Moral Development Flashcards
internalization
adopting societal standards for right action as one’s own
induction
adult helps the child notice others’ feelings by pointing out the effects of the child’s misbehavior on others, especially noting their distress and making clear that the child caused it
moral identity
endorsement of moral values as central to their self-concept
time out
removing children from the immediate setting until they are ready to act appropriately
construction
actively attending to and interrelating multiple perspectives on situations in which social conflicts arise and thereby attaining new moral understandings
heteronormous morality
children in this first stage view rules as handed down by authorities, as having a permanent existence, as unchangeable, as requiring strict obedience
realism
tendency to view mental phenomena as fixed external features of reality
morality of cooperation
rules are flexible, socially-agreed on principles that can be revised to suit the will of the majority
ideal reciprocity
mutuality of expectations
preconventional level
morality is externally controlled; consequences
conventional level
conformity to social rules is important but not for self-interest; for maintaining the current social system
postconventional level
unquestioning support for the laws and rules of their own society; define morality in abstract principles and values
moral imperatives
protect people’s rights and welfare
social conventions
customs determined solely by consensus
matters of personal choice
do not violate rights and are up to individuals
compliance
clear awareness of caregivers’ wishes and expectations and can obey simple requests and commands
delay of gratification
waiting for an appropriate time and place to engage in a tempting act
moral self-regulation
the ability to monitor one’s own conduct constantly adjusting it as circumstances present opportunities to violate inner standards
metacognition
awareness of strategies for self-regulation
