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Article
Mothers' and Teachers' Home and School Rules: Young Children's Conceptions of Authority in Context
Merrill-Palmer Quarterly-Journal of Developmental Psychology
  • Marie S. Tisak, Bowling Green State University - Main Campus
  • Dushka Crane-Ross
  • John Tisak, Bowling Green State University - Main Campus
  • Amanda M. Maynard
Document Type
Article
Disciplines
Abstract

Samples of 95 preschoolers, first graders, and third graders responded to questions whereby one authority (mother or teacher) permitted an act (moral or conventional) to occur across contexts (home and school) and the other authority prohibited the act from occurring across contexts. Participants (a) were asked which authority the child should acquiesce to and whether an authority has the right to permit and prohibit the acts across contexts and (b) ranked and rated the seriousness of the acts. The results revealed that children's evaluations were a function of three interrelated factors: the authorities' status, the context, and the domain of the act. Age differences in children's judgments and justifications are discussed.

Publication Date
1-1-2000
Publisher
Wayne State University Press
ISSN
0272-930X
Citation Information
Marie S. Tisak, Dushka Crane-Ross, John Tisak and Amanda M. Maynard. "Mothers' and Teachers' Home and School Rules: Young Children's Conceptions of Authority in Context" Merrill-Palmer Quarterly-Journal of Developmental Psychology Vol. 46 Iss. 1 (2000) p. 168 - 187
Available at: http://works.bepress.com/marie_tisak/1/