In the classroom, at the park, or during circle time, young children are constantly experiencing moments that carry essential depth for human development. Amid discoveries, conflicts, and interactions, Early Childhood Education fosters a crucial process: the beginning of moral development.
This process emerges from concrete experiences, guided by attentive educators who invite children to notice others and reflect on the consequences of their actions.
“When we talk about childhood morality, we are referring to a process that unfolds in stages. Early in life, the child is in an egocentric stage, which we call anomy, when they do not yet recognize others as different from themselves. Later, we begin to observe the stage of heteronomy, when, with adult support, the child starts to realize that their actions can affect others and begins to be encouraged to reflect on this,” explains Camila Maia, pedagogical coordinator of Early Childhood Education at be.Living.
It is at this stage that the intentional work of educators becomes even more powerful. In moments of conflict—such as using the body during interactions or disputing over toys—adults intervene mainly to broaden children’s emotional and relational repertoire. “In these situations, the teacher will ask: ‘How do you think your friend felt?’, ‘What could you have done differently?’. And along with that, she provides references. Many times, the choice the child made was the only one they were capable of making at that moment. So we show them other possibilities: talking, asking for help, waiting. This work of mediation and repertoire-building is essential so that, over time, the child can choose to act differently, as they begin to understand and reflect on the consequences of their actions,” explains the coordinator.
Alongside this daily mediation, “combinados”—agreements built together with the children and displayed visually in the classroom—come into play. These agreements serve as accessible references, helping children revisit, on their own, reflections about coexistence and caring for the group.
“Since we are talking about young children, who are still in the stage of concrete thinking, the ‘combinados’ make the conversations we have with them tangible. And it’s important that they remain visible, because this also supports the development of autonomy, as children can spontaneously look at them, remember, and talk about them. We even encourage families to do something similar at home,” explains Camila.
As time goes by, groups are invited to review and adapt these combinados if needed. The process goes beyond being just a visual reminder and becomes a tool for participation and shared responsibility in building a respectful environment.
Within this journey, the work around boundaries also stands out—understood as the limits that help organize life in society. “When I talk about boundaries, I’m referring to the awareness of my own space and that of others. It’s what helps me understand how far I can go without crossing into someone else’s space. This needs to be built with consistency and care, in every environment the child navigates—whether at school or at home,” emphasizes Camila.
Through this careful and ongoing work, children begin to walk the path toward moral autonomy—a stage that will be further developed in Elementary School. In Early Childhood Education, what truly matters is sparking reflection, providing tools, and helping each child recognize that they are part of a network of relationships and that their choices have an impact on the world around them.
