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Child Development > Moral Development > Flashcards

Moral Development Flashcards

1
Q

What is moral judgment?

A
  • judgments about how people should interact with each other
  • made based on principles concerning the distinction between right/wrong
  • justice
  • welfare
  • fairness
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2
Q

What is Piaget’s theory of moral reasoning?

A
  • development of moral judgment relies on cognitive development
  • increasingly able to take intentions into account
  • children pass through 3 qualitatively different stages of moral development
  • order is fixed and universal
  • assessed moral judgment with stories
  • interested in explanation for why an action is viewed as right or wrong
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3
Q

What are the 3 stages in Piaget’s theory of moral reasoning?

A
  • premoral stage
  • heteronomous stage
  • autonomous stage
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4
Q

What is the premoral stage?

A
  • 0-5 years
  • little understanding of rules so can’t make judgments about right and wrong
  • behaviour is regulated by caregivers
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5
Q

What is the heteronomous stage?

A
  • 5-10 years
  • rules are fixed and can never be broken
  • morality = obeying the rules of authority figures, like parents
  • outcome of an action is more important than the intention
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6
Q

What is the autonomous stage?

A
  • 10 + years
  • rules are not absolute and can be changed
  • consider moral principles, like fairness, when deciding what is right and wrong
  • intentions matter
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7
Q

What is Kohlberg’s theory of moral reasoning?

A
  • three stages of moral reasoning
  • used the Heinz dilemma and assessed the reasoning of the answer to determine which stage a child is in
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8
Q

What are the 3 stages in Kohlberg’s theory of moral reasoning?

A
  • pre conventional
  • conventional
  • post conventional
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9
Q

What is the pre conventional stage?

A
  • 3-7 years
  • focus on avoiding punishment and getting rewards from authority figures
  • self-interest
  • intentions don’t matter
  • no personal sense of right and wrong
  • rules are fixed and absolute
  • only the outcome matters
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10
Q

What is the conventional stage?

A
  • 8-13 years
  • moral reasoning based on external ethics
  • good boy attitude
  • low and order morality
  • focus on compliance with social expectations, conventions, and duties
  • good behaviour is what is approved of by the social group and maintaining good social relationships
  • capable of considering intentions
  • good behaviour os upholding one’s duty to follow the rules and laws of society
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11
Q

What is the post conventional stage?

A
  • 13 + years, but not everyone reaches this stage
  • moral reasoning based on personal ethics
  • social contract
  • principle
  • morality of an action is judged based on what’s in the best interest of society or based on maintaining universal ethical principles; life, liberty, basic human rights
  • rules are viewed as social contract that can be changed to meet the needs of society
  • people may disobey rules that are inconsistent with their moral principles
  • rules are viewed as useful but not absolute
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12
Q

What were Piaget and Kohlberg’s contributions?

A
  • first to acknowledge that moral reasoning changes systematically as children grow older due to cognitive development
  • recognized that children are increasingly able to take intentions into account as they age
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13
Q

What are weaknesses of Piaget and Kohlberg’s theories?

A
  • assumed that infants and very young children are incapable of judgments about right and wrong (underestimated kids)
  • underestimated children’s ability to appreciate the importance of intentions
  • children and adults show inconsistencies in their moral reasoning; people often reason at different levels on different occasions and more likely to reason at lower levels if can personally benefit
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14
Q

Is moral judgment innate or learned?

A
  • a study with babies (helper vs hinderer) suggests that rudimentary moral judgment is innate
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15
Q

Can infants appreciate intentions?

A
  • 2 year olds can
  • most of them chose to help the adult with positive intentions in a study; evidence of selective helping and contrary to Piaget’s theory
  • in another study they helped both adults equally when they both had positive intentions
  • children who fail false belief tasks are more likely to ignore intentions when making moral judgments
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16
Q

What is the social domain theory of moral development?

A
  • current dominant theory
  • as they age, children are simultaneously developing knowledge about moral, societal, and personal domains
17
Q

What are the social domains?

A
  • moral domain
  • societal domain
  • personal domain
18
Q

What is the moral domain?

A
  • reasoning about issues related to others’ welfare and rights, fairness, and justice
  • learned through socialization from parents
19
Q

What is the societal domain?

A
  • understanding of social conventions, that these conventions can be changed, and are sometimes arbitrary
20
Q

What is the personal domain?

A
  • actions in which individual preferences are the main consideration
  • no right or wrong choices since choices don’t affect other people
21
Q

What is the evidence for distinction between domains?

A
  • 3-4 year olds can distinguish between issues in the 3 domains
  • generally believe that violations of moral rules are more wrong than violations of societal conventions
  • believe that they should have control in personal domain but understand that they don’t decide in moral and societal domains
  • but struggle to make moral judgments in complex situations, especially those involving in-group identity
22
Q

What are the implications of the social domain theory evidence?

A
  • children can distinguish between moral, societal and personal domains from a young age
  • view of right and wrong depends on the domain
  • can make moral based judgments much younger than Piaget and Kohlberg thought
23
Q

What is prosocial behaviour?

A
  • voluntary behaviour intended to benefit others
  • helping
  • sharing
  • comforting others
24
Q

How does prosocial behaviour happen?

A
  • empathy and sympathy are important motivators of prosocial behaviour
    perspective taking –> empathy –> sympathy –> prosocial behaviour
25
Q

What is empathy?

A
  • understanding and sharing the emotional state of another person
26
Q

What is sympathy?

A
  • feeling of concern for another person in response to their emotional state
27
Q

What is prosocial behaviour before 18 months?

A
  • children tend to react to others’ distress with self-focused distress rather than prosocial behaviour
28
Q

What is prosocial behaviour between 18-24 months?

A
  • prosocial behaviour appears and increases throughout the second year of life
  • readily help others without need for encouragement
  • comfort others in distress, share belongings, help others achieve goals
  • due to capacity to feel empathy and sympathy (facilitated by emergence of sense of self around 18 months)
29
Q

What is selective helping in toddlers?

A
  • toddlers selectively help depending on how trustworthy, friendly, and helpful the other person is and the type of help they require
  • they struggle to engage in helping that requires self sacrifice
30
Q

What does prosocial behaviour look like beyond toddlerhood?

A
  • prosocial behaviour continues to increase throughout childhood, particularly emotional helping and helping requiring self sacrifice
  • due to more sophisticated moral reasoning and improved perspective taking ability
31
Q

Why are there individual differences in prosocial behaviour?

A
  • genetics
  • socialization by parents
32
Q

How does genetics play a role in prosocial behaviour?

A
  • identical twins are more similar in their level of prosocial behaviour than fraternal
  • possible involvement of individual differences in oxytocin gene
  • genetic differences manifest as differences in temperament: emotion regulation and shyness
33
Q

How does emotion regulation play a role in prosocial behaviour?

A
  • ability to experience emotion without getting overwhelmed by it is associated with empathy
  • better emotion regulation is positively associated with helping
34
Q

How does shyness play a role in prosocial behaviour?

A
  • high level of shyness negatively associated with helping
35
Q

How does socialization of parents play a role in prosocial behaviour?

A
  • modelling of prosocial behaviour and teaching prosocial values
  • providing opportunities for child to engage in prosocial behaviour
36
Q

How do parents model prosocial behaviour and teach prosocial values?

A
  • children tend to be similar to parents in terms of prosocial behaviour because they copy their behaviour
  • sympathy inducing rationales (how will the other person feel) most likely to lead to internalization of prosocial values
  • authoritative parenting is positively associated with kids’ prosocial behaviour
37
Q

How do parents provide opportunities for child to engage in prosocial behaviour?

A
  • performing household chores
  • community service hours in high schools
  • increases children’s willingness to take on prosocial tasks in the future because feel competent to do it

Child Development (12 decks)

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