ABSTRACT
This chapter explores types of cognitive antecedents to moral behavior in early childhood which may serve as a theoretical bridge between traditional measures of moral judgment and moral action, particularly in the absence of an external authority. Consequently, the child’s cognitive and moral development must be viewed with regard to the social context of shared meanings or symbols in interaction with others. Socialization may thus be fostered at times by power assertive techniques involving threats, deprivation of privileges, and physical punishment. Knowledge of social phenomena then derives directly from the individual’s experience in interpersonal relations. Boys in general rated fathers more favorably than did girls, particularly in their use of physical punishment in situations of simple disobedience and physical harm to the self. More evidence is required to determine the role of forms of cognition and social knowledge in the moral behavior of young children.
