This paper discusses the emergence and development of morality as a distinct form of social knowledge in early childhood. Drawing on social domain theory, we define morality in terms of individuals’ concerns regarding others’ welfare, fair treatment, rights, and the equitable distribution of resources. Moral judgments are described as building on early predispositions but constructed through children’s varied social experiences. We highlight some of the morally relevant interactions in the first few years of life that contribute to early moral development and then summarize evidence regarding young children’s increasing ability to distinguish moral and nonmoral concepts in their judgments. Consistent with our constructivist emphasis, we also draw attention to sources of individual differences in early moral judgment development. We conclude with some suggestions for future research that build on the innovative methods and new findings reported here to further expand our understanding of early moral development.

Keywords:
Moral judgment development, Social knowledge domains, Constructivist perspective
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