The Six Stages Of Kohlberg 's Moral Development

identity vs alienation stage. In this stage adolescents are trying to gain a sense of self.

Moral decisions made with regards to others rights. Example would be, women having the ability to vote.

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

If this stage is successful the child have the virtue of purpose. The fourth stage is industry vs. inferiority which happens in elementary school from the age 6 until puberty. During this stage, the child’s teacher and peers become the source of self-esteem. Children in this stage feel like they need to fit in and gain approval of those around them. They feel confident and gain a sense of pride when they are praised for their accomplishments. If this stage is successful they will gain the virtue of competence. If they feel they can’t do what is asked of them, are rejected by their peers, or their parents/teachers treat them insensitively, they will learn inferiority. Stage five is ego-identity vs. role-confusions which occurs during adolescence. Teenagers being to wonder who they are. This leads to them going through phases and rebelling to search for where they fit in and belong. They explore themselves, others, and roles. If they are unable to establish who they are, they’ll experience role-confusion and suffer an identity crisis. Success in this stage will lead to the virtue of fidelity, but failure means they feel they have no place in society. Stage six is intimacy vs. isolation, this

This stage involves finding a sense of self through trial and error. If this stage is unsuccessfully completed, the adolescent will experience roll-confusion, resulting in low self-esteem and social withdrawal. These people will likely feel

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

At Stage 3, they emphasise being a good person, which having helpful motives toward people. There is a sense of what "good boys and nice girls" do and the emphasis is on living up to social expectations and rules. Most people have developed to this stage and think, “I want to be liked and thought well because not being naughty makes people like me”. Good behaviour is made and is defined as having good motives and interpersonal feelings such as love, empathy, trust and concern for

The second level of Kohlberg’s Theory of Moral development is the Conventional Level. The Conventional level consists of stages 3 and 4. Stage 3 is based on interpersonal expectations. Those who are at this stage try to be a “good” boy or a “good” girl and live up to others’--such as close friends and family’s-- expectations. Stage 4 is based on Law-and-Order. They are not only focused on what their family and friends say; they are now focused on society. These stages are usually reached by early teens. They don’t blindly follow rules;

Evidently, negative actions would result in some form of punishment. For example, a little kid at school wouldn’t steal someone else 's toy because they’d fear getting punished by the teacher. For stage two, there is a minor difference in one 's reasoning. Stage two now has to do with mutual benefits and focuses on individualism (Kohlberg 's Theory). Morals are now guided by what is seen as “fair”. This stage portrays that the “right” behavior means acting in one’s own finest interest (A summary of Lawrence). An example for this would be someone being rude towards another individual because that same person was being rude earlier to them (Lawrence Kohlberg).

Erickson’s stage of development states that ages 3-5 is the stage of initiative versus guilt stage (Broderick & Blewitt, 2015). Explain

Level I: Preconventional morality: People act under external controls. They obey rules to avoid punishment or reap rewards, or act out of self-interest (Papalia, Olds, & Feldman, 2004, p. 408).

Once a sense of autonomy has been developed, the next stage in the psychosocial theory is initiative versus guilt. This stage is from about age three to age six and

Stage five is adolescence, beginning with puberty and ending around 18 or 20 years old. The task during adolescence is to achieve ego identity and avoid role confusion. Ego identity means knowing who you are and how you fit in to the rest of society. It requires that you take all you have learned about life and yourself and mold it into a unified self-image, one that your community finds meaningful. Without these things, we are likely to see role confusion, meaning an

Stage 2 is based upon a person’s own benefit. This stage hardly displays any development in accordance with level 2 and 3 because this stage uses actions that are provoked by the person 's own desire for “getting even” or getting revenge, “Individual does what is necessary, makes concessions only as necessary to satisfy his/her own desires”(“Kohlberg’s Stages of Moral Development”). To be in this stage, means that one seeks to improve their own life or make another one 's harder. It can also be encouraged by using the excuse as being as an act of justice or that justice is now served. A person usually thinks in a way such as, “an eye for an eye” or “if you scratch my back i’ll scratch yours” type of way. No progress is made if in this constant state.

In these stages the subjects internalize the moral standards of the adults in the environment. The adults authority is understood but the moral tendencies are more based on the people of a specific group to which one resides in.