Research Findings: This study investigated folkbiological concepts that structure children's moral reasoning regarding conservation. Participants (N = 52; 7- and 10-year-olds, gender balanced) were interviewed regarding their values, moral obligations, and rights concerns for endangered and extinct animals. Across the 2 ages, children drew on the…

Research Findings: An empirical investigation was conducted to test young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking…

Examined whether amount of experience in day care affects children's ability to distinguish moral rules from conventional school-based and home-based rules. Preschoolers were questioned about legitimacy of authority of abolishing a rule and their rating of behaviors permitted and prohibited by an authority. Results revealed that previous day-care…

Examined children's reasoning about mixed-domain events containing both conventional and moral components--violating a conventional rule and negatively affecting others. Found that older children were able to identify the moral components of mixed-domain events and combined moral and conventional issues in their reasoning. Younger children were…

Presents points of agreement with DeVries, Zan, and Hildebrandt: overall educational philosophy, the developmental path from egocentrism to reciprocity, and educational approaches when fundamental ethical principles are at stake. Examines the substantial differences in perspectives regarding the substance of morality, the process of teaching…

Presents suggestions for practical applications of character education in the early childhood setting. Notes ten childhood characteristics essential for early moral development, including self-control, moral reasoning, honesty, and social skills. Explores five core strategies that may be applied to the classroom: induction, nurturing and support,…

Cites empirical evidence contrary to Goodman's assertion that preschool children are egocentric and incapable of moral reflection. Offers evidence that heteronomous regulation of children leads to numerous undesirable outcomes and that encouragement of children's autonomy leads to positive outcomes. Points out numerous misconceptions of…

Notes that the current national priority of character education has its origins in early childhood and concept of nature versus nurture and sources of human knowledge, placing early childhood educators at the center of the debate. Highlights articles in this special issue, which provides introduction to moral development application and cultural…

Notes that progressive theory of character development, based on moral values as variable and dependent on social context, dominates field of early childhood education. Suggests that this constructivist approach may require more of children than they can provide. States that both progressive and traditional theories have their place; presents…

Observed preschool children's social interactions with teachers and peers in the context of moral and prudential events. Four types of moral transgressions were observed--physical harm, psychological harm, property loss, and property damage--with the majority of transgressions pertaining to physical harm and property loss. Found gender differences…

Observed 56 preschool children during free play to record occurrences of four types of affect: moderate and strong positive affect, anger, and distress. Also collected teacher ratings of social competence and peer sociometrics. Found that social competence and peer acceptance were associated with strong positive affect, whereas anger and distress…

Examines role that constructivist teachers play in fostering moral development in young children. Traces development of perspective taking, autonomy, and self- regulation, and examines effects of different teaching and parenting practices on children's character development. Provides suggestions for teachers to promote optimal moral development by…

This study surveyed 160 preschool teachers in 4 countries regarding views of moral and social conflict resolution, autonomy and a group sense, and general aims of preschools. Findings revealed that all hold similar beliefs regarding intervention in children's conflicts and importance of autonomy in the classroom. Additionally, all viewed the…

Assessed young children's perceptions about what misconduct behaviors peers are likely to commit at school and the grocery store. Found more moral than conventional misbehaviors were generated; moral acts were expected more often at school whereas conventional misbehaviors were expected in both contexts; and expectations of peers' misbehaviors…

This study of 55 preschool children examined frequency of play and problem-solving activities, and management, collaboration, and assistance interactions as a function of relationships with teachers and peers. Findings revealed that problem solving occurs with peers and teachers; play overwhelmingly occurs with peers; management and assistance…