Family interactions constitute an arena for children's moral development: it is indeed through ordinary talk, and shared, task-oriented activities that children are socialized into moral orders and culturally informed ways of thinking and acting. Drawing on a video-based study on the everyday life of 19 middle-class families and adopting a discourse analytic approach, the paper sheds light on the socializing function of a domestic activity: homework. We illustrate that, when it unfolds as a family activity, the issues at stake go far beyond its school-oriented goals: homework provides ‘ethical affordances’ that make relevant moral talk whereby parents introduce children to some unquestioned principles such as homework must be done neatly and it is part of the child's duties. We contend that, by participating in morally loaded homework interactions, children are socialized not only into a school-aligned cultural list concerning what is right and what is wrong about homework, but moreover into a constitutive, taken-for-granted pillar of human sociality: the moral assessability of human conduct, i.e., its being subject to evaluations informed by the ‘right vs. wrong’ category. Implications for teacher training and parent education programs are discussed in the conclusion.

家庭互动构成了儿童道德发展的舞台：确实是通过日常谈话、共同的、以任务为导向的活动，儿童被社会化为道德秩序和文化背景下的思维和行为方式。本文通过对 19 个中产阶级家庭日常生活的视频研究，并采用话语分析方法，揭示了家庭活动的社交功能：家庭作业。我们说明，当它作为一项家庭活动展开时，所涉及的问题远远超出了其以学校为导向的目标：家庭作业提供了“道德可供性”，可以进行相关的道德谈话，父母可以向孩子介绍一些不容置疑的原则，例如必须完成家庭作业整齐，这是孩子职责的一部分。我们认为，通过参与道德负载的家庭作业互动，孩子们不仅被社会化为一种与学校一致的关于家庭作业是非的文化清单，而且还被社会化为人类社会性的一个构成性的、理所当然的支柱。 ：人类行为的道德可评估性，即其受到“对与错”类别的评估。结论中讨论了对教师培训和家长教育计划的影响。