• Korean Journal of Child Studies
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• v.30 no.6
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• pp.505-522
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• 2009

This study examined whether preschool children's meta-socialization (conceptions of social situations) and their responses differed by children's social competence. Participants were 74 kindergarten children living in Seoul, Korea. Results showed differences in children's conceptions of social-conventional and personal situations by social competence and differences in children's responses to moral situations by social competence. Children with higher social competence had a tendency to negative social-conventional violations and they showed a general acceptance in personal choices, whereas children with lower social competence made frequent responses of 'retaliatory' and 'involve adults' in moral situations.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.135-154
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• 2007

This study examined preschool children's conceptions of social situations and mothers' responses toward their children in the home context. Participants were 78 kindergarten children and their mothers living Seoul, Korea. Results indicated that children did not distinguish social-conventional situations from moral situations, but they clearly distinguished social-conventional and moral situations from personal situations. Mothers' reported that they would make indirect responses to children's behaviors in moral situations to highlight intrinsic consequences such as violating others' rights and happiness. In contrast, they said that they would make direct responses such as mentioning rules and manners in social-conventional situations. Mothers supported their children's choices in personal situations unless the situations were dangerous or detrimental to children's health.

• Journal of the Korean Home Economics Association
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• v.49 no.9
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• pp.1-13
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• 2011

This study examined whether preschool children's meta-socialization (conceptions of social situations) and their responses differed according to the children's gender. The participants were 78 preschool children living in Seoul, Korea. The results showed gender differences in the children's conceptions of social situations and in their responses to social situations. Firstly, a girl's conceptual judgments about social situations were more developed and dependent on the teacher's authority. Secondly, the boys showed direct and physical responses, while girls showed indirect, linguistic, and emotional responses in moral and social-conventional situations. In addition, girls made more frequent responses to 'Choice Assertion' in personal situations than boys.

• Journal of the Korean Home Economics Association
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• v.45 no.6
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• pp.35-47
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• 2007

The purpose of the present study was to determine and describe preschool children's conceptions of their social situation (moral, social-conventional, and personal situation) in the context of their homes and classrooms. The subjects of this study included 78 children who were enrolled in a kindergarten in Gwangjin-gu, Seoul, Korea. The results of this study indicated that children were able to distinguish the difference between a classroom and the home using information of very concrete content when they conceptualized three social situations. In the socially-controlled domain (the moral and social-conventional), children recognized that a classroom was more restricted and rigid than the home, and they depended more heavily on the teachers' authority. By way of contrast, in the personal domain, they depended more heavily on parents, with whom they were more intimate, but who exerted authority in a stronger and more direct manner than the teachers.