Societies are becoming increasingly pluralistic, yet acceptance of differing points of view remains an issue. Thus, it is important to understand how young children think about issues related to acceptance of differing views and factors that may be related to sharing greater levels of tolerance. A total of 167 kindergarten students (ages 4–5) were presented with pictures of hypothetical peers and told that each peer held an opposing view from them with respect to a preference (blue, blocks), belief (believing in fairies, believing in superheroes), or moral (lying, tattling). Children were asked if it was okay for this peer to hold a different view, whether they would be willing to play with the peer, and to justify their responses. Measures of children's theory of mind understanding, language ability, and prosocial behaviour were also collected. Children shared tolerant responses more frequently towards peers who held different preferences and beliefs as compared to different morals. Children who shared intolerant responses frequently rejected the peer's different view. Willingness to play with a peer was largely based on factors unrelated to tolerance such as the peer's appearance. Children with higher theory of mind understanding and older children were significantly more likely to report that it was okay for a peer to endorse a different preference or belief, but not a different moral. Implications for children's reasoning about personal versus moral norms and the promotion of tolerance in the kindergarten years are discussed.

中文翻译：

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因为“每个人都相信不同的事情”：检查幼儿园学生对不同偏好、信仰和道德的容忍度

社会正变得越来越多元化，但接受不同观点仍然是一个问题。因此，重要的是要了解幼儿如何看待与接受不同观点和可能与分享更高程度的容忍有关的因素有关的问题。共向 167 名幼儿园学生（4-5 岁）展示了假设同龄人的照片，并告知每个同龄人在偏好（蓝色、方块）、信仰（相信仙女、相信超级英雄）方面持有相反的观点)，或道德上的（说谎，流言蜚语）。孩子们被问及这位同龄人是否可以持有不同的观点，他们是否愿意与同龄人一起玩，并证明他们的反应是正确的。儿童心理理解理论、语言能力、还收集了亲社会行为。与不同的道德观念相比，儿童对持有不同偏好和信仰的同龄人更频繁地分享宽容的反应。分享不宽容反应的孩子经常拒绝同伴的不同观点。与同伴玩耍的意愿很大程度上取决于与容忍度无关的因素，例如同伴的外表。具有较高心理理解理论的儿童和年龄较大的儿童更有可能报告说，同龄人支持不同的偏好或信仰是可以的，但不是不同的道德。讨论了儿童对个人与道德规范的推理以及在幼儿园期间促进宽容的意义。与不同的道德观念相比，儿童对持有不同偏好和信仰的同龄人更频繁地分享宽容的反应。分享不宽容反应的孩子经常拒绝同伴的不同观点。与同伴玩耍的意愿很大程度上取决于与容忍度无关的因素，例如同伴的外表。具有较高心理理解理论的儿童和年龄较大的儿童更有可能报告说，同龄人支持不同的偏好或信仰是可以的，但不是不同的道德。讨论了儿童对个人与道德规范的推理以及在幼儿园期间促进宽容的意义。与不同的道德观念相比，儿童对持有不同偏好和信仰的同龄人更频繁地分享宽容的反应。分享不宽容反应的孩子经常拒绝同伴的不同观点。与同伴玩耍的意愿很大程度上取决于与容忍度无关的因素，例如同伴的外表。具有较高心理理解理论的儿童和年龄较大的儿童更有可能报告说，同龄人支持不同的偏好或信仰是可以的，但不是不同的道德。讨论了儿童对个人与道德规范的推理以及在幼儿园期间促进宽容的意义。与同伴玩耍的意愿很大程度上取决于与容忍度无关的因素，例如同伴的外表。具有较高心理理解理论的儿童和年龄较大的儿童更有可能报告说，同龄人支持不同的偏好或信仰是可以的，但不是不同的道德。讨论了儿童对个人与道德规范的推理以及在幼儿园期间促进宽容的意义。与同伴玩耍的意愿很大程度上取决于与容忍度无关的因素，例如同伴的外表。具有较高心理理解理论的儿童和年龄较大的儿童更有可能报告说，同龄人支持不同的偏好或信仰是可以的，但不是不同的道德。讨论了儿童对个人与道德规范的推理以及在幼儿园期间促进宽容的意义。