Understanding rights not only means knowing what is permitted by law and what is not, but also being aware of and knowing one’s own rights as a human being. This analysis explores how children understand right and wrong, how they gain moral orientations and a sense of justice, and whether they are aware of human rights and children’s rights, and if so to what extent. Twelve children aged either 8 or 12 participated in an interview on a dilemma story, as pioneered by Kohlberg, and were also asked about children’s rights and human rights. Qualitative content analysis showed that the majority used moral judgements based on fairness and justice, taking the view that behaviour that is wrong should be duly punished. Eight children were able to make substantive statements on human rights; of the eight, three also had some knowledge of children’s rights. There were differences be-tween the types of arguments used by the two age groups. There were also some differences between boys and girls, but they were negligible. In German-speaking countries there is little empirical research on children’s rights. Few studies have focused on the topic of human rights from the perspective of educational science, and there is also little research on moral concepts and children’s rights. What fol-lows is therefore a first attempt to link two neglected research topics.

中文翻译：

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对8岁和12岁儿童的正确与错误：探索性分析

理解权利不仅意味着了解法律允许的内容和法律不允许的内容，而且还意味着了解和了解自己作为人类的权利。该分析探讨了儿童如何理解对与错，如何获得道德取向和正义感，以及他们是否了解人权和儿童权利，以及在何种程度上了解人权。由科尔伯格（Kohlberg）率领的十二个8至12岁的儿童参加了关于两难困境的访谈，并被问及儿童的权利和人权。定性内容分析表明，大多数人基于公正和正义而使用道德判断，认为错误行为应受到适当惩罚。八个孩子能够就人权发表实质性声明；在八个国家中，三个国家也对儿童权利有所了解。两个年龄段使用的论据类型之间存在差异。男孩和女孩之间也存在一些差异，但可以忽略不计。在说德语的国家，关于儿童权利的实证研究很少。从教育科学的角度来看，很少有研究关注人权主题，关于道德观念和儿童权利的研究也很少。因此，以下是将两个被忽略的研究主题联系起来的首次尝试。关于道德观念和儿童权利的研究也很少。因此，以下是将两个被忽略的研究主题联系起来的首次尝试。关于道德观念和儿童权利的研究也很少。因此，以下是将两个被忽略的研究主题联系起来的首次尝试。