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Moral development in children involves their thoughts, feelings, behaviors, and personality as they learn what proper attitudes and behaviors are around others. There are several theories of moral development. Piaget's theory includes stages where young children see rules as unchangeable, then understand rules are man-made. Kohlberg's theory includes stages where young children's reasoning is based on obedience or punishment, then moves to more conventional reasoning and finally postconventional reasoning judged by moral concerns. Moral development also involves empathy, peer interactions, prosocial behaviors, and the development of moral personality and character over time.
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How do people develop morality? This question has fascinated parents, religious leaders, and philosophers for ages, but moral development has also become a hot-button issue in psychology and education. Do parental or societal influences play a greater role in moral development? Does development of moral character affects the judgement of a person? And are feelings be on the criteria or it should only be the set “moral rules” that is necessary to consider in terms of decision making?
It is commonly assumed that humans do not begin life with moral character or virtue. Most documented societies through history considered infants to be unformed persons, not yet moral members of society, “humanity-in-becoming” who have “watery souls” (Fijian) (Sahlins 2008: 101–102). This person-becoming view fits well with human sciences today, as a child’s development is viewed as the unfolding and co-construction of a complex dynamic system. At first, the infant is co-constructed by other complex, dynamic systems—caregivers. The personality that is formed is very much dependent on this early formation, which is largely beyond the control of the individual. However, over time, the individual takes on more choices about her or his own character development within the framework of subsequent social experience and enculturation.
Many scholars and researchers tries to give explanation about a person’s stages of moral development.
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1. Jean Piaget's theory of moral development proposed three stages: pre-moral, heteronomous morality, and autonomous morality. During heteronomous morality, children see rules as fixed and view actions as either totally right or wrong. During autonomous morality, children see rules as more flexible and view intentions rather than just outcomes.
2. Lawrence Kohlberg identified six stages of moral development across three levels: pre-conventional, conventional, and post-conventional. During the conventional level, children make decisions to please others and maintain relationships.
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Many scholars and researchers tries to give explanation about a person’s stages of moral development.
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2. The socio-emotional characteristics of young children at different developmental stages.
3. Factors that affect children's emotional behaviors like parenting styles, culture, peers, and genetics.
4. How psychosocial and moral development impact learning and the importance of supporting students' needs.
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This document provides a comprehensive summary of several theories of moral development, including those proposed by Piaget, Kohlberg, Gilligan, Freud, Skinner, and Bandura. Piaget and Kohlberg's stage-based theories proposed that morality develops through increasing levels of perspective-taking and understanding of social rules and justice. Gilligan argued women's morality focuses more on caring for relationships. Freud believed morality stems from resolving Oedipus complex anxieties through identification with parents. Skinner and Bandura viewed morality as learned through social reinforcement or modeling of others' behavior. Cognition and social interaction play key roles in most theories, versus unconscious drives or behaviorist conditioning alone.
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Growth and development extend throughout the lifespan but occur most significantly from conception to adolescence. There are defined stages of growth and development for infants/toddlers, preschoolers, school-aged children, and adolescents. Growth refers to physical changes in size while development involves functional and skill-based maturation. Several theories describe principles and factors that influence growth and development, including Piaget's stages of cognitive development, Kohlberg's stages of moral development, and Erikson's stages of psychosocial development.
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Moral Development-1.docx
- 1. MORAL DEVELOPMENT It is a process in that children learn what is the proper attitude and how they should behave around others. Moral Development involves: Thoughts Feelings Behaviors Personality Moral Thoughts Piaget’s Theory Heteronomous Morality: (ages 4-7) Children think rules are unchangeable. They believe rules are not man-made. In-transition: (ages 7-10) Children are expression both heteronomous and autonomous understanding. Autonomous Morality: (ages 10- adult) Children begin to understand that rules were created by humans. They are able to understand individuals have decisions and there can be good intentions or consequences for behavior. Kohlberg’s Theory Preconventional: (before age 9) moral reasoning includes either punishment or obedience. Conventional Reasoning: (early adolescence) Children reason in more conventional ways. Postconventional Reasoning: The highest level of moral development. Reasoning is now judged against moral concerns. A mature individual is developed. Moral Feeling Empathy:“the affective response to another’s feelings with an emotional response similarto the other person’s feelings” (Santrock, 2023). We want children to have empathyor positive feelings to contribute to their moral development. Empathy can be identified in children as early as 1-2 years of age and again at ages 10-12. Peer relations are an important part of challengingchildren to be socially moral individuals. Peers and peer interaction provide communicationto try out rules and come to agree upon democratic decisions.
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- 3. [Type here] cha Moral Behavior When children receive reinforcement, they are likely to repeat the behavior. Prosocial behavior: (beginning at age 2) sharing is developing. Moral Performance: Behavior which is determined by motivation with rewards and incentives to act in a specific moral way (Santrock, 2023). Moral Personality This encompasses thoughts, behavior, and feelings (Santrock, 2023). Moral Identity: The personality of a child is challenged by their moral notions & commitments. Moral Character: An individual with strong convictions and able to overcome distractions. Moral Exemplars: Individuals who have lived exemplary lives with moral excellence and commitment (Santrock, 2023). Santrock, J.W. (2023), The topical approach to life-span development. McGraw Hill LLC.