A New Method for Studying Morality in Early Parent-Child Relations

Autor/inn/en	Takagi, Yoko; Saltzstein, Herbert D.
Titel	A New Method for Studying Morality in Early Parent-Child Relations
Quelle	In: International Journal of Developmental Science, 9 (2015) 2, S. 75-83 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2192-001X
DOI	10.3233/DEV-14135
Schlagwörter	Forschungsbericht; Parent Child Relationship; Moral Values; Diaries; Preschool Children; Parent Attitudes; Emotional Response; Moral Development; Coding; Story Telling; Decision Making; Task Analysis; Child Behavior; Interviews; Child Care Centers; Statistical Analysis; New York (New York) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Moral value; Ethischer Wert; Diary; Tagebuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Emotionales Verhalten; Moralische Entwicklung; Codierung; Programmierung; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Interviewing; Interviewtechnik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Statistische Analyse
Abstract	Twenty-four parents, mothers or fathers, of 3-5 year old children in a pre-school nursery kept diaries of problematic encounters within the family. Two of these encounters were later presented as "pretend" stories to "that" child who made judgments of and emotionally reacted as if he/she were the story actor including giving reasons for complying. Encounters were coded into different domains (moral, social-conventional, prudential, etc.), and children's reactions compared across domains "within" each pair of encounters. Instead of the standard "right"/"wrong" question, the children were asked why they would/wouldn't commit the transgression again. All children said that they wouldn't do it again, but their reasons were more often congruent or consistent with the nature of prudential than of other kinds of transgressions, especially than moral transgressions. This suggests that while children may know "right from wrong," they do not see it as relevant to their moral behavior. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01