Abstract
Emotional action and communication are integral to the development of morality, here conceptualized as our concerns for the well-being of other people and the ability to act on those concerns. Focusing on the second year of life, this article suggests a number of ways in which young children’s emotions and caregivers’ emotional communication contribute to early forms of helping, empathy, and learning about prohibitions. We argue for distinguishing between moral issues and other normative issues also in the study of early moral development, for considering a wider range of emotional phenomena than the “moral emotions” most commonly studied, and for paying more attention to how specific characteristics of early emotional interactions facilitate children’s development of a concern for others.
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