The development of children's socio-moral judgments.

儿童社会道德判断的发展。

基本信息

批准号：
07610113
负责人：
SHUTO Toshimoto
金额：
$ 0.96万
依托单位：
Saitama University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1996
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07610113/
关键词：
social domain theory social rule social cognitive development moral judgment social conflict resolution school education 発達社会的規則

项目摘要

The present research examined development of children's distinct domains of socio-moral cognitive knowledge, i.e., moral, conventional, and personal domain. First, 83 young children were observed their social conflicts at nursery school. It was found that types of social interactions differed dependent on domains of conflicts, and preschool children made different judgments for moral, conventional, and prudential transgressions.Next, 158 elementary school children were presented several stories about moral and conventional transgressions and personal acts, and were asked criterion judgments about them. Results revealed children made judgments for typical transgressions in each domain based on their qualitative distinct domain concepts. There was no significant age and sex difference in their judgments. Children's concepts of sex role were also examined in terms of domain approach. The results suggested that boy's cross-gender activities were interpreted by using both conventional and p … More ersonal concepts, on the other hand girl's cross-gender activities were judged based on only personal concepts.Finally, domain concepts of parents and teachers were examined. One hundred-ninety two mothers were asked to evaluate teacher's method of intervention in 18 children's transgressions. The results showed that mothers expected different methods of intervention to moral, conventional, and prudential violations. Seventy teachers were requested to evaluate three types of children's transgressions, and to reason their judgments. Teacher made judgments differently in accordance with features of each domain. They reasoned the seriousness of moral transgressions by using concepts of justice, welfare, and rights, and reasoned the wrongness of conventional transgressions by using social order, existence of social rule, and social coordination.These results indicated that different social contexts in accordance with each domain exist, domain concepts develop in early childhood, children coordinate among domains cognitively to mixed domain events. It was also suggested that domain approaches were effective for studying children's socio-moral cognitive development. Less

本研究考察了儿童不同的社会道德认知知识领域（即道德领域、传统领域和个人领域）的发展。首先，观察了 83 名幼儿在幼儿园的社会冲突，结果发现社会互动的类型有所不同。接下来，向 158 名小学生展示了几个关于道德和传统违规以及个人行为的故事，并被要求对道德、传统和审慎违规行为做出不同的判断。结果显示，儿童根据其定性的不同领域概念对每个领域的典型越轨行为进行判断，并且他们的判断中没有性别差异。结果表明，儿童的性别角色概念也受到了检验。男孩的跨性别活动是用传统和个人概念来解释的，而女孩的跨性别活动则仅根据个人概念来判断。最后，对父母和老师的领域概念进行了考察。九十二母亲们被要求评估教师对 18 名儿童越轨行为的干预方法。结果显示，母亲们期望对道德、传统和审慎违规行为采取不同的干预方法。70 名教师被要求评估三种类型的儿童越轨行为，并给出理由。判断老师根据不同领域的特点，用正义、福利、权利的概念来推理道德越轨的严重性，用社会秩序来推理传统越轨的错误，这些结果表明，每个领域存在不同的社会背景，领域概念在幼儿期发展，儿童在认知上协调领域之间的混合领域事件。研究儿童的社会道德认知发展较少。