The purpose of this investigation was to ascertain whether the age specific expectations of Piaget's theory (1965) regarding the development of moral judgment in children from four to seven years of age were modifiable through use of a certain adaptation of Bandura and McDonald's imitative learning paradigm which had utilized adult models. In this study of pro-social learning of pre-school and first grade children, an adaptation of the social learning paradigm involved the introduction of a 20 minute film (1) using glove-type, hand manipulated puppets as models to act out Piaget-type stories, and (2) affording vicarious reinforcement from a six-year-old peer throughout the treatment in an effort to maximize the resultant acquisition of those moral judgments that involve the distinction between social acts of intentionality or accident. Studied were 80 children enrolled in six public and private schools from middle class socioeconomic backgrounds, in the area of Redlands-San Bernardino, California. Pretest results showed that there were no significant differences between the subjects across all age categories from four- to seven-years. The variable of age, for both the two-week delayed posttest, yielded no significant differences in average performance. It is concluded that the use of the film was a vehicle for promoting moral development and that the posttest results afforded a basis for questioning the age-specific expectations of Piaget's theory. [Not available in hard copy due to marginal legibility of original document.] (Author/LS)