The Relations Between Children’s Care-oriented Moral Judgment and Parents and Teachers’ Developmental Expectations
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The purpose of this study is to investigate the relations between children’s care-oriented moral judgment and parents and teachers’ developmental expectations. A total of 337 participants participated in this study, 192 children aged five years, 192 mothers, and 13 teachers. The children participated in an interview and were measured according to their care-oriented moral judgment, while the mothers and teachers were asked questions about their developmental expectations of five-years-old children. The data were analyzed through descriptive statistics analysis, paired t-test, and Pearson’s correlation. The main results of this study are as follows. First, the care-oriented moral judgment of children five years of age was level 1 to level 1.5. Second, teachers had higher mean scores than parents with respect to developmental expectations. Third, while the children’s care-oriented moral judgment overall showed no significant relation to parents’ total developmental expectations, there was a significant correlation with teachers’ expectations of school-related skills, social skills, and emotional maturity.
Abstract
The purpose of this study is to investigate the relations between children’s care-oriented moral judgment and parents and teachers’ developmental expectations. A total of 337 participants participated in this study, 192 children aged five years, 192 mothers, and 13 teachers. The children participated in an interview and were measured according to their care-oriented moral judgment, while the mothers and teachers were asked questions about their developmental expectations of five-years-old children. The data were analyzed through descriptive statistics analysis, paired t-test, and Pearson’s correlation. The main results of this study are as follows. First, the care-oriented moral judgment of children five years of age was level 1 to level 1.5. Second, teachers had higher mean scores than parents with respect to developmental expectations. Third, while the children’s care-oriented moral judgment overall showed no significant relation to parents’ total developmental expectations, there was a significant correlation with teachers’ expectations of school-related skills, social skills, and emotional maturity.
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