Conversations with parents are one important way in which moral and behavioral standards get communicated to children. This chapter explores how the content and style of parent-child discourse might influence children’s socialization and moral development. Although researchers have emphasized the importance of discourse in the context of inductive discipline, there has been little empirical work on how the content of that discourse might influence children’s perception and appropriation of the discipline message. Thus, we speculate on the types of discourse that might be important for promoting children’s moral internalization in the context of discipline. More work has been done on parent-child discourse in other contexts, including on children’s reminiscing, parent-child conflict, and the discussion of hypothetical and real world conflicts. We review this work and highlight the importance of examining the interplay between content and style of discourse in predicting moral development.

Corporal punishment is believed to exert its influence partially on children's externalizing behavior by undermining the quality of parent‐child relationships, but empirical evidence for this belief is lacking. Thus, the goal of this study was to explore longitudinally whether the use of corporal punishment by mothers was associated with declining quality in parent‐child interactions and whether these declines mediated the links between corporal punishment and later externalizing behavior. Based on data from the NIHCD SECCYD, the findings from this study indicated that the links between the quality of parent‐child interaction and corporal punishment were bidirectional: high quality parent‐child interaction was associated with less use of subsequent corporal punishment by mothers, and maternal use of corporal punishment at 36 months was associated with declines in the quality of parent‐child interaction at 54 months. There were not significant indirect effects of corporal punishment at 36 months on grade 3 aggression through 54 month parent‐child interaction quality, however, which suggests other mechanisms might account for the links between early corporal punishment and later externalizing problems.

Some work demonstrates toddlers show preferences in targets of their prosocial behavior, and a number of theorists have argued that young children become increasingly likely to direct their prosocial behavior to ingroup over outgroup targets with development. The goal of this study was to examine whether toddlers' early helping, sharing, and empathic distress were influenced by the race of the target person. Ninety-four White European American 18-month-old (17-19 months, M = 18.25, SD = .43; 55.1% male) and 24-month-old (23-25 months; M = 23.67, SD = .57; 53.1% male) toddlers took part in a series of tasks designed to assess children's instrumental helping, sharing, and empathic distress. These toddlers came from well-educated families (86.4% of mothers had a college degree and 73.8% of their partners had a college degree or more). In the study, the race of the needy target was manipulated, so that half of the children had the opportunity to respond prosocially to a White target and half had the opportunity to be prosocial to a Black target. The race of the needy experimenter influenced children's instrumental helping and emotional arousal in a feigned injury task, but did not influence their sharing behavior. Contrary to our hypothesis, though, the older toddlers expressed more empathic distress and arousal to the Black experimenter's feigned injury than to a White experimenter's feigned injury. Implications for theory and research aimed at understanding discriminatory prosocial behaviors between young children are discussed.

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Previous work on adolescents' disclosure has focused on the frequency of disclosure to parents, but not the quality of that disclosure. Therefore, there is a need to examine factors that predict the quality of adolescents' disclosure, as well as the consequences of the quality for adolescents' outcomes.In this study, 100 adolescents (M age = 14.27 years; 57 girls; 70.7% White, European American) disclosed to mothers a recent past event in which they felt excluded; the videotaped and transcribed conversations were rated for indices of the quality of disclosure (i.e., the quality of elaboration and emotion discussed). Adolescents completed measures of sociomoral behavior and parental warmth and mothers completed measures of their moral identity, circle of moral regard, and moral socialization. The quality of adolescents' disclosure was related to adolescents' sociomoral outcomes (including prosocial behaviors, empathy, and sociability).Adolescents' disclosure quality was predicted by gender and by aspects of mothers' moral sophistication. Findings highlight the importance of high-quality self-disclosure by adolescents for promoting adolescents' moral development, potentially because such disclosure gives parents the opportunity to help adolescents cope with challenging peer experiences potentially through emotion coaching and | 783 LAIBLE Et AL.