Early Moral Development

Dahl, Audun; Martinez, Marie Grace S.; Baxley, Charles P.; Waltzer, Talia

doi:10.4324/9781003047247-12

Cited by 3 publications

(2 citation statements)

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“…The normative turn involves a shift from "from what the child wants to do and wants others to due to what she and others ought, should, or must do" (Tomasello, 2018, p. 249). In addition, there has been a good deal of recent research, with alternative methods, on moral evaluations and behaviors in the early years (Dahl, 2018;Dahl et al, 2023; see also as an edited volume on Early Moral Development, Smetana, 2018). 11 It has also been found that young children's social interactions with peers or adults around moral transgressions differ from those around transgressions of social conventions (Nucci & Nucci, 1982a, 1982bNucci & Turiel, 1978;Turiel.…”

Section: Sources Of the Development Of Thinking Within The Moral Domainmentioning

confidence: 99%

Looking Back and Moving Forward: Historical Lessons for Current Research on Moral Development

Turiel

2024

Human Development

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A history of research on the development of morality yields valuable lessons. In 1932 Piaget examined children’s moral judgments, proposing that actions feedback on judgments, which in turn feedback on actions. He analyzed children’s entry into the moral realm through a sense of obligation. Subsequently, Kohlberg (1971) proposed a sequence entailing differentiations of justice from non-moral considerations, emphasizing epistemology, and how one level of development is more adequate than prior levels. The Piaget and Kohlberg differentiation models of development have not held up to subsequent evidence (Turiel, 1983a); young children distinguish morality from social conventions as well as from the domain of personal jurisdiction. History points to issues requiring further analyses. These include expositions of: children’s entry into the moral domain; developmental transformations and the bases for greater adequacy; interrelations between judgments and actions; and connections between judgments and emotions, including study of on-going, background dispositions labeled sentiments.

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Section: Sources Of the Development Of Thinking Within The Moral Domainmentioning

confidence: 99%

Looking Back and Moving Forward: Historical Lessons for Current Research on Moral Development

Turiel

2024

Human Development

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“…Infants are capable of behaviors which, if seen in an adult, would be regarded as prosocial (Carpendale et al., 2013; Rheingold, 1982) and possibly moral (see Dahl et al., 2023; Lapsley & Carlo, 2014). The prosocial behavior known as helping (or instrumental helping ) involves assisting another achieve a goal (Dunfield, 2014; Radke‐Yarrow et al., 1976) and emerges in the first year of life (Dahl, 2015; Hammond et al., 2017; Köster et al., 2019).…”

Section: Introductionmentioning

confidence: 99%

Mothers’ communicative cues and the development of infants’ helping: Linking participation and problem solving in the first year of life

Edwards

Hammond

2023

Social Development

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There is an ongoing debate on the role of socialization in the development of infants’ helping. Although opportunities for the socialization of early helping are rare in problem solving (bystander intervention), there are many opportunities for socialization in participation (working alongside others), and infants’ experiences of participation could socialize problem solving indirectly. The present study links participation and problem solving conceptually by drawing on a Hebbian concept of indirect learning and through a study examining mothers’ communicative cues in both forms of helping. Forty mother‐infant dyads engaged in two semi‐structured helping tasks, a participation task and a problem‐solving task at five, eight, and ten months of age. Mothers’ communicative cues and infants’ return of the object were examined using coding schemes adapted from prior research. Mothers used similar communicative cues (reaches, give‐me gestures, and verbal requests) in both tasks, and more maternal scaffolding contributed to greater object handover. Infants showed higher object handover in participation tasks. The findings, framed in Tomasello's neo‐Vygotskian account of prosocial development, offer a synthesis of the debate on the role of socialization where prosocial behavior emerges first between people, and then becomes individualized.

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Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children

Wilkinson¹

2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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Over the past 30 years, postmodernism has established a firm foothold in the Arts, Literature, Architecture, and Philosophy. However, in Education, the adoption of the postmodernist paradigm into teaching and learning in educational settings is still in its infancy, especially in early childhood education and care where many argue that the ideas of postmodernism are most needed. Academics and some administrators now acknowledge that the social consequences arising from the Age of Modernity are adversely affecting humanity. A clarion call has been sounded for a radical re-alignment of the curriculum and pedagogy for young children to re-shape their social attitudes and behaviour. This chapter claims that the education of children in their early years needs to be informed and reformed by postmodernist ideas. In a recent publication, it was argued that the focus of early childhood education and care be shifted from a central focus on ‘the self’ to one where children learn to be located in social contexts where the emphasis is on greater critical awareness, social responsibility and social justice. After briefly contextualizing postmodernism, the chapter explores how a critical pedagogy for young children might emerge.

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Early Moral Development

Cited by 3 publications

References 0 publications

Looking Back and Moving Forward: Historical Lessons for Current Research on Moral Development

Looking Back and Moving Forward: Historical Lessons for Current Research on Moral Development

Mothers’ communicative cues and the development of infants’ helping: Linking participation and problem solving in the first year of life

Postmodernist Ideas and Their Translation into a Critical Pedagogy for Young Children

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