Imprecise concepts and vagueness in the field of moral development of children should be counterbalanced by future research by educationalists and psychologists. From a review of the scanty research available in moral development it can be concluded that (1) moral development is more complex than heretofore conceived; (2) individual differences in moral development must be recognized, not ignored; (3) education must present children with worthwhile ideal persons to emulate; (4) bright children grasp complex moral issues and appreciate the motive behind an action, and help must be given to duller students; (5) careful use of terms (for example, character, honesty, and conscience) is acutely necessary in research; and (6) no one theory of moral development seems adequate to explain this many-faceted area. (DO)