International Journal of Humanities and Social Science Vol. 4, No. 11(1); September 2014 149 A Study on Preschool Children's Perceptions of Moral and Social Rules Saide Özbey Gazi Education Faculty Department of Elementary Education Division of Preschool Education Gazi University Turkey Abstract This study was conducted to examine preschool children's perceptions about moral and social rules with respect to certain variables. The study group comprised a total of 140 children aged between 48–66 months who were attending an independent kindergarten (N=100) and the preschool year of an elementary school (N=40) in Keçiören and Yenimahalle, Ankara. The study was based on a relational survey model and used Smetena's (1981) Moral and Social Rule Knowledge Scale, which was tested for validity and reliability with Turkish children by Seçer, Sarı and Olcay (2007). The results showed that children's knowledge on moral and social rules varied significantly with respect to their socioeconomic level, the school they attend, the age of their teacher, and the school that the teacher graduated from. Also, a significant difference was found between children's knowledge on moral and social rules in favor of the former (p<0.05). Keywords: Preschool, children, moral rule, social rule, moral development 1. Introduction Moral development is closely related to the level of self-control an individual can exert regarding social rules. Individuals can display certain internally or externally controlled behaviors regarding universal values in their society. If the individual behaves properly regarding rules without an external reminder or pressure, he can be said to be internally controlled, and if proper behavior requires an external influence, he can be said to have externally controlled moral development. Individuals with internal control have internalized social rules such as establishing effective communication, avoiding hurting others, and getting along well with them. Individuals who have these characteristics which may be called social adaptation also contribute to the process of setting new rules and replacing those that are not valid at (Yaşa Giren, 2008, p.16). Children first accept right and wrong behaviors as they are explained to them by authorities. In time, however, they discover other views around them and form their own value systems (Akman, 2011, p.151). The socialization of children occurs as their families, society and culture shares perceptions of values, attitudes, roles and the world with them. The nature of socialization is character and moral development (Johnson & Johnson, 2008, s.204). Mentions of morality and rules date back to 400 B.C. Ancient Greek philosophers emphasized the necessity of moral rules for social order and encouraged the youth to live honestly. Socrates (469–399 B.C.) argued that morality starts by examining one's own life. He focused on how people should manage their lives or, in other words, the questions How should I live, What should I do?. If people want a beautiful and happy life, they should act accordingly because just wishing for something is not enough. Socrates stated that people should only have logical wishes and that logical thought comes through maturity (Dewettere, 2002, p.13). He believes that the right knowledge is inherent. Therefore, it can be reached by unveiling the knowledge hiding in the nature of humans instead of teaching them from the outside. In other words, Socrates defends that people should become real humans by searching for the perfectionism in their nature. In order to do so, they need to use the reason and conscience in their nature. Humans can only be happy when they use their reason and conscience in the right way. Happiness includes concepts such as courage, virtue and justice. Socrates defended all his views with the hypothesis that one who knows what is right will inevitably do so (Komşu,2011,p.38). As long as the right knowledge is on one's mind, it has more possibility to emerge. Temporary knowledge cannot lead to permanent behaviors (Grote,1865, p.10).