Assessing Young Children's Moral Development: A Standardized and Objective Scale.

Autor/inn/en	Enright, Robert D.; und weitere
Titel	Assessing Young Children's Moral Development: A Standardized and Objective Scale.
Quelle	(1980), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Attitude Measures; Correlation; Cultural Differences; Developmental Stages; Elementary Education; Foreign Countries; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten Children; Moral Development; Sex Differences; Social Differences; Test Reliability; Test Validity; Verbal Ability; Visual Measures; Africa; United States; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Korrelation; Kultureller Unterschied; Elementarunterricht; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Moralische Entwicklung; Sex difference; Geschlechtsunterschied; Sozialer Unterschied; Testreliabilität; Testvalidität; Mündliche Leistung; Afrika; USA
Abstract	A paired-comparisons measure of distributive justice development, the Distributive Justice Scale (DJS), was developed and validated in four studies. Pictures were drawn to represent the different stages of distributive justice for a given dilemma and the DJS was scored by selecting the child's preferred stage via the picture comparisons for each dilemma. In Study 1, 104 children from kindergarten, grades 2 and 4 were given the DJS and two Piagetian logical reasoning tasks. Age trends and a relationship with logical reasoning were found. In Study 2, 66 children from grades 1, 3, and 5 were given the DJS and a measure of verbal ability. Age trends and a low relationship with verbal ability were found. In Study 3, 88 children in grades 1, 3, and 5 from Kinshasa, Africa were given the DJS. The trends replicated Study 2. In Study 4, 56 children from lower and middle social classes in kindergarten and grade 3 were given the DJS. The lower class lagged behind the middle class in their DJS scores in both grades. Implications for distributive justice research were drawn. (Author/RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC