ABSTRACT
This chapter begins with an overview of social domain theory and the different types of social knowledge that children develop. It then describes the relevant developmental processes, including parenting practices, that contribute to children's understanding of moral and social norms. The individuating function of social development has been described in terms of psychological knowledge, or individuals' understanding of persons as psychological systems. Naturalistic observations in classrooms, playgrounds and at home have shown that young children's everyday social interactions are morally laden. It is notable that most of the research studying the effectiveness of different disciplinary practices focuses broadly on parents' responses to child "misbehaviour" or "non-compliance"; the nature of the transgression and the content of inductions are rarely specified. When adolescent-parent relationships are warm and supportive, the conflicts facilitate more autonomous, self-regulated behaviour and help to transform the adolescent-parent relationship towards greater equality and mutuality.
