Abstract
This study observed how children represent norms to others in kindergarten, and analyzed how they come to understand the importance of norms. Thirty-five 4-year-old children were observed for 6 months and observation notes were analyzed according to 1) the reasons children gave when representing norms, and 2) whom the norm protected. The results showed that 1) the children gave reasons based not only on their own wishes and assertions but also on their consciousness of others, and 2) the shared norms in kindergarten were often represented without reasons. These results indicate that children do not need to give reasons for shared norms or have not yet noticed the reasons for such norms. In conclusion, teachers should help children understand the importance of and reasons for norms in relation to others.
