Middle class Colombian children’s evaluations of personal, moral,                 and social-conventional interactions in the classroom

Ardila-Rey, Alicia; Killen, Melanie

doi:10.1080/01650250042000221

Cited by 65 publications

(33 citation statements)

References 24 publications

(47 reference statements)

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“…Nevertheless, they did not consistently judge that the hypothetical story character should disobey demands for obedience regarding a personal issue (Nucci, Killen, & Smetana, 1996; Nucci & Weber, 1995). Our results are very similar to those obtained with young children in Colombia (Ardila‐Rey & Killen, 2001), another collectivist culture, which also showed high rates of compliance to teachers' commands regarding personal events. The personal domain emerges during the preschool period, and judgments regarding personal choices become more consistent (Killen & Smetana, 1999; Nucci et al., 1996) and better co‐ordinated with judgments regarding locus of and legitimate authority at around the ages of four to five (Ardila‐Rey & Killen, 2001).…”

Section: Discussionsupporting

confidence: 88%

Young Chinese Children's Authority Concepts

2009

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Using multilevel analyses, we examined the influence of domain (moral, conventional, and personal) and the familiarity of different authority figures (mother, teacher, person in charge, and stranger) in public, school, or home settings in 123 four to seven-yearold Chinese children (M = 5.6 years) in Hong Kong. Children affirmed authority more for moral and conventional than personal events, based primarily on punishment avoidance and conventional justifications. Children judged that they should obey mothers more than all other authorities and the person-in charge in the associated setting and the teacher more than strangers. At school, teachers were seen as having more authority over moral and conventional events than mothers whereas at home, mothers had more authority than teachers over all issues. With age, children increasingly evaluated mothers' authority as generalizable across contexts for the moral event; reflecting the importance of familiarity, mothers were seen as having more authority to extend her regulation outside the home, including for personal events, than teachers' authority outside the school.

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Section: Discussionsupporting

confidence: 88%

Young Chinese Children's Authority Concepts

2009

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“…Participants’ justifications were coded by using coding categories used in the literature (Ardila-Rey & Killen, 2001; Killen & Smetana, 1999) as well as based on the results of extensive pilot study. The coding system comprised 6 categories, including: 1) Harm (e.g., “She will get hurt if she pushes her down”); 2) Negligence (e.g., “He should have looked in the bag before he threw it away”); 3) Lack of negative intent (e.g., “she didn’t know the cupcake was in the bag”); 4) Social-conventional (e.g., “it’s against the rules to push”); 5) Psychological (e.g., “he was being selfish”); and, 6) Undifferentiated (e.g., I don’t know”).…”

Section: Methodsmentioning

confidence: 99%

The accidental transgressor: Morally-relevant theory of mind

et al. 2011

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To test young children’s false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered 3 tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an “accidental transgressor” task, which measured a morally relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind.

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“…Three instruments were used in this study: a demographics questionnaire, the violence exposure scale for children‐revised (VEX‐R), Spanish/preschool version (Fox & Leavitt, 1995), and the moral judgment interview designed by the authors. The interview was a modification of an instrument developed for a previous study conducted with Colombian middle‐class children (Ardila‐Rey & Killen, 2001).…”

Section: Methodsmentioning

confidence: 99%

“…Ardila‐Rey and Killen (2001) investigated middle‐class Colombian children's evaluations of personal, moral, and social‐conventional interactions in the classroom setting. These children evaluated moral transgressions as wrong independent of the teacher's viewpoints or the existence of a rule, consistent with the findings documented for US middle‐class children.…”

Section: Introductionmentioning

confidence: 99%

Moral Reasoning in Violent Contexts: Displaced and Non-displaced Colombian Children's Evaluations of Moral Transgressions, Retaliation, and Reconciliation

2009

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In order to assess the effects of displacement and exposure to violence on children's moral reasoning, Colombian children exposed to minimal violence (non-displaced or low-risk) (N = 99) and to extreme violence (displaced or high-risk) (N = 94), evenly divided by gender, at 6-, 9-, and 12 - years of age, were interviewed regarding their evaluation of peer-oriented moral transgressions (hitting and not sharing toys). The vast majority of children evaluated moral transgressions as wrong. Group and age differences were revealed, however, regarding provocation and retaliation. Children who were exposed to violence, in contrast to those with minimum exposure, judged it more legitimate to inflict harm or deny resources when provoked and judged it more okay to retaliate for reasons of retribution. Surprisingly, and somewhat hopefully, all children viewed reconciliation as feasible. The results are informative regarding theories of morality, culture, and the effects of violence on children's social development.

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Middle class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom

Cited by 65 publications

References 24 publications

Young Chinese Children's Authority Concepts

Young Chinese Children's Authority Concepts

The accidental transgressor: Morally-relevant theory of mind

Moral Reasoning in Violent Contexts: Displaced and Non-displaced Colombian Children's Evaluations of Moral Transgressions, Retaliation, and Reconciliation

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