Mixed-Age Grouped Preschoolers' Moral Behavior and Understanding

Prior research on young children's moral development has been conducted primarily in same-age environments. The purpose of this present research was to investigate whether preschool children's moral (helping) behaviors are related to younger peer-directed internal state language (talking about a younger peer's feelings, wants, and abilities), perspective-taking skills, and attendance at a child development oriented, mixed-age child care center. Twenty-one pairs of children (older peer: 4- 6-years-old; younger peer: 2- 3-years-old) were videotaped while playing with four toys and three puzzles, which were presented singly. Results indicated that moral (helping) behaviors were positively and significantly related to frequency of vocal turns to the younger peer, to perspective-taking ability, and to length of attendance at a mixed-age center. Also, the data supported the developmental notion that perspective-taking ability is related to age. Mixed-age group care settings may facilitate young children's demonstration and understanding of some aspects of moral development, such as helping behaviors and perspective-taking ability.