Promoting Preschoolers’ Moral Reasoning

Abstract

Young children's moral development and socialization have been of increasing interest to parents, teachers, and researchers as children's social experiences in the preschool years have expanded to include many nonfamilial adults and peers. A Piagetian or structural approach to understanding heteronomous and autonomous moral reasoning in young children is discussed. The roles of cognitive maturation and social interaction with peers and adults are considered. Implications from theory and research are offered to early childhood educators for facilitating preschool children's moral reasoning and development through curriculum activities, classroom policies, and behavior management strategies.