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Samuel Essler; Markus Paulus – Early Education and Development, 2025
Research Findings: Social constructivist theories have proposed that caregivers' perceptions of children as morally responsible agents are an important factor in children's moral development. However, there is substantial variance in caregivers' ascriptions of moral agency to young children. The present study examined caregiver social conformity…
Descriptors: Infants, Toddlers, Moral Values, Child Behavior
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Baker, Erin Ruth; Liu, Qingyang – Early Education and Development, 2021
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…
Descriptors: Moral Values, Child Behavior, Aggression, Gender Differences
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Erin Ruth Baker; Rong Huang; Qingyang Liu; Carmela Battista; Jamie Gahtan – Early Education and Development, 2024
Research Findings: Research with older children and adults reliably demonstrates that individuals raised in poverty tend to evaluate concerns related to moral concerns (i.e., related to harm, welfare, and justice) differently than do wealthier individuals. However, little work has examined these patterns in young children. Children (N=214, Mage =…
Descriptors: Moral Values, Preschool Children, Poverty, Social Differences
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Butean, Iulia; Buta, Monica; Visu-Petra, Laura; Opre, Adrian – Early Education and Development, 2021
This study investigated the effect of moral stories on children's honesty during a temptation resistance paradigm in a large sample of 3 to 6-year-olds (N = 296). Both children and their parents were also asked to anticipate if a child vignette protagonist would confess to a minor misdeed and also to predict the consequences of this potential…
Descriptors: Moral Values, Ethics, Preschool Children, Story Telling
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Howe, Nina; Perlman, Michal; Bergeron, Catherine; Burns, Samantha – Early Education and Development, 2021
Research Findings: The Scottish government is in the process of transforming their early childhood learning and care landscape by doubling the number of free hours of childcare for families and by requiring that all children in care spend a significant portion of each day outdoors. Thus, the government is promoting outdoor play programs. We…
Descriptors: Outdoor Education, Play, Physical Environment, Educational Policy