Module 4: Moral Development Flashcards
Moral Reasoning
When we think about moral issues and are seeking rationales for determining right and wrong
Moral Realism
Children believe that right and wrong are determined by the consequences of behavior as given by adult authority figures
Morality of Cooperation
Children understand that in certain situations or under particular circumstances rules can be bent
Focus on the consequences of behavior. Focus on equal exchange, manipulate reciprocity
Preconventional Stage
Focus on conforming to rules of parents and other family members. Focus on conforming yo laws and norms of society
Conventional Stage
Focus on personal decisions to determine when and how rules should be bent. Focus on what will most benefit society as a whole or the greater good
Postconventional
Any intentional knowing, or reckless act directed against a student for the purpose of being initiated into a social group
Hazing
Bullying or Harassment
Taunting, insults, teasing, aggression, exclusion, humiliation, alienation, harassment, intimidation, or any behavior repeated with the intent of hurting someone.
Prosocial Behavior
People voluntarily care for and comfort eachother
Hedonistic or self-focused orientation
Individuals focus on the consequence to the self or self-interest as a motive for prosocial behavior
Needs Orientation
Individuals focus on the needs of others, even when those needs conflict with one’s own self-interest
Self-reflective Empathetic Orientation
To determine whether their actions will result in positive feelings or feelings of guilt, individuals use empathy and perspective taking.
Approval or Interpersonal Orientation
Individuals engage in prosocial behavior based on the stereotypical beliefs about a person, helping a person considered to be “a good person” and not helping a person considered to be “a bad person” to gain approval from others.
Internalized Orientation
Individuals behave in prosocial ways due to their personal values rather than external authority or expectations
Perspective Taking
Individual can appreciate that different people facing the same event may think or feel differently due to their unique backgrounds and qualitites
Egocentric Viewpoint
Preschool-age children understand that other individuals have thoughts and feelings but confuse their own emotions with those of others or have difficulty understanding the causes of others’ feeligns
Social Informational Role Taking
Early elementary children understand that others have thought and feelings that may be different from their own but do not yet understand how different perspectives are related; hence the children are likely to focus on one perspective only
Self-reflective Role Taking
Older elementary children can understand the relationship between self and others’ perspectives, enabling them to speculate on how another will feel or what another will think prior to the circumstances
Mutual Role Taking
Early adolescents are also able to take the perspective of a third party to understand how two individuals influence each other in a mutual, simultaneous manner
Social and Conventional System Role Taking
By middle adolescence and beyond, individuals are capable of understanding social conventions that are relevant to everyone rather than to only one individual
Empathy
The ability to experience the emotions or feelings of another person, as when an individual feels sad because someone else feels sad
Global Empathy
Infants may cry when other infants cry, but they are unable to differentiate between self and other
Egocentric Empathy
Toddlers begin to differentiate between self and others and may attempt to comfort others’ emotional distress, but they do so from their own egocentric perspective
Empathy for another’s feelings
Children as a young as 2 or 3 have an increasing awareness of others’ emotions and different perspectives of needs.
