Preschoolers’ gap in understanding of moral and prudential transgressions in real-life parent–child encounters

References

• Arsenio, W. F. (2010). Integrating emotion attributions, morality, and aggression: Research and theoretical foundations. In W. F. Arsenio & E. A. Lemerise (Eds.), Emotions, aggression, and morality in children: Bridging development and psychopathology (pp. 75–94). Washington, DC: American Psychological Association.
   Google Scholar
• Arsenio, W. F., & Kramer, R. (1992). Victimizers and their victims: Children’s conceptions of the mixed emotional consequences of moral transgressions. Child Development, 63, 915–927.
   PubMed Web of Science ®Google Scholar
• Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard University Press.
   Google Scholar
• Ball, C. L., Smetana, J. G., & Sturge-Apple, M. L. (2017). Following my head and my heart: Integrating preschoolers’ empathy, theory of mind, and moral judgments. Child Development, 88(2), 597–611. doi:https://doi.org/10.1111/cdev.12605.
   PubMed Web of Science ®Google Scholar
• Cyr, C. (2010). Prevention of severe injuries in preschool children: What are the priorities? Injury Prevention, 16, A66–A66. doi:https://doi.org/10.1136/ip.2010.029215.239.
   Web of Science ®Google Scholar
• Dahl, A., & Kim, L. (2014). Why is it bad to make a mess? Preschoolers’ conceptions of pragmatic norms. Cognitive Development, 32, 12–22.
   PubMed Web of Science ®Google Scholar
• Hoffman, M. L. (2008). Empathy and prosocial behavior. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 440–455). NY: Guilford Press.
   Google Scholar
• Howitt, D., & Cramer, D. (1997). Introduction to SPSS in psychology: For version 16 and earlier (4th ed.). Essex: Pearson Education Limited.
   Google Scholar
• Keller, M., Lourenço, O., Malti, T., & Saalbach, H. (2003). The multifaceted phenomenon of ‘happy victimizers’: A cross-cultural comparison of moral emotions. British Journal of Developmental Psychology, 21, 1–18.
   Web of Science ®Google Scholar
• Killen, M., & Smetana, J. G. (1999). Social interactions in preschool classrooms and the development of young children’s conceptions of the personal. Child Development, 70(2), 486–501.
   Web of Science ®Google Scholar
• Killen, M., & Smetana, J. G. (2015). Origins and development of morality. In M. E. Lamb (Ed.), Handbook of child psychology developmental science (Vol. 3, 7th ed., pp. 701–749). New York, NY: Wiley-Blackwell.
   Google Scholar
• Kochanska, G., Gross, J. N., Lin, M.-H., & Nicholas, K. E. (2002). Guilt in young children: Development, determinants, and relations with a broader system of standards. Child Development, 73(2), 461–482.
   PubMed Web of Science ®Google Scholar
• Kohlberg, L. (1981). Essays on moral development. Vol. 1. The philosophy of moral development. San Francisco, CA: Harper & Row.
   Google Scholar
• Landis, R. J., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
   PubMed Web of Science ®Google Scholar
• Mammen, M., Köymen, B., & Tomasello, M. (2018). The reasons young children give to peers when explaining their judgments of moral and conventional rules. Developmental Psychology, 54(2), 254–262.
   PubMed Web of Science ®Google Scholar
• Morrongiello, B. A. (2018). Preventing unintentional injuries to young children in the home: Understanding and influencing parents’ safety practices. Child Development Perspectives, 12(4), 217–222. doi:https://doi.org/10.1111/cdep.12287.
   Web of Science ®Google Scholar
• Munakata, Y., & Yerys, B. E. (2001). All together now: When dissociations between knowledge and action disappear. Psychological Science, 12(4), 335–337.
   PubMed Web of Science ®Google Scholar
• Nelson, K. (2003). Self and social functions: Individual autobiographical memory and collective narrative. Memory (Hove, England), 11(2), 125–136.
   PubMed Web of Science ®Google Scholar
• Nucci, L., & Weber, E. K. (1995). Social interactions in the home and the development of young children’s conceptions of the personal. Child Development, 66, 1438–1452.
   PubMed Web of Science ®Google Scholar
• Ruck, M. D., Abramovitch, R., & Keating, D. P. (1998). Children’s and adolescents’ understanding of rights: Balancing nurturance and self-determination. Child Development, 69(2), 404–417.
   PubMed Web of Science ®Google Scholar
• Saltzstein, H. D., & Takagi, Y. (2019). Some critical issues in the study of moral development. International Journal of Developmental Science, 13, 21–24. doi:https://doi.org/10.3233/DEV-170244.
   Google Scholar
• Selman, R. L. (1980). The growth of interpersonal understanding: Developmental and clinical analysis. New York: Academic Press.
   Google Scholar
• Shultz, T. R., & Cloghesy, K. (1981). Development of recursive awareness of intention. Developmental Psychology, 17(4), 465–471.
   Web of Science ®Google Scholar
• Shultz, T. R., & Shamash, F. (1981). The child’s conception of intending act and consequence. Canadian Journal of Behavioral Science, 13, 306–310.
   Web of Science ®Google Scholar
• Smetana, J. G. (1981). Preschool children’s conceptions of moral and social rules. Child Development, 52, 1333–1336.
   Web of Science ®Google Scholar
• Smetana, J. G. (1989). Toddlers’ social interactions in the context of moral and conventional transgressions in the home. Developmental Psychology, 25, 499–508.
   Web of Science ®Google Scholar
• Smetana, J. G., Jambon, M., & Ball, C. (2014). The social domain approach to children’s moral and social judgments. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 23–45). New York, US: Psychology Press.
   Google Scholar
• Smetana, J. G., Jambon, M., Conry-Murray, C., & Sturge-Apple, M. L. (2012a). Reciprocal associations between young children’s developing moral judgments and theory of mind. Developmental Psychology, 48, 1144–1155. doi:https://doi.org/10.1037/a0025891.
   PubMed Web of Science ®Google Scholar
• Smetana, J. G., Rote, W. M., Jambon, M., Tasopoulos-Chan, M., Villalobos, M., & Comer, J. (2012b). Developmental changes and individual differences in young children’s moral judgments. Child Development, 83(2), 683–696.
   PubMed Web of Science ®Google Scholar
• Smetana, J. G., Toth, S. L., Cicchetti, D., Bruce, J., Kane, P., & Daddis, C. (1999). Maltreated and nonmaltreated preschoolers’ conceptions of hypothetical and actual moral transgressions. Developmental Psychology, 35(1), 269–281.
   PubMed Web of Science ®Google Scholar
• Tabibi, A., Grayeli, F., & Abdekhodaei, M. S. (2016). Self-report compliance with traffic rules in a sample of Iranian preschoolers: Knowledge of rules, perception of danger, moral judgment, and self-regulation. Swiss Journal of Psychology, 75(1), 25–33. doi:https://doi.org/10.1024/1421-0185/a000168.
   Web of Science ®Google Scholar
• Takagi, Y., & Saltzstein, H. D. (2015). A new method for studying morality in early parent-child relations. International Journal of Developmental Science, 9, 75–83. doi:https://doi.org/10.3233/DEV-14135.
   Google Scholar
• Tisak, M. S., Nucci, L. P., & Jankowki, A. M. (1996). Preschool children’s social interactions involving moral and prudential transgressions: An observational study. Early Education and Development, 7(2), 137–148.
   Google Scholar
• Turiel, E., & Killen, M. (2010). Taking emotions seriously: The role of emotions in moral development. In W. F. Arsenio & E. A. Lemerise (Eds.), Emotions, aggression, and morality in children: Bridging development and psychopathology (pp. 33–52). Washington, DC: American Psychological Association.
   Google Scholar
• Vaish, A., Carpenter, M., & Tomasello, M. (2016). The early emergence of guilt-motivated prosocial behavior. Child Development, 87(6), 1772–1782. doi:https://doi.org/10.1111/cdev.12628.
   PubMed Web of Science ®Google Scholar
• Wainryb, C., Brehl, B. A., & Matwin, S. (2005). Being hurt and hurting others: Children’s narrative accounts and moral judgments of their own interpersonal conflicts. Monographs of the Society for Research in Child Development, 70(3).
   PubMed Web of Science ®Google Scholar
• Woolley, J. D. (2006). Verbal-behavioral dissociations in development. Child Development, 77(6), 1539–1553.
   PubMed Web of Science ®Google Scholar
• Yau, J., & Smetana, J. G. (2003). Conceptions of moral, social-conventional, and personal events among Chinese preschoolers in Hong Kong. Child Development, 74(3), 647–658.
   PubMed Web of Science ®Google Scholar