Two categories to analyze reasoning of sociomoral rules
Article Sidebar
Main Article Content
Abstract
This article reports the results of a study based on hypothetical stories, in order to know the moral reasoning of children aged between ten and eleven, regarding sociomoral rules and its transgressions. The information collected was analyzed with the inductive method through the construction of reasoning categories. The results showed two subjective categories: one named “Regularidad” referring to those rules well known and are formal legislations and; the second category was named “Vigencia” and refers children’s thoughts in which it can be identified their personal interpretation of the rule in its daily use.
Keywords: sociomoral rules, children, reasoning.
Downloads
Article Details
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — You may not use the material for commercial purposes.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
References
Baird, W. & Wilde, J. (2004). The role of mental state understanding in the development of moral cognition and moral action. New Directions for Child and Adolescent Development, 103, pp. 37-49.
Berthoz, S., Grèzes, J., Armony, J. L., Passingham, R. E. & Dolane, R. J. (2006). Affective response to one's own moral violations. NeuroImage, 31, pp. 945-950.
Bucciarelli, M., Khemlani, S. & Johnson-Laird, P. N. (2008). The psychology of moral reasoning. Judgment and Decision Making, 3 (2), pp. 121-139.
Bucciarelli, M. & Johnson-Laird, P. N. (2005). Naïve deontics: A theory of meaning, representation, and reasoning. Cognitive Psychology, 50, pp. 159- 193.
Buzzelli, C. (1993). Children's perceptions of others' understanding of moral transgressions: Who should know better and why. Social Development, 2 (2), pp. 96-103.
Cushman, F. (2008). Crime and punishment: Distinguishing the roles of causal and intentional analyses in moral judgment. Cognition, 108, pp. 353-380.
Enesco, I. & Del Olmo, C. (1988). La comprensión infantil de normas sociales. Madrid, España: Ministerio de Educación y Ciencia-C.I.D.E.
Fang, G., Fang, F., Keller, M., Edelstein, W., Kehle, T. & Bray, M. (2003). Social moral reasoning in Chinese children: A developmental study. Psychology in the Schools, 40 (1), pp. 125-138.
Fierro, C. (2005). El problema de la indisciplina desde la perspectiva de la gestión directiva en escuelas públicas del nivel básico. Revista Mexicana de Investigación Educativa, 10 (27), pp. 1133-1148.
Garoz, I. & Linaza, J. L. (2006). Juego, cultura y deporte en la infancia. El caso del Palín Mapuche y el Jockey. Revista Internacional de Ciencias del Deporte, 2 (2), pp. 33-48.
Goodman, J. F. (2006). School discipline in moral disarray. Journal of Moral Education, 35 (2), pp. 213-230.
Janoff-Bulman, R., Sheikh, S. & Hepp, S. (2009). Proscriptive versus prescriptive morality: Two faces of moral regulation. Journal of Personality and Social Psychology, 96 (3), pp. 521-537.
Killen, M. & Smetana, J. (1999). Social interactions in preschool classrooms and the development of young children's conceptions of the personal. Child Development, 70 (2), pp. 486-501.
Kinoshita, Y. (2006). Children's judgment of legitimacy of group decision making about individual concerns: A comparative study between England and Japan. International Journal of Behavioral Development, 30 (2), pp. 117-126.
Lagattuta, K. H. (2005). When you shouldn't do what you want to do: Young children's understanding of desires, rules, and emotions. Child Development, 76 (3), pp. 713-733.
Lagattuta, K. H. (2008). Young children's knowledge about the influence of thoughts on emotions in rule situations. Developmental Science, 11 (6), pp. 809-818.
Langford, L. (1997). Separating judicial from legislative reasoning in moral dilemmas interviews. Child Development, 68 (6), pp. 1105-1116.
Linaza, J. L. (1981). The acquisition of the rules of games by children. Tesis doctoral no publicada, Oxford University, Oxford, Inglaterra.
Mullins, T. & Tisak, M. S. (2006). Moral, conventional and personal rules: The perspective of foster youth. Journal of Applied Developmental Psychology,27, pp. 310-325.
Nobes, G. (1999). Children's understanding of rules they invent themselves. Journal of Moral Education, 28 (2), pp. 215-232.
Nucci, L. P. & Nucci, M. S. (1982). Children's responses to moral and social conventional transgressions in free-play settings. Child Development, 53, pp. 1337-1342.
Núñez, M. & Harris, P. (1998). Psychological and deontic concepts: Separate domains or intimate connection? Mind and Language, 13 (2), pp. 153-170.
Plascencia, M. (2007). Desarrollo sociomoral y del autoconcepto en infantes. El cuento como una referencia contextual para su estimulación. Tesis de maestría no publicada, Universidad Autónoma de Aguascalientes, Aguascalientes, México.
Plascencia, M. (2009a). Guía de entrevista y componentes de las reglas sociomorales. X Congreso Nacional de Investigación Educativa, Consejo Mexicano de Investigación Educativa, Veracruz, Ver., México.
Plascencia, M. (2009b). Hablar, no golpear. Razonamiento infantil sobre disciplina parental. Revista Mexicana de Investigación Educativa, 14 (43), pp. 1103-1127.
Plascencia, M. (2009c). Reporte de una experiencia usando la entrevista para indagar razonamiento sociomoral en niños y niñas. Caleidoscopio, 13 (26), pp. 7-23.
Plascencia, M. & Romo, J. M. (2009). Categorías de análisis para el razonamiento sociomoral en niños de 10 a 11 años de edad. Una aproximación. Investigación y Ciencia de la Universidad Autónoma de Aguascalientes, 17 (43), pp. 38-45.
Saltzstein, H. D., Roazzi, A. & Dias, M. (2003). The moral choices children attribute to adult and peers: Implications for moral acquisition. European Journal of Psychology of Education, 18 (3), pp. 295-307.
Salvano-Pardieu, V., Fontaine, R., Bouazzaoui, B. & Florer, F. (2008). Teachers' sanction in the classroom: Effect of age, experience, gender and academic context. Teacher and Teaching Education, 30, pp. 1-11.
Shiverick, S. M. & Moore, C. F. (2007). Second-order beliefs about intention and children's attributions of sociomoral judgment. Journal of Experimental Child Psychology, 97, pp. 44-60.
Smetana, J. (1981). Preschools children's conceptions of moral and social rules. Child Development, 52, pp. 1333-1336.
Smetana, J. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28 (3), pp. 311-321.
Smetana, J. G. (2006). Social-cognitive domain theory: Consistencies and variations in children moral and social judgments. En M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 119-153). New York, EE. UU.: Lawrence Erlbaum Associates.
Smetana, J., Schlagman, N. & Adams, P. W. (1993). Preschool children's judgments about hypothetical and actual transgressions. Child Development, 64, pp. 202-214.
Tisak, M. & Jankowski, A. (1996). Societal rules evaluations: Adolescent offenders' reasoning about moral, conventional and personal rules. Aggressive Behaviour, 22, pp. 195-207.
Turiel, E. (1984). El desarrollo del conocimiento social. Moralidad y convención. Madrid, España: Debate.
Turiel, E. (1989). Dominios y categorías en el desarrollo cognitivo y social. En E. Turiel, I. Enesco & J. Linaza, El mundo social en la mente infantil (pp. 37-68). Madrid, España: Alianza.
Turiel, E. (1998). The development of morality. En W. Damon, (Ed. de la serie) & N. Eisenberg (Ed. del volumen), Handbook of Child Psychology, Vol. 3. Social, Emotional and Personality Development (5a. ed., pp. 863-932). New York, EE. UU.: Wiley.
Turiel, E. (2008). Thought about actions in social domains: Morality, social conventions, and social interactions. Cognitive Development, 23 (1), pp. 136-154.
Turiel, E. & Smetana, J. (1989). Conocimiento social y acción: la coordinación de los dominios. En E. Turiel, I. Enesco y J. L. Linaza (Comps.), El mundo social en la mente infantil (pp. 389-407). Madrid, España: Alianza Editorial.
VanderBorght, M. & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development, 18, pp. 61-71.
Yau, J. & Smetana, J. (2003). Conceptions of moral, social-conventional, and personal events among Chinese preschoolers in Hong Kong. Child Development, 74 (3), pp. 647-658.
Yau, J., Smetana, J. & Metzger, A. (2008). Young Chinese children's authority concepts. Social Development, 18 (1), pp. 210-229.
Wainryb, C. (1991). Understanding differences in moral judgments: The role of informational assumptions. Child Development, 62, pp. 840-851.
Walker, L. J., Henning, K. H. & Krettenauer, T. (2000). Parent and peer context for children's moral reasoning development. Child Development, 71 (4), pp. 1033-1048.