ERIC Number: ED097959
Record Type: RIE
Publication Date: 1974-Jun-20
Reference Count: 0
A Developmental Approach to Interpersonal and Moral Awareness in Young Children: Some Theoretical and Educational Perspectives. First Draft.
Selman, Robert L.
This paper deals with some of the social and educational implications of Piaget's concept of "stages", (as formulated in structural-developmental psychology) and focuses on a basic aspect of interpersonal cognition--social perspective-taking ability. The analysis emphasizes the structure of social understanding rather than the content, the ability to conceive of subjective perspectives rather than the accuracy of person perception. From a longitudinal study of children, aged four years through young adulthood, four levels of interpersonal perspective-taking in children prior to adolescence are identified: (1) egocentric perspective-taking, (2) subjective perspective-taking, (3) self-reflective perspective-taking, and (4) mutual perspective-taking. In a second study, subjects responded to filmed, socio-moral dilemmas. On the basis of the responses, the levels of interpersonal perspective-taking were related to moral conceptions in children. The last half of the paper concentrates on the educational implications of the sequence of perspective-taking levels, particularly social-conceptual conflict and exposure to reasoning slightly above the child's own level. A peer-oriented developmental program for social education is presented, along with a description of the teacher's role in social education and some pilot research which evaluates the author's procedures. (CS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Piaget (Jean)
Note: Paper presented at the National Seminar of the American Montessori Society (Boston, Massachusetts, June 1974)