Representation of Morality in Children: A Qualitative Approach

Autor/inn/en	Maftei, Alexandra; Holman, Andrei
Titel	Representation of Morality in Children: A Qualitative Approach
Quelle	In: Journal of Moral Education, 49 (2020) 2, S.194-208 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holman, Andrei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2019.1619542
Schlagwörter	Children; Moral Values; Social Values; Standards; Gender Differences; Caring; Justice; Altruism; Foreign Countries; Romania + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Moral value; Ethischer Wert; Sozialer Wert; Standard; Geschlechterkonflikt; Care; Pflege; Sorge; Betreuung; Gerechtigkeit; Altruistic behavior; Altruismus; Ausland; Rumänien
Abstract	Previous research on children's moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel's Domain Theory; 2) to investigate children's conceptions of moral and social-conventional rules and 3) to assess the gender differences in the use of care and justice reasoning, in line with Gilligan's assertion that females are care-oriented and that males consistently use the justice orientation and infrequently use the care orientation. Ninety-two children (57% boys, mean age was 8.19 years) were required to describe morality in behavioral terms without being guided by specific indications from the researchers. Our results reflected a tendency towards morality perceived through behaviors directed towards others, namely through altruism, and also the domination of moral norms as compared to social ones, partially confirming Gilligan's theory concerning gender specificities regarding moral reasoning in the questions of care and justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01