Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn socially from narrative fiction. The first approach explains sociomoral learning through narrative fiction by children’s extraction and internalization of the text’s moral message. The second approach refers to children’s training of mindreading and empathy as they become immersed in a fictional social world and imaginatively engage with the fictional characters’ perspectives. The third approach focuses on children’s social reasoning development through engagement in argumentative dialogues with peers about the complex sociomoral issues raised in narrative fiction. The article aims to theoretically position a wide range of literary programs to clarify their psychological foundations as well as critically discuss their strengths and limitations.

教育工作者和孩子一起阅读叙事小说不仅是为了提高他们的识字能力，也是为了支持他们的社会道德发展。然而，不同的方法在解释和推荐的教学活动方面存在很大差异。通过对读者文本交易的理论理解，这篇综合评论提出了关于儿童如何从叙事小说中进行社交学习的三种不同概念。第一种方法通过儿童对文本道德信息的提取和内化，通过叙事小说来解释社会道德学习。第二种方法是指儿童在沉浸在虚构的社会世界中并富有想象力地与虚构人物的观点互动时，对读心术和同理心的训练。第三种方法侧重于通过与同龄人就叙事小说中提出的复杂社会道德问题进行辩论性对话来发展儿童的社会推理能力。本文旨在从理论上对各种文学节目进行定位，以阐明它们的心理基础，并批判性地讨论它们的优势和局限性。