Moral Reasoning in Early Childhood: Lying and Stealing

Abstract

Summary First graders' responses to questions designed to elicit their reasons for not lying and stealing were analyzed in terms of Kohlberg's stage theory. Contrary to expectations, only about 20% of the responses fell into Stage 1. Very few of the responses were in Stage 2. Approximately three-quarters of the responses were in Stage 3. A distinction was made between stereotypic and nonstereotypic Stage 3 responses. Approximately 40% of Stage 3 responses were nonstereotypic: i.e., manifesting concern with social approval, not harming others, and preservation of social relations. Questions are raised concerning the appropriateness of using a cognitive developmental theory to understand young children's moral reasoning.