Differences between right and wrong must be learned early in childhood and adolescence, as this is vital to the development of moral action (Recchia, Wainryb, Bourne and Pasupathi, 2014). Over the years, numerous scientists have become interested in research into aspects of the development of moral agency. Thereafter, moral development has been shown to depend on the creation of autobiographical memories, based on both positive and negative experiences (Fivush, Habermas, Waters, & Zaman, 2011; Pasupathi & Wainryb, 2010). With that in mind, mother-child interactions have been extensively studied, as parents' interactions with their children have led to deeper emotional and intellectual understanding regarding morality (Hardy & Carlo, 2011; Recchia, et al., 2014; Smetana, 1999 ).Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay However, the exact role that mother-child interactions play on the development of moral action was unclear. Therefore, the purpose of this review was to investigate how autobiographical memories described among mother-child dyads contribute to the development of moral action in children/adolescents of different ages. This response was twofold. First, mother-child interactions regarding autobiographical memories allowed the child/adolescent to learn to develop their own autobiographical memories, which were richer with age (Fivush, et al., 2011; Smetana, 1999). Second, interactions between mother-child dyads allowed the child/adolescent to develop moral action skills, due to positive and negative experiences, which helped shape the child/adolescent's morality (Pasupathi & Wainryb, 2010 ; Recchia, et al., 2014). .Autobiographical MemoriesAutobiographical memories have been defined as vivid memories of personal experiences, which can be both positive and negative, as well as full of emotions and feelings (Fivush, Habermas, Waters, & Zaman, 2011). Parents help construct their children's autobiographical memories and life narratives by allowing their children to talk about and process their experiences, ultimately contributing to the development of their socialization skills (Fivush et al., 2011). Fivush and colleagues (2011) explained the development of autobiographical memories in young preschoolers (who were experiencing social encounters for the first time) and adolescents (who were in the stage of constructing their life stories). It was revealed that mothers who told their autobiographical memories in great detail to their children helped foster the development of their children's personal autobiographical memories. Particularly for adolescents, the more mothers told their life narratives, the more their child was able to develop the skills necessary to expand their autobiographical memories and construct their own life narrative (Fivush et al., 2011). Evidently, this suggested that these parent-child interactions were vital to children's moral development, because parents served as gatekeepers to understanding autobiographical memories (Smetana, 1999). Thus, as demonstrated in the literature, mother-child conversations about autobiographical memories were beneficial for children and adolescents, as the child/adolescent was able to better develop their autobiographical memories and life stories, which allowed for connections richer societies. and understanding one's identity (Fivush et al., 2011; Smetana, 1999). The Development of Moral Agency Mother-child interactions influenced the development of moral agency in their children. Pasupathi and Wainryb(2010) defined moral agency as “people's understanding and experience of themselves (and others) as agents whose morally relevant actions are based on goals and beliefs” (p. 55). As highlighted in Smetana's (1999) review, the development of moral action in children and adolescents depended on mother-child interactions, as well as interactions with other socializing agents (Smetana, 1999). Furthermore, Hardy and Carlo (2011) found that parents play a role in helping children/adolescents find their morals. identity paving the way towards further understanding their moral actions, discussing the differences between right and wrong, as well as the associated consequences. Therefore, widespread literature has demonstrated that the act of helping someone determines prosocial behavior and enables positive experiences (Recchia, Wainryb, Bourne, & Pasupathi, 2014; Pasupathi & Wainryb, 2010). In contrast, harming someone caused problems regarding feeling like they were doing the right thing, as they acted against their built moral sense, which caused negative experiences. Furthermore, Recchia and colleagues (2014) studied the impact of mother-child exchanges on moral agency when engaging in prosocial or negative behaviors. They tested mother-child dyads, using interviews with children of different ages (7, 11, and 16 years old) (Recchia, Wainryb, Bourne, & Pasupathi, 2014). The results revealed that when mothers discussed prosocial experiences with their children/adolescents (regarding a case in which the child/adolescent assisted a peer), the conversation focused on the positive aspects of the help, which allowed the child/adolescent to learn more about prosocial behaviors. On the contrary, when the topic of the conversation concerned negative experiences (regarding a case in which the child/adolescent behaved badly and hurt a peer), the conversation focused on the mother who tried to resolve the situation by helping the child/adolescent to develop strategies to manage the incident. differently in the future, in order to correct their mistakes. Overall, mother-child conversations allowed the child/adolescent to develop their moral agency skills, regarding both positive and negative experiences, as these conversations helped shape child/adolescent interactions in the morally socialized world ( Recchia et al., 2014). Furthermore, Pasupathi and Wainryb (2010) imply a similar idea regarding the concept that moral action is determined based on one's actions with the intention of caring for others and oneself, as well as ensuring justice for all. Therefore, when children constructed their life narratives about past events, their main focus was on this notion of moral action, because they were explaining their experiences based on ideas of care and justice (Pasupathi & Wainryb, 2010). Specifically, when children learn and develop moral agency, they focus on following rules and obligations, as well as ensuring that everyone's emotions are respected (Wainryb & Brehl, 2006). As children's moral agency developed and became more complex, they were able to better explain their positive and negative experiences (Wainryb & Brehl, 2006; Recchia, Wainryb, Bourne, & Pasupathi, 2014; Hardy & Carlo, 2011). Please note: This is just an example. Get a custom paper from our expert writers now. Get a Custom Essay Thus, life narratives enhanced the development of moral action, thanks to the constructed context that allowed individuals to explain their own and others' experiences of right and wrong (Pasupathi and Wainryb,, 1999).