Children's Evaluations of Decision‐Making Procedures in Peer, Family, and School Contexts

Abstract

Children's evaluations of decision‐making procedures were examined in applications in different social contexts. Seventy‐two children evenly divided into three grade levels (grades 1 – 2, 3 – 4, 5 – 6) were administered a structured interview requiring them to evaluate three decision‐making procedures (consensus, majority rule, and authority‐based) embedded in three social contexts (peer group, family, and school classroom) and to select the most appropriate decision‐making procedure for two specific decisions: one expected to pull for procedures emphasizing children's autonomous decision making, and one expected to pull for adult authority. Judgments of decision‐making procedures at all grade levels did not show a heteronomous acceptance of adult authority but rather were influenced by social context and type of decision. In general, consensus was preferred in peer and family contexts and authority‐based procedures were preferred for school decisions about curriculum. Older children were more likely than younger children to consider how children's limited knowledge and competence may constrain their autonomous decision making.