When is the « moral code » formed? A new study says that it is already present at the age of 5

The moral code also exists in the little ones and is powerful. Guides behaviors since the age of 5 And it is closely connected to the development of the ability to identify with others, putting themselves in their shoes. But takes different forms according to culture. An international study that saw Italy and Japan collaborated and that was coordinated by Antonella MarchettiDirector of the Department of Psychology ofCatholic University, Campus of Milan and of the Ceritom (Research center on mind theory and social skills in the life cycle).

Moral code: the study

The study was conducted on a total of 84 children, 42 Italians and 42 Japanese of 5 years. « This age has been chosen since the » mind « or social competence is consolidated around 4 years of age, which consists in understanding that others and I have the ability to experience emotions, desires and to elaborate opinions – explains Antonella Marchetti -. This acquisition has been defined as « the passage of the representative ruble ». At 5 he is a sufficiently consolidated ability. This means that The children developed the aptitude for mental simulation, to put themselves in the shoes of others. I am therefore able to answer the question: « How would you feel if you were instead of x? »». Fantasy and imagination are the heart of children’s development, which gradually become more and more capable of living imaginary worlds, understanding fairy tales and understanding the psychology of the characters. That is, they are able to assume the perspective of others and to identify with them.

The role of the family and school

«The ability of the parents of converse on mental states facilitates the child not only in talking about it in turn, but also in understanding them -continues Marchetti -. Those who grow up in families where there is no habit of saying and « do not do this » are facilitated, but to motivate why you don’t have to do, add also: « Think how you would feel if someone did it to you ». There is not only a ban, but the solicitation to understand that, for example, there is a pact between friends and what happens when the agreements are broken or the secrets are violated. In all these cases it is important that the child is helped to understand what psychological consequences a wrong behavior would cause others and what about himself. This ability to understand is a source of psychological well -being ».

Childhood: a new eye to look at it

« Many emotional misfortunes have roots in childhood -underlines Marchetti -. Fortunately, large steps have been made in the promotion of the psychological well -being of children, since The representation of childhood has changed. First the children were conceived as adults who was missing something. Today we know that they are not miniature adultsbut they have ways of seeing the world, of feeling the emotions that are specific for each age group. And if you don’t put yourself in their shoes you can’t educate them. It is necessary to understand them to « hook them ». Culture is an important tool that helps parents, but alone it is enough to be able to understand children. Very it depends on what childhood the parents themselves lived and what kind of caregiver they had. Have they been listened to? If listening has been missing it will be more difficult for them to listen and develop the emotional ability capable of deciphering, for example, because the children cry, because they are sad ».

Moral code: What do children feel and how they feel in the face of injustice

The study emerged that children, both Italian and Japanese, do not differentiate very much between humans and robots that make moral transgressions. However, the cultural differences between the two countries emerge at the level of judgments and emotions. «Italian children formulate more severe moral judgments on the cognitive level: for them, stealing or not sharing is « wrong » and that’s it. The judgment is clear, often oriented to the final result of the action. And on the emotional level, compared to Japanese peers, they attribute less negative emotions to the offender, almost as if the fault were something external, linked more to the broken rule than to the psychological experience. On the contrary, Japanese children tend to attribute more negative emotions to transgressors, especially when they do not share. This is probably connected to a different educational setting. In Japan, in fact, the value of social harmony and sharing is taught very early and emotions are a central tool to strengthen ties and direct behaviors « , concludes Marchetti.