Five-year-olds know right from wrong.

In a 2025 study, researchers showed young children videos of robots or peers grabbing things that weren’t theirs or refusing to share. Then they asked a simple question: Was the behavior right or wrong?

The children’s verdict was clear. Stealing and refusing to share were always wrong, period. It didn’t matter whether the bad actor was a playmate or a machine programmed to misbehave.

The children even attributed guilt to the robot, as if it should have known better.

“Morality is present even in the youngest children—and it is powerful,” Antonella Marchetti, a professor of developmental and educational psychology known for her work in children’s moral development, said in a statement.

The study naturally invites a question: If 5-year-olds condemn wrongdoing, do these judgments begin even earlier—before language?

The Seeds of Virtue

The fourth-century Confucian philosopher Mencius said that children are born with seeds of virtue—“moral sprouts” that start emerging even before a child’s first birthday. However, these seeds, he argued, need careful cultivation through education, socialization, and self-reflection to blossom into greater virtues, such as compassion, justice, and propriety.

Modern developmental psychology echoes age-old wisdom: We are born to be good but must be nurtured to stay good.

Roma Kumar, a clinical psychologist and parent coach, told The Epoch Times that children’s innate moral compass is “a living, breathing part” that naturally leans toward goodness.

Evidence for the early roots of a moral code exists even in infants before the onset of language and reasoning. Developmental research views babies not as passive observers but as active interpreters of what is happening around them, capable of moral evaluation.

Infants as young as 6 months can recognize whether a person is a helper or a hinderer based on that person’s behavior toward others.

In classic experiments, infants watched a puppet show in which a “climber” was trying to ascend a hill and was either helped up by one character (the helper) or pushed down by another (the hinderer). When the infants were later offered either the helper or the hinderer puppets, they overwhelmingly reached for the helper—87.5 percent of the time. Researchers suggested that the infant’s choice was because they perceived the helper as helping the climber achieve its “goal.”

Remarkably, babies don’t just evaluate what happens but can also perceive intentions behind actions.

In one study published in Frontiers in Psychology, infants watched animated characters attempt to distribute strawberries fairly between two recipients. In one scenario, a character tried to give each recipient a strawberry but failed, and in another, a character kept trying to give both strawberries to the same recipient. Both trials ended in unequal distribution, but babies preferred the character who tried to be fair—suggesting that “a basic sense of fairness that includes reasoning about intentions is present already in preverbal infants,” the researchers noted.

Neuroscience evidence aligns with these behavioral findings.

In a 2018 study, researchers tracked how toddlers’ brains reacted when they viewed images of others in pain. Painful scenes triggered a stronger early brain response than “neutral” images that showed no pain.

Later, when parents prompted toddlers to feel concern for others, the neural response was less immediate but more pronounced, suggesting more sustained processing of the other person’s suffering.

“The roots of morality aren’t simply taught; they are felt,” Kumar said. “I see this moral compass as an innate sensitivity to others’ emotions, their ability to attune to distress, respond to care, and seek harmony.”

Why Cultivation Matters

The age-old saying may be true: “It takes a village to raise a child.”

Children possess innate moral capacities, but those early discernments require care, guidance, and reinforcement. A 2022 systematic review published in Frontiers in Psychology concluded that parenting, social interactions, and exposure to various environmental factors are crucial for the development of children’s emerging moral sense.

Over time, children’s early “moral seeds” turn into more mature virtues, shaping what psychologists call the “moral self.” The moral self is the conscious internal dialogue about right and wrong that asks, “What kind of person should I be?”

Without that nurturing, “seeds” of morality can wither in harsh environments or succumb to everyday temptations.

Kristjan Kristjansson, professor of character education and virtue ethics at the University of Birmingham, told The Epoch Times that a child’s moral compass needs to be stimulated and developed in the first few years of life.

Echoing the same sentiment, Kumar said that children’s moral self needs the right environment, warmth, and a sense of safety to grow and take shape.

“The moral sense evolves through relationships, through being seen, validated, and treated with compassion,“ she said. ”When children feel understood, they begin to extend that same understanding to others.”

Children raised in emotionally attuned, morally nurturing environments develop stronger self-esteem and resilience and are less likely to internalize distress—“because they’ve learned to process emotions constructively and care for others meaningfully,” Kumar said.

Parents’ guided reasoning is associated with children’s emerging self-control and self-regulation, resulting in more stable prosocial behavior and avoidance of aggression. Children who comply with parental rules even without adult supervision and who are empathetic tend to show healthier social and emotional development, according to a study published in Developmental Psychology.

“Children with a strong sense of empathy and responsibility are likely to be much more successful with their peers,” Laura C. Kauffman, a child and adolescent psychologist, told The Epoch Times.

When children enter school, the world outside the family influences their moral development, making education a critical factor. Emphasizing virtues such as honesty, empathy, and responsibility also enhances classroom cooperation and emotional maturity.

Kristjansson said he believes that character development must be given “pride of place in educational policy and practice from K–12 through college” to achieve the wider aims of schooling: developing students with well-rounded character.

Kumar said, “Nurturing morality isn’t just about raising ‘good children’—it’s about raising emotionally healthy, socially responsible human beings who contribute positively to the world around them.”

How to Nurture Morality

How can we build children’s moral selves?

Kristjansson suggested that parents and educators use a blend of “taught, caught, and sought” approaches.

Taught: Explicitly teaching children what words such as “gratitude” mean and why such traits matter for well-being helps establish a moral vocabulary and framework.

Caught: In early childhood, what often matters most is what children absorb by watching adults and practicing good habits. They catch morality from the examples around them.

Sought: In adolescence, it becomes more important to help young people form their own moral intentions—guiding them to “seek the good for themselves and others in a critical and thoughtful way,” Kristjansson said.

Kumar emphasized that how adults handle disagreements, express empathy, and admit their own mistakes significantly influences children. When adults consistently demonstrate humility, fairness, and accountability, children internalize those values far more deeply—because modeling vulnerability shows children how to be truthful, apologize, and try to do better, without shame, she said.

A common pitfall in education and parenting, Kumar said, is an excessive focus on obedience and on equating discipline with punishment rather than on helping children understand why something is right or wrong.

For example, if a child breaks a rule, instead of saying, “You’re being bad,” a parent may opt to say: “I understand you were upset, but hitting hurts others. Let’s think of another way you could express that feeling.” Such an approach helps the child “connect behavior with emotion and consequence, rather than shame,” Kumar said.

Teaching perspective-taking also builds character.

Parents can gently guide their child to consider others’ thoughts and feelings, Kauffman said. For instance, parents can ask: “What were you thinking when the teacher started passing out the different cookies? What would you guess your friend was thinking when your teacher asked you both to select a cookie—but one cookie was clearly bigger than the other one?”

Thoughtful questions that invite your child to consider others’ internal experiences can help develop their ability to tune in to the people around them, she said.

“When morality becomes about ‘being good’ to please adults or avoid punishment, children learn compliance, not conscience,” Kumar said. “They may behave well when watched, but struggle to act with integrity when no one’s looking. The goal is to move from external control to internal understanding.”

Seeds That Need Tending

The 5-year-olds who condemned a robot’s misbehavior remind us that children enter this world equipped with a moral sense that is both innate and surprisingly sophisticated. They can distinguish right from wrong, read intentions behind actions, and feel the weight of another’s suffering—all before they can fully articulate why.

As Mencius understood more than two millennia ago, moral sprouts are just that—sprouts. They need the right soil to grow into the virtues that sustain individuals and communities alike.

Genuine morality matures not through control, Kumar said, but through consistent warm relationships, example, and reflection, such that doing what is right feels natural.