, four levels of interpersonal perspective-taking in children prior to adolescence are identified: (1) egocentric perspective-taking, (2) subjective perspective-taking, (3) self-reflective perspective-taking, and (4) mutual perspective-taking. In a second study, subjects responded to filmed, socio-moral dilemmas. On the basis of the responses, the levels of interpersonal perspective-taking were related to moral conceptions in children. The last half of the paper concentrates on the educational implications of the sequence of perspective-taking levels, particularly social-conceptual conflict and exposure to reasoning slightly above the child's own level. A peer-oriented developmental program for social education is presented, along with a description of the teacher's role in social education and some pilot research which evaluates the author's procedures. (CS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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