Summary Of I Listen To My Parents And I Wonder What They Believe By Robert Cole

In today's world, most of the children are not aware of morally teachings. They are lack of them.

Children evaluated moral transgressions (e.g. a child throwing water to another child) as more serious offenses as well as more likely to deserve punishment than conventional transgression (e.g. a child not sitting in the designated place during story time) (Smetana, 1981). As people mature, instead of simply making moral judgments based on the consequences of the action (e.g. the boy who accidently broke 15 cups is naughtier than a boy who broke one cup while stealing), people were able to make moral judgments not only by direct consequence but also by motivation and intention behind behavior (e.g. the boy who broke one cup while stealing is naughtier than the boy who accidently broke 15 cups) (Piaget,

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.

| Moral development is limited in the first 2 years and does not really have much bearing. Even if a child had significant moral views/tendencies, they would find it hard to convey these, except maybe for tantrums

In the works of Alistair MacLeod, Alden Nowlan, and Aaron Smith, each author establishes that the difficulty within parent-child relationships is a result of the differences between adult and child mentalities. Due to vast life experience, the parental figures in all three texts possess fixed, personal notions of what is morally correct, which clashes with the growth mindset of the children and incites miscommunication in the relationship.

Generally, children say and mimic what they hear or see, such as words or rumors they hear or actions of others. The child will often learn and or be taught what to and not to do. However it is only when a child puts themselves in someone elses place when they learn, again, what to or not to do. Essentially moral growth is the process where someone learns what to or not to do; this definition of moral growth is shown in the Novel to Kill a Mockingbird by Harper Lee. In Harper Lee’s novel to Kill a Mockingbird, Scout grows morally as a character through her gain of empathy towards other people; She learns this through the events of, having Walter Cunningham for dinner, her conversation with uncle jack, and finally her observation on Ms. Gates discussion in class.

Growing up many children look up to their parents as role models, desiring to share their opinions, beliefs, behavior and character with their parents in attempt to be more like them. As a result, from an early age many children already share many of their parents beliefs, whether those beliefs are right or wrong. The older the children get, the more life experiences they receive that begin to shape their own beliefs and opinions, however they are still impacted by their parents.

As child we have an idealized view of the world. Children don’t readily comprehend the concepts of good and evil or the concept of morality. When we leave are childhood behind we are confronted with some of the harsh realities of adulthood. Our eyes become opened to as our idea of the world becomes more realistic as it comes into

As soon as birth, children are exposed to new things; new life experiences that will develop the path of which direction their life will take. Adolescence is the most important time in a child’s life because it is where they learn appropriate behavior from their family and the outside world. Some children are able to use these experiences to differentiate at an early age what is right and what is wrong and hopefully carry this into adulthood. What happens when children are exposed to the wrong experiences at an early age? What happens if children assume that what they are seeing is okay because one of their parents are

A quite popular idea is that a person's childhood has the greatest influence on their personality and their moral standards. As stated by Patrick Crispen in Criminal Minds, a child's morals are learned and set by the age of ten years old (67). Also stated in Criminal Minds, is the assumption that a sixth-grade teacher could look at a class of students and determine who will be successful, who will be a "trouble-maker", and so forth (70). This is a deeper example of how

The primary purpose of this study was to examine and explore how children classify and assess moral transgressions as well as conflicts with their families, teachers, and peers, how they measure different situations and how they solve them and make decisions (Castiglia, P. T., Glenister, A. M., Haughey, BP., & Kansk, G. W, 1989). Melanie Killen used sixty-four children in grades one to seven to develop the study and produce the findings. In the study, the children had stories told to them and were then asked to decide whether or not they thought the actions taken by the children in each story were right or wrong and to explain why they believed that. The stories consisted of moral transgressions with no conflict situation, for example, there were stories of one child hitting another on the head, stories dealing with social order/moral conflicts (such as, a teacher keeping a class quiet, maintaining social order, instead of preventing two children from hurting themselves, and stories about personal relations/moral conflicts such as, a decision about whether to harm a sibling or a stranger. Melanie’s study found that children gave priority to the prevention of harm and a failure to share for only some moral conflicts and that their overall evaluation was influenced by the salience of moral consequences (Castiglia, P. T., Glenister, A. M.,

When we are young our morality is shaped as we learn from our family and the environment. “Psychologists say a child must develop a sense of values by the age of seven to become an adult with a conscience” (Rosenstand 4). Children experience a plethora of information and subsequently build their personalities based on what they learn from growing up in their given culture. We are a product of our environment in the sense that we

A child does not have its own morals, they are passed down by the parents and often the consequences will drive the moral decision a child make. In other words, a child knows that lying is wrong because he was taught by his parents and if caught lying will result in a punishment a negative outcome tied to being bad in a child’s mind. As a child becomes a young adult the sense of belonging and relationship will drive his moral choices. Lastly as adults, we are often conflicted between our inherited morals and the moral judgements we make based on acceptance, our emotions and often times judicial systems and rules and associated consequences. You steal, you get caught you go to jail. In some cases not all, this will persuade the adult to refrain from stealing and act morally.

Many children ask multiple questions every single day. Many of them are lighthearted simple questions; some of them hide deeper meanings that provoke serious thoughts. The author Robert Coles finds that many children acquire morals through their parents. As he interviews children, he finds that less parents instill morals into their children than he thought. Although some children look to others for their morals, most of children gather their morals from their parents.

Children develop their ability to think and act morally through several stages. If they fail to reach the conventional stage, in which adolescents realize that their parents and society have rules that should be followed because they are morally right to follow, they might well engage in harmful behavior. Whereas boys tend to use formal rules to decide what is right or wrong, girls tend to take personal relationships into account.