In the presented work, an attempt is made to specify the theory-cognitive significance of J. Reykowski’s concept of multidimensional moral development for intercultural studies. This proposal seems to be particularly useful in pedagogical analyses dealing with moral reasoning of children. The presented research results and their interpretation confirm the presence of intercultural differentiation in the development of evaluation standards of learners in late childhood. Therefore, this concept may have broader application in intercultural studies in education.

Values in preschool age. About things that are important to children

Values in everyone’s life are an integral part of their existence. They guide their actions. They influence the decisions made. They help interpret their own behaviors and actions of others. Preschool age is a period when moral development begins, there are things that are more or less important to the child. It is therefore worth discovering what is important to preschool children. In order to learn about the values that are important to preschool children, a study was conducted involving 70 six-year-old children attending selected Bialystok kindergartens and preschool departments. The method used in the study was the analysis of work products and the tool was drawing analysis. The study took place during the children’s stay at the facility. The data obtained allowed to answer the research problem: What values do six-year-old children consider important in their lives? The most important value for the children surveyed is family. Then play, toys and God as the creator of the world. The empirical data obtained can be a valuable source of information, allowing to adjust the education and upbringing process in such a way as to respond to the child’s nearest area of development.

One of the most important roles of family is to raise children to become independent individuals, emotionally, socially as well as morally mature. It is a longlasting process which is by no means easy. The already existent social norms play an important role. The aim of this paper is to map the ethical attitudes of children at the age of 11 to 14, evoked by L. Kohlberg’s dilemma (Joe’s dilemma). The reaction to Joe’s dilemma enables us to assess the level of the child’s moral discretion, and at the same time it more or less reflects the relationship of the child respondent with their parent. The research sample consisted of 511 children from 5 states of the EU (the Czech Republic, Slovakia, Denmark, Germany, Great Britain). We constructed a 12-item questionnaire, and the statements (items) were constructed in such a way that they enabled the children respondents to answer in accordance with L. Kohlberg’s stage theory (1984). Orthogonal system Varimax (NCSS) was used; critical level was |0, 40|. Three independent factors were generated: Authoritarian father, Keeping the promise, Son’s rights. All the respondents significantly agreed with factor 1; rather significantly agreed with Factors 2 and 3. They proceeded to the autonomous phase where there is a number of the respondents. The girls are more ‘critical’ than the boys when assessing the father’s behaviour, both in the positive as well as negative meaning of the word itself. Children from divorced families much more than children from complete families disagree with father’s right to ask for money. Moral development of a child in a family is strongly influenced by the relationship between parents and children as well as among the children (siblings) themselves.