Creation Of Moral Development Within Children

Rest, J., Turiel, E., & Kohlberg, L. (1969). Level of moral development as a determinant of

Lawrence Kohlberg, a developmental psychologist, identified six developmental stages of human moral reasoning. The first stage that he recognized was the Punishment-Obedience Orientation, where the person’s concern is for avoiding punishment through obedience. The second stage was the Instrumental Relativist Orientation, where the person’s concern is to work in their self interest, and better their position. The third stage of moral development was the Good Boy-Nice Girl Orientation, where the person’s concern lies with their reputation. Next was the Law And Order Orientation, where the person was less concerned with their own immediate well being to the maintenance of a larger society. The fifth stage was the Social Contract

This paper is written to examine various influences on the moral development of young children. Specifically, the paper will speak to the definition of moral development, the views held by educators Piaget and Kohlberg on this area of development in young children and the application of moral development theories by Early Childhood Educators. Theories posited by Sigmund Freud with regards to the psychological development of children in the early childhood arena will be discussed as well. Suggestions for parents on supporting the moral development of their children will also be addressed.

Lawrence Kohlberg is known for his theory of moral development developed in 1958. His theory was dependent on the thinking of Swiss psychologist Jean Piaget and American philosopher John Dewey. It consists of three levels of moral reasoning: preconventional, conventional, and postconventional. These levels are based on the degree to which an individual accommodates to the conventional standards of society. Each level aquires two stages that serve as different standards of sophistication in moral reasoning. Overall, Kohlberg affirms that moral development is a process of maturing that emerges from thinking about about moral issues (“Kohlberg’s Moral Development”).

Lawrence Kohlberg’s theory of moral development has served as basis of the investigation of many issues related to morality. Building on Piaget’s belief that the moral judgment of children derived from their cognitive development, Kohlberg attend to identify cognitive stages that underline the development of moral thinking.

Kohlberg’s Theory of Moral Development reflects on the idea that people’s decisions are based on how they process the importance of a situation. According to his theory, there are three stages of moral development: preconventional, conventional, and postconventional. Each level is based on how a person’s reflects to making a moral decision. In each level there are two stages on how their level of sophistication affected their way of thinking.

Lawrence Kohlberg named six stages of moral development. These stages occurred in three separate levels: level one is preconventional morality, level two is conventional morality, and level three is postconventional morality. Each level consisted of two of the stages. The first level, preconventional morality, consisted of the obedience and punishment stage and the individual interest stage. The obedience and punishment stage stated that behavior was driven by avoiding punishment and the individual interest age stated that behavior was driven by self-interest and rewards. These stages usually occurred with preschool and elementary School level children. The second level, conventional morality, consisted of the interpersonal stage and the authority

How can environmental and familial factors influence moral development during middle childhood? Support your answer with information from the readings. Social development. The influence of social support for children provides them with more of an advanced development in their ability and communication skills. Through family, peers, and the community in which a child lives in can further increase a child’s competence. If a child lacks social support this can affect their self - achievement in a negative way and lessen their social skills. Parental influence play an important role in social development. As a child interacts with others or learns how to play sport giving a child feedback and praise can improve moral development.

Here is the situation a child in middle childhood age 10 may face. The child sees a pack of gum that he wants. He has already asked his mother to buy the gum, but she said “no because she doesn’t have the money.” The child takes the gum and gets caught by the store manager and the police is called. The judge then tell the child that he needs to receive some counseling. Based on this on this situation the child would be in the preconventional stage of moral development stage 2 and according to Newman & Newman p.249, it suggest that the decision of the child is based on if the consequence is beneficial to the child or their family.

There are psychological theories that can lead someone to commit digital crimes are; moral development theories, personal disorder theories, and personality disorders (Fritch et al, 2015). Criminal conduct occurs when an opportunity to offend transpires and there is a delay in the development of moral reasoning in the individual. Therefore, the individual cannot control the temptation to engage in the activity and offends. Moral development theory is useful in understanding hackers. For instance, Kohlberg’s theory assumes that individuals develop their moral reasoning in a series of sequential stages while growing up (Lowman, 2010). That is, the reasons for believing what is right and wrong are different at

Kohlberg linked psychology research and philosophical views in his study. The entire research followed the logical order from psychological theory to educational practice to philosophical reflection. He established a unique insight into the theory of moral education systems and proposed three types of moral assumptions. The first assumption was that moral judgement was a development progress from heteronomy to autonomy. This assumption included two specific assumptions. First, the individual’s moral type was age related; the greater the age, the more self-discipline to make moral judgements. Secondly, the type of morality was related to moral stage; individual’s natural process of moral judgement is consistent with the self-development process. The second assumption was that social relations and cultural environment could have a direct impact on moral judgement and self-discipline. In the environment where people cooperate and respect each other, people could reach ethics self-discipline easier. On the other

The second level of moral development is the conventional moral reasoning; “Beginning in middle school, up to middle age – most people end up here” (“Kohlberg’s Stages of Moral Development.”). At this level,

Cognitive and moral developments are determined by a child’s experience and environment. As the child matures into adulthood they begin to view the world differently. The capacity to imagine what other people may be thinking and feeling is defined as perspective taking (Berk, 2007). This view aids in adolescents moral understanding and development. Identifying a child’s developmental stage assists in determining the proper support that is needed in order to provide a safe and nourishing environment. Seven year old Jaylen was interviewed to access and determine her cognitive and moral development well as her perspective taking stages.

The theory of moral development, advanced by psychologist Lawrence Kohlberg is one of the most well-known persuasive theories in the field of cognitive science and stems from the work of Jean Piaget, which hypothesizes on the direct correlation that exists between moral and cognitive development. Kohlberg speaks of the appearance and understanding of what is right and wrong from childhood to adulthood and explains by this transition through the identification of various levels of morality known as pre-conventional, conventional and post conventional. People will make decisions based on the understanding of the possible outcome and through reasoning of morals. (Target Concept)

When reading, most people say the book “comes alive” to them. However, they attribute this positive quality to fictional works where authors take them into imaginary worlds. What about nonfiction material that merely demonstrates the reality individuals experience? Unlike other subjects that solely state the facts, Women’s Studies writers seek to captivate their audience with the relevance of their material. They understand that action is a product of relatable knowledge.