<P> While emotions serve as information for children in their interpretations about moral consequences of acts, the role of emotions in children's moral judgments has only recently been investigated . Some approaches to studying emotions in moral judgments come from the perspective that emotions are automatic intuitions that define morality (Greene, 2001; Haidt, 2001). Other approaches place emphasis on the role of emotions as evaluative feedback that help children interpret acts and consequences (Turiel & Killen, 2010). Research has shown children attribute different emotional outcomes to actors involved in moral transgressions than those involved in conventional transgressions (Arsenio, 1988, Arsenio & Fleiss, 1996). Emotions may help individuals prioritize among different information and possibilities and reduce information processing demands in order to narrow the scope of the reasoning process (Lemerise & Arsenio, 2000). In addition, Malti, Gummerum, Keller, & Buchmann, (2009) found individual differences in how children attribute emotions to victims and victimizers . </P> <P> Children's interactions and experiences with caregivers and peers have been shown to influence their development of moral understanding and behavior Researchers have addressed the influence of interpersonal interactions on children's moral development from two primary perspectives: Socialization / Internalization (Grusec & Goodnow, 1994; Kochanska & Askan, 1995; Kochanska, Askan, & Koenig, 1995) and social domain theory . </P> <P> Research from the social domain theory perspective focuses on how children actively distinguish moral from conventional behavior based in part on the responses of parents, teachers, and peers . Social domain suggests that there are different areas of reasoning co-existing in development those include societal (concerns about conventions and grouping), moral (fairness, justice and rights) and psychological (concerns with personal goals and identity). Adults tend to respond to children's moral transgressions (e.g. hitting or stealing) by drawing the child's attention to the effect of his or her action on others, and doing so consistently across various contexts . In contrast, adults are more likely to respond to children's conventional misdeeds (e.g. wearing a hat in the classroom, eating spaghetti with fingers) by reminding children about specific rules and doing so only in certain contexts (e.g. at school but not at home). Peers respond mainly to moral but not conventional transgressions and demonstrate emotional distress (e.g. crying or yelling) when they are the victim of moral but unconventional transgressions . </P> <P> Research from a socialization / internalization perspective focuses on the ways in which adults pass down standards or rules of behavior to children through parenting techniques and why children do or do not internalize those values (Grusec & Goodnow, 1994; Kochanska & Askan, 1995). From this perspective, moral development involves children's increasing compliance with and internalization of adult rules, requests, and standards of behavior . Using these definitions, researchers find that parenting behaviors vary in the extent to which they encourage children's internalization of values, and that these effects depend partially on a child attributes, such as age and temperament (Grusec & Goodnow, 1994). For instance, Kochanska (1997) showed that gentle parental discipline best promotes conscience development in temperamentally fearful children but that parental responsiveness and a mutually responsive parent - child orientation best promote conscience development in temperamentally fearless children . These parental influences exert their effects through multiple pathways, including increasing children's experience of moral emotions (e.g. guilt, empathy) and their self - identification as moral individuals (Kochanska, 2010). Development can be divided up to multiple stages however the first few years of development is usually seen to be formed by 5 years of age . According to Freud's research, relationships between a child and parents early on usually provides the basis forth personality development as well as the formation of morality . </P>

Which theorist argues that self control is an important aspect of moral development