The Relationship Between Cognitive and Moral Development Essay

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Many researchers have written about child development, but the most well known are Jean Piaget and Lawrence Kohlberg. Piaget's theory of cognitive development and Kohlberg's theory of moral development have been essential in helping researchers grasp the biological and psychological changes that occur between birth and adolescence. While these theories share some similarities, they also have many differences, such as Kohlberg’s application to various cultures. It is important to compare these models in order to comprehend child development.
Jean Piaget (1896-1980) was a Swiss prodigy and psychologist. After he graduated from the University of Zurich, he moved to Paris, where he taught at the Grange-Aux-Belles school for boys. During his
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For example, “an infant may accidentally shake a rattle and enjoy the noise” (Cook, 2009, p. 159). They may continue to shake the rattle for their own satisfaction. Piaget characterized the fourth substage, Coordination of Secondary Schemes, by intentionality, “that is, they begin to take actions that they expect to have specific outcomes” (Cook, 2009, p. 159). This stage typically begins around the age of ten months. During this time, small children finally understand object permanence, “that objects, events, and even people continue to exist when they are not in the infant’s direct line of sensory or motor action” (Cook, 2009, p. 159). The fifth substage occurs when a child is between the twelfth and eighteenth months of age. It is termed Tertiary Circular Reactions, and during this time, infants begin to demonstrate curiosity in the world. Finally, around eighteen months, toddlers acquire, “the ability to form symbols that stand for objects or events in the world” (Cook, 2009, p. 158). These symbols are the main attributes of Transition to Symbolic Thought. Piaget’s second stage, Preoperational Thought, tends to last from two to seven years of age. During this time, the logic and motor skills begin to develop and this leads to egocentrism, which gradually weakens over time. In addition, the child believes in animism, that inanimate objects are capable of actions and lifelike
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