Political orientations in children during a time period when Watergate and its ramifications were dominant political events are studied. The theoretical framework adopted for the study is one in which political learning is seen as evolving through an invariant sequence of developmental stages dependent on physical and intellectual growth. After the theory and method of the study are discussed, the cognitive-developmental approach of Jean Piaget is presented as a valid study of socialization. A civic education questionnaire was administered to 314 white students in grades 3-6 every year from 1973-76. The questions examined children's attitudes toward the president and political authority, plus their feelings about trust and confidence in government and the administrative body. Political environment is recognized as an important independent variable. Findings show the development of less positive attitudes toward the president, particularly regarding performance capabilities, that decline steadily from grades 3 to 6. It is concluded that negative attitudes toward political authority and institutions develop sequentially and in an accelerated manner; therefore, rapidly changing political events do have an impact on children's attitudes toward the president. (ND)