Moral Stories and Young Children’s Confession of Misdeeds in Relation to Their Perception of Honesty and Its Consequences

Butean, Iulia; Buta, Monica; Visu‐Petra, Laura; Opre, Adrian

doi:10.1080/10409289.2020.1796089

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…Moreover, Talwar et al (2016) found that children who heard the story about the positive consequences of honesty evaluated lie‐telling more negatively. Other studies, however, found that moral stories had little or no effect on children's lie‐telling behaviour, whether it was a lie to conceal an adult's transgression (Talwar et al, 2018), to conceal their transgression (Butean, Buta, Visu‐Petra, & Opre, 2020), or to obtain a reward (Sauter, Stocco, Luczynski, & Moline, 2020). Although moral stories that emphasize the virtues of honesty may not reliably elicit honesty from children, they can be an effective way of socializing children to be honest.…”

Section: The Domains‐of‐socialization Frameworkmentioning

confidence: 99%

Understanding the development of honesty in children through the domains‐of‐socialization approach

Tong

Talwar

2021

Infant and Child Development

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Honesty is an important value that children acquire through socialization. To date, the socialization process by which children learn to behave honestly remains relatively unexamined.Researchers may have left this area of research relatively unexamined because there is no framework to understand how parents socialize honesty and lie-telling in their children.As such, we suggest that the domains-of-socialization approach, which organizes the socialization process into various domains based on different aspects of the caregiver-child relationship, may provide such a framework. Using this framework, researchers can operationalize vague parenting variables and identify gaps in the research, allowing them to investigate the relationship between socialization and developmental trajectories of honesty and lie-telling tendencies more thoroughly. In this paper, we review the literature on factors influencing children's lie-telling and honesty in relation to the five domains to demonstrate the applicability of the domainsof-socialization framework to research on the socialization of honesty. We also provide recommendations for future research on the socialization of honesty using a domainspecific approach, which will contribute to our understanding of how children develop into normative or problematic liars.

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Section: The Domains‐of‐socialization Frameworkmentioning

confidence: 99%

Understanding the development of honesty in children through the domains‐of‐socialization approach

Tong

Talwar

2021

Infant and Child Development

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“…Only the story focusing on the positive consequences of honesty influenced children's confessions in the experimental situation. However, other studies have either completely (Butean et al, 2020) or partially failed (Talwar et al, 2018) to replicate the positive effect of the story George Washington and the Cherry on children's confessions. Research on children's generosity (assessed by distribution tasks) also revealed inconsistent findings, with some studies showing that prosocial stories had no effect (e.g., Kruse et al, 2021) and other studies showing that only some stories (particularly highly simplified and realistic stories) had a positive effect (Du & Hao, 2018;Larsen et al, 2018;Rottman et al, 2020).…”

Section: Psychological Assumptions: Direct Instructionmentioning

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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Children's Lies

Visu‐Petra¹,

Prodan²,

Talwar³

2022

The Wiley‐Blackwell Handbook of Childhood Social Development

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Moral Stories and Young Children’s Confession of Misdeeds in Relation to Their Perception of Honesty and Its Consequences

Cited by 5 publications

References 35 publications

Understanding the development of honesty in children through the domains‐of‐socialization approach

Understanding the development of honesty in children through the domains‐of‐socialization approach

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

Children's Lies

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