Childhood Development And Child Development

As stages in psychological development have been defined by Freud, stages in moral development have been outlined by early educators Jean Piaget and Kohlberg, who put forth differing views on the moral development of children. Piaget theorized that children process morals in stages, first one then the next, with a transition in between. The first stage (from ages 4 to about 7) is referred to as “heteronymous morality”, where children think of rules as constants, that is to say, rules are part of the world’s makeup with no input or possibility of change by people. As children progress from seven to ten years of age, they move from one stage to the next, maintaining some of the traits of the

Kohlberg was not interested in the actual ethical decision the children were making, he was interested in the thought process being followed and reasoning developed. Kohlberg studied and built on Piaget’s theory of stages of cognition starting with egocentric preoperational thought. As intellectual maturation advances children shift from primarily pre-conventional to conventional, from worrying only considering their own view to including the views of their peers.

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

* They begin in some instances to feed themselves, though lacking the needed coordination, resulting in a lot of mess.

After reading chapter 6 of the textbook, I have realized that children early years are severely important because they provide the foundation for the rest of their life, as adolescent, and as adult. Children that are well nurtured can live well and be sociable. Early childhood is the most rapid period of development in a human life. A child creates their own sense of identity. Indeed, it is important for a child to have a sense of identity. Although individual children develop at their pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. The early child development approach is based on that children respond best when caregivers use specific techniques designed to encourage and stimulate progress to the next level of development. Early childhood is the time during which essential, intellectual, and emotional abilities form. Keeping young children safe and nurturing them is protective against lifelong problems. Including the risk of becoming involved in violence. Early experiences affect the brain development, shaping the brains physical growth and sculpting neural connections. This occurs primarily between birth and school age years. Besides, the family, community and society are powerful in shaping young children’s development. They grow at a very rapid rate during the first one and a half years of life. Their development is not only physical, it is also mental, emotionally, and social. These developments are

Kohlberg and Piaget both believe that moral development occurs through social interaction. When Kohlberg started his theory it developed from Piaget’s theory, but he used a more polished way to understand morality by breaking it down into several models. Kohlberg focused on positive and negative reactions to moral issues in children. In contrast to one another Piaget uses a two stage model, while Kohlberg uses a six-stage model. Piaget was the first to create the stages of child development however, many theorist came after and developed their own approach. Piaget created structured stages of development that ranged from infants to adolescents, Kohlberg also created structured stages of moral development but his didn’t focus on an specific age. In addition, Kohlberg focuses on development throughout a person’s life while Piaget stops his focus at the age of

An outstanding example of research in the Piagetian tradition is the work of Lawrence Kohlberg. Kohlberg has focused on the moral development and has proposed a stage theory of moral thinking which goes well beyond Piaget's initial formulations.

Jean Piaget is best known for his stage theory on moral development of children which occurs in two distinct stages from heteronomous to autonomous and three sub stages premoral (0 to 5 years), moral realism ( 5 to 10 years), and moral relativism (after age 10). In premoral development, children do not think about right or wrong. In the moral realism phase, children understand right and wrong. Lastly, in moral relativism children move from a concrete understanding of morality to an abstract one; meaning they make decisions according to their own rules. They understand that rules are not absolute but necessary for society to get along (Slavin & Schunk,

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

As you aged, did you ever notice that your understanding of right and wrong principles changed? According to psychologists Jean Piaget and Lawrence Kohlberg it should have. Individually the two psychologists have made remarkable discoveries on how children develop and use their moral development.

Kohlberg (1963, 1981, 1984; Colby & Kohlberg, 1987) expanded Piaget’s work, developing a most influential cognitive developmental theory of moral development. Kohlberg proposed the progression through the invariant, universal sequence of three moral levels each composed of two distinct stages. According to Kohlberg, no stage can be skipped, neither will there be a regression to an earlier stage.

Lawrence Kohlberg (1927-1987) further developed the works of Piaget (1896-1980) in regards to moral development. This essay will discuss the strengths and weaknesses of Kohlberg’s theory in a critical manner, looking at the positive aspects of his research and the disadvantages of the types of situations he gave in his experiments, the universal accuracy of his results and the controversial findings of sex differences in regards to morality. Kohlberg advanced Piaget’s theory of moral development and interviewed 10-13 year-old boys to find out how they would attempt to resolve moral issues. These issues varied between situations that involved obeying the law, authority figure or rule and ones that would conflict these rules in order to serve a human need. From the answers that were given Kohlberg devised three levels, each split up into two stages, that he believed were universally found and that every person went through to advance their levels of morality (Shaffer & Kipp, 2007).

B. While Piaget’s view was well-supported, I think Lawrence Kohlberg’s theory of moral development lacks evidence. The reasoning behind his views are anecdotal, and even ambiguous. I can agree with the first three stages of moral development, but I find the last three controversial. Kohlberg thought that very few people reached stage 5 or 6. From my experience, however, I think most people are in or near stage 5 of Kohlberg’s theory (though this could be because I grew up in a Western, liberal, and developed environment). This stage explains that while people understand that laws work for the greater good, it may conflict with the interest of an individual. I think most people understand that laws keep our society safe and orderly, but that they can also be broken when laws are questionable or for the sake of an individual. Is a

Piaget believes that the young child’s morality of constraint is the product of two interacting factors: cognitive immaturity and unilateral emotional respect for adults. The first is the more fundamental source; Piaget sees moral realism as one expression of a generally immature cognitive organization which is both egocentric and realistic. The child’s progress to cooperative morality is a process of developing the capacity to function at the higher level. A morally mature child can, but does not necessarily, apply the principles of autonomous cooperation in his moral judgement.

Piaget’s theory was more interested in was the way in which fundamental concepts like the very idea of number, time, quality, interconnection, justice and son on emerged. Children are less competent thinkers than adults, resulting in the common assumption in psychology.