Piagets theory on the development of moral reasoning in children
Describes how the sense for rules develops ( consists of 3 stages )
- Premoral period
- Heteronomous morality
- Autonomous morality stage
Premoral period
Piaget
Rules are not understood
4-5y
Heteronomous morality
Piaget
Rules are seen as coming from a higher authority and cannot be changed
–> justice is whatever authorities (parents, laws) say is right
(4-5 to 9-10)
Autonomous morality
Piaget
- Children learn that rules can be constructed + changed by the group
- Children no longer accept blind obedience to authority as the basis of moral decisions
- -> judge by motive + intention
- -> value fairness + equality
(9-10+y/o)
Limitations to Piagets theory
- Little evidence that peer interaction stimulates moral development
- Underestimates young childrens ability to appreciate the role of Intentionality
- Young children don’t believe that clearly immoral actions are right even when adults say they are
Kohlbergs theory on the development of moral reasoning in children
Moral development proceeds through a specific series of stages that are discontinuous, hierarchical + universal
a) Pre-conventional
b) Conventional
c) Post-conventional
–> the reasoning behind the choices of how what do in the dilemma is what reflects the quality of their moral reasoning
Preconventional Level
Kohlberg
Preconventional reasoning is self centered
- Obedience + punishment orientation
- -> “How can I avoid punishment” - Instrumental + exchange orientation
- -> “What is in it for me ?”
(includes stages 1+2)
=> limited to people at concrete operational stage
(0-10 y/o)
Conventional Level
Kohlberg
Conventional moral reasoning is centered on social relationships
- Conformity to others expectations
- -> good boy/ girl attitude - Focuses on compliance with social duties + laws
(includes stages 3+4)
=> limited to people at formal operational stage
(14+)
Postconventional level
Postconventional moral reasoning is centered on ideals
- Social contract + individual rights orientation
- -> being thoroughly altruistic, but limited for selfish reasons - Universal ethical principles
- -> sticking to this principles no matter what
- -> reached by a minority of adults
(includes stages 5+6)
What underlies the development of the “higher level” moral judgement according to both Piaget and Kohlberg ?
- Age related advances in cognitive skills
2. Perspective taking
Limitations to Kohlbergs theory
- No sufficient differentiation between moral issues + social convention
- Biased against people living in non western societies
- Not clear, that the development is qualitatively discontinuous
- Stage 5 is rare + Stage 6 doesn’t exist
Prosocial behavior
Refers to voluntary behavior intended to benefit another
–> all children are capable, but differ in how often they engage in this behavior
ex.: helping, sharing, comforting others
5 Levels of prosocial moral reasoning
Eisenberg
- HEDONISTIC ORIENTATION
- -> Childrens own needs are central - NEEDS BASED
- -> Other peoples physical needs become important - APPROVAL
- -> Children become concerned about social approval
- -> act in a manner that is considered “good” - EMPATHIC
- -> Judgements are based on perspective taking - INTERNALIZED STAGE
- -> Judgements reflect internalized values + affect
Moral judgments
Pertain to issues of right, wrong, fairness and justice
Social conventional judgments
Decisions that pertain to customs or regulations intended to secure social coordination + organization
Personal judgments
Decisions that pertain to actions in which individual preferences are the main consideration
Conscience
Refers is an internal regulatory mechanism that increases the individuals ability to conform to standards of conduct accepted in his or her culture
–> can also promote prosocial behavior
What are the 2 components of conscience
- The desire to comply with rules
2. Feelings of guilt when failing to do so
The development of conscience
- showing an appreciation for moral standards + rules
- Understanding others emotions + goals
- Taking on parents moral values + exhibition guilt when violating them
Which factors may influence the development of the conscience ?
- Temperament
2. Parent child relationship (Secure attachment)
Altruistic motives
Helping others for reasons that initially include empathy or sympathy for others
–> at later ages it reflects the desire to act in ways consistent with ones conscience + moral principles
Empathy
Refers to an emotional reaction to another emotional state that is similar to the other persons state
Sympathy
A feeling of concern for another in reaction to the others emotional state or condition
The development of prosocial behavior
14-18 months: Child will pick up an object, if dropped by accident, and return it to you
18-25 months: Share a personal object with an adult that was viewed being upset
2y/o: Try to comfort people being upset, without becoming upset themselves
3y/o: Assist others with various tasks
ex.: setting table, carrying objects
=> prosocial behavior declines in early to mid-adolescence
–> rebounds in early adulthood
Factors that influence the differences in prosocial behavior
- Genes
- -> sex differences - Temperament
- -> differences in the ability to regulate emotion - Social cognition
- Socialization in the family
- School/ peers
- Culture
3 Ways in which parents can socialize prosocial behavior in their children
- modeling + teaching
- methods of disciplining
- -> especially discipline that involves reasoning - arranging opportunities to engage in prosocial
behavior
–> can increase their willingness to take on prosocial tasks
3 Components of morality
- Affective
- -> feelings that surround right vs wrong actions + motivated moral thoughts - Cognitive
- -> the way we conceptualize right vs wrong - Behavioral
- -> how we behave when faced with temptation
3 domains of prosocial behavior
- helping
- sharing
- informing
