Children's Evaluations of Morality in the Context of Peer, Teacher-Child, and Familial Relations

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Abstract
The purpose of this study was to investigate how children evaluate moral transgressions (rule violations that do not involve conflicts) and conflicts (stories involving peer, teacher-child, and familial relations) and how children weigh different issues and re-evaluate their decisions after hearing new information about the conflict. Results showed that children at all ages supported decisions by authorities (peer and adult) to ignore social order violations to prevent harm or a failure to share. Decisions to give preference to interpersonal relations were made for issues about harm but not about sharing resources. The findings demonstrate that children give priority to the prevention of harm and a failure to share for some, but not all types of moral conflicts, and that the salience of moral consequences influences their overall evaluation.