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Past research, guided by Piaget's and Kohlberg's theories of moral development, has shown that young children base their moral judgments on the consequence of the story protagonist's behavior while older children base their judgments on the protagonist's intent. Three age groups of children (144 subjects) heard four stories and were placed in three conditions to investigate whether their judgments could be influenced by asking them to pay attention either to why the protagonist did what she or he did or to what happened in the story, or given no instructions. As age increased, children's recall of stories and use of a protagonist's intention as a reason behind their judgments increased. Judgment scores followed the same pattern for all ages. Results were discussed in terms of social-emotional and cognitive development.

In this thesis, I aim to build upon recent attempts to situate a theory of virtue within work on character traits by social-cognitive scientists like Walter Mischel and Yuichi Shoda. I begin by examining the empirical adequacy of global cognitive-affective processing systems (CAPS) based character traits and virtues. I contend that empirical research does seem to support the existence of the former and is compatible with the existence of the latter. Next, I argue that one model of moral development that is compatible with my findings in the previous chapter is the communal and tradition based model of moral development. I go on to defend the claim that this model is also well-suited to play a significant role in an account of human moral development that is in keeping with my findings in the previous chapter. Here I specifically focus on pre-adult human moral development. I then turn my attention to consider human moral development in adults. I argue that character-friendships between adult human beings are compatible with and well-suited for CAPS based accounts of virtue that tie virtue to human flourishing. Recent empirical research on the impact of groups on helping behavior does not subvert the moral significance of character-friendships for adult moral development. I conclude my thesis by considering future issues that CAPS based virtue theorists need to address. This discussion is undergirded by my attempt to extend CAPS based accounts of virtue by defending three primary theses. First, some CAPS based theories of virtue are empirically adequate. Second, the communal and tradition based model of moral development is compatible and well-suited for such theories, particularly their accounts of pre-adult moral development. Third, character-friendships are compatible with and well-suited for adult moral development in said accounts of virtue. Instead of arguing for a single CAPS based account of virtue, I defend components and models of virtuous development that are consonant with a variety of accounts. Thus, while it excludes some accounts of virtue, my project is broad enough to serve as a framework for a number of different understandings of virtue.

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Jan. 7, 2009). Advisors: James G. Henderson and Richard Ambrose. Keywords: disobedience; kindergarten; rhizoanalysis; rhizomatic analysis; early childhood; spirituality; democracy; moral swaddling; young children. Includes bibliographical references (p. [380]-411).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 10, 2009). Directed by Marion O'Brien; submitted to the Dept. of Human Development and Family Studies. Includes bibliographical references (p. 57-68).

Orientador: Rita Melissa Lepre / Banca: Eliane Patricia Grandini Serrano / Banca: Antonio Francisco Marques / Resumo: O desenvolvimento do juízo moral na criança é o foco da nossa pesquisa. Para Piaget a essência de toda moralidade deve ser procurada no respeito que o indivíduo adquire pelas regras. O objetivo do nosso trabalho é procurar identificar e analisar o papel da generosidade como componente do desenvolvimento moral nos anos iniciais do ensino fundamental em uma escola Waldorf. Como objetivos específicos observamos e coletamos dados onde expressões de generosidade entre os alunos e entre esses e os professores ocorreram. A pesquisa foi realizada numa escola Waldorf, razão pela qual apresentamos os principais aspectos da Pedagogia Waldorf e em particular da escola onde a mesma ocorreu. Como embasamento teórico principal adotamos a teoria do desenvolvimento do juízo moral de Jean Piaget (1932). A pesquisa que apresentamos é de abordagem qualitativa, não se preocupando com representatividades numéricas, mas com o aprofundamento da compreensão de um determinado fenômeno, a saber: a expressão da generosidade em uma escola Waldorf. Foram participantes da pesquisa alunos dos três primeiros anos do ensino fundamental, entre 06 a 08 anos, de ambos os sexos. Também participaram os pais dos referidos alunos (pai ou mãe), num total de 30 pais de um total de 90 alunos, configurando 30% da totalidade. Participaram, ainda, 03 professores de classe1, 01 de Língua Inglesa, 01 de música e 01 de trabalhos manuais. Os resultados demonstram que para os pais o desenvolvimento moral dos filhos é de extre... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The development of moral judgment in the child is the focus of our research. For Piaget the essence of all morality must be sought in the respect that the individual acquires by the rules. The purpose of our work is to identify and analyze the role of generosity as a component of moral development in the early years of elementary school in a Waldorf school. As specific objectives we observed and collected data where expressions of generosity between students and between students and teachers occurred. The research was conducted at a Waldorf school, which is why we present the main aspects of Waldorf Education and in particular the school where it occurred. As the main theoretical basis we adopt the moral development theory of Jean Piaget (1932). The research we present is qualitative approach, not worrying about numerical representativities, but with the deepening of the understanding of a certain phenomenon, namely: the expression of generosity in a Waldorf school. Students of the first three years of elementary school, between 06 and 08 years old, of both sexes were participants of the research. The parents of these students (father or mother) also participated in a total of 30 parents out of a total of 90 students, making up 30% of the total. There were also 03 class teachers2, 01 of English Language, 01 of music and 01 of manual works. The results show that for parents the moral development of children is of the utmost importance, that generosity is present in children's... (Complete abstract click electronic access below) / Mestre