Observations were made in ten preschools of children's interactions in two domains of social events: social conventional and moral. Interviews were also administered to children from the preschool to determine whether they made a conceptual distinction between social conventional and moral events. (Author/JMB)

Discusses domain-specificity with regard to social and cognitive development. General epistemological and theoretic considerations of the study of cognitive development are discussed. Included is a consideration of the intersection of the interactional model and a classification of systems of knowledge. (RH)

Two studies examined Amish-Mennonite, Dutch Reform Calvinist, and Conservative and Orthodox Jewish children's concepts of moral and nonmoral religious rules. It was found that the subjects differentiated between moral and nonmoral religious rules: judgments regarding moral issues were justified in terms of justice and human welfare considerations,…

Argues that resistance and subversion are part of life and integral to development in most cultures. Notes that many theories of social and moral development do not account for resistance or view it as anti-social. Demonstrates that social conflict and resistance based on moral aims occur in childhood, adolescence, and adulthood. (CAJ)