Moral education is a major part of schooling in Chinese culture, traditionally as well as in recent years, and it is allied to character education, moral principles, and citizenship education. Recent studies on moral education in contemporary China and other Chinese societies have extensively investigated the changes in curriculum and policies as well as the instructional activities in elementary and secondary schools. Little empirical research, however, has been conducted to examine the contextual influence from teachers' behaviors and messages in their daily interactions with children, particularly in the early childhood educational settings. As such, how do teachers define right and wrong for young children? What roles do they play in the process of children's acquisition of social rules? The present study was an attempt to analyze the nature and impact of Chinese teachers' responses to young children's violation of rules, from the social-cognitive perspective, with the goal to explore reforms in the practice of promoting young children's moral and social growth.