This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Raffel, S. Search for Related Content Social Bookmarking                         What's this?

Teaching Social Rules

The Perspective of the York Project

University of Edinburgh

The article presents one perspective on how children can be encouraged to develop moral judgement. The recalcitrance that Piaget encounters in his attempts to teach his own daughter a specific mundane rule provide a focus for much of the discussion. The differing impact of two separate strategies for conveying the point of rules, both on immediate behaviour and on long-term judgement, is assessed. A major conclusion concerns the need to modify discourse in order to teach the young, and the article concludes by discussing an additional example of this, telling children stories.

Key Words: moral judgement • Piaget • self-reflection

Childhood, Vol. 11, No. 1, 117-128 (2004)
DOI: 10.1177/0907568204040187


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?