The present paper reviews the empirical psychological literature on moral development to examine the hypothesis that children today are more advanced in their moral reasoning than their earlier counterparts. The review briefly examines the classic research on how children understand morality and when they understand the short- and long-term consequences of their behaviour. It then examines replication studies in the moral development literature. The review concludes that there is no evidence for or against the proposition that today’s children are more advanced in their moral reasoning than their earlier counterparts, as there is a distinct lack of reliable replication studies that could answer the question one way or another.
