Soziales und moralisches Denken von Kindern über den Ein- und Ausschluss behinderter Kinder

Gasser, L.; Chilver-Stainer, J.; Buholzer, A.; Perrig-Chiello, Pasqualina (2012). Soziales und moralisches Denken von Kindern über den Ein- und Ausschluss behinderter Kinder. Zeitschrift für Pädagogische Psychologie, 26(1), pp. 31-42. Hans Huber 10.1024/1010-0652/a000058

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This study investigated how 70 kindergarten children compared to 71 fifth and sixth graders reasoned about situations in which a protagonist had to decide whether to include a disabled or a nondisabled child into his or her peer group. The situations varied with regard to type of disability (mentally disabled, physically disabled) and with regard to group activity (school, social, athletic). Children were asked to predict the protagonist’s choice and to justify their prediction. Older children were more sensitive to the situational context than younger children. However, older children were less likely to expect the inclusion of mentally disabled children than of physically disabled children. The results are discussed in terms of previous research on the development of children’s social and moral reasoning about inclusion and exclusion.

Item Type:

Journal Article (Original Article)


07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology

UniBE Contributor:

Perrig-Chiello, Pasqualina


100 Philosophy > 150 Psychology




Hans Huber




Katja Margelisch

Date Deposited:

20 Jun 2014 16:20

Last Modified:

19 Dec 2014 15:58

Publisher DOI:


Uncontrolled Keywords:

Moralische Entwicklung, Ein- und Ausschluss, Behinderung, Integration, Kindheit, moral development, inclusion and exclusion, disability, inclusive education, childhood




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