Previous studies of children's judgments of culpability have usually involved asking children questions about hypothetical actors presented in stories or on videotape. The current study attempted a naturalistic study of attributions of blame by observing children in spontaneously occurring remedial interchanges, situations in which an interactant is called upon to give some account for his or her behavior. Ten elementary school classrooms (kindergarten through fourth grade) were observed for one week each, yielding 1146 instances of remedial interchanges. The interchanges were divided into moves, according to a Goffman-type model. A system for classifying moves in remedial interchanges and a more detailed system for classifying remedy moves are presented. Age-related changes and differences related to the presence or absence of an adult are presented. These findings are compared to the picture of developing moral judgments that has emerged from previous experimental research. (Author/RH)