Mother–Child Conversations about Children’s Moral Wrongdoing: A Constructivist Perspective on Moral Socialization

Wainryb, Cecilia; Recchia, Holly; Budwig, Nancy; Turiel, Elliot; Zelazo, Philip David

doi:10.1017/cbo9781316282755.012

Cited by 8 publications

(1 citation statement)

References 29 publications

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“…Similarly, parents’ explanations of moral rules and emotions during shared book reading predict higher moral reasoning levels in preschoolers (i.e., less hedonistic/sanction-oriented and more principled reasoning) (Chou et al, 2021 ). Even though these studies identified some early precursors of a critical-analytic reading, more research is needed to more comprehensively investigate how parents support young children in contextualizing and criticizing morally relevant actions of fictional characters (e.g., see Wainryb & Recchia, 2017 , for research on parent–child conversations about morally relevant real-life narratives).…”

Section: Three Conceptions Of Sociomoral Learning Through Narrative F...mentioning

confidence: 99%

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

2022

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Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn socially from narrative fiction. The first approach explains sociomoral learning through narrative fiction by children’s extraction and internalization of the text’s moral message. The second approach refers to children’s training of mindreading and empathy as they become immersed in a fictional social world and imaginatively engage with the fictional characters’ perspectives. The third approach focuses on children’s social reasoning development through engagement in argumentative dialogues with peers about the complex sociomoral issues raised in narrative fiction. The article aims to theoretically position a wide range of literary programs to clarify their psychological foundations as well as critically discuss their strengths and limitations.

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Section: Three Conceptions Of Sociomoral Learning Through Narrative F...mentioning

confidence: 99%

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

2022

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Fairness, Rights, and Harm in Early Childhood: A 2-Year Investigation of Moral Family Conflict

et al. 2022

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Book Talk: Promoting Race-Conscious Conversations in White Families through a Preschool-Based Reading Curriculum

Botto,

Kerr

2024

J Child Fam Stud

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Mother–Child Conversations about Children’s Moral Wrongdoing: A Constructivist Perspective on Moral Socialization

Cited by 8 publications

References 29 publications

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

Fairness, Rights, and Harm in Early Childhood: A 2-Year Investigation of Moral Family Conflict

Book Talk: Promoting Race-Conscious Conversations in White Families through a Preschool-Based Reading Curriculum

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