Moral Development Flashcards
Moral development stages
Piaget: Children under 10 unidimensional thinking rules fixed, absolute handed down by powerful people can't be changed moral decisions based on consequences
11+ rules changeable rules not sacred/absolute rules are devices to maintain order moral decision based on intentions many changes between 10-12 (formal operations stage)
Moral development complexities
personal constructivist view of morality - individual cognitive development (Piaget & Kohlberg)
social constructivist cognitive development within social context
Foundations of morality
Development of moral concepts come from
children’s cognitive growth
children’s experiences
when making sense of their social experiences, children perceive salient moral aspects (e.g. unfairness) and generate ideas about how people should act
children construct their own judgements as they interact with the world
Schools promoting moral development
upholding fairness: capitalizing on issues arising in the daily life of the classroom
submitting hypothetical social, moral issues for discussion
connecting big picture moral issues
Teachers promoting moral development
develop attitudes of respect
make to time to learn about children’s interests, feelings, values, ideas
in discussion, advise of appropriate behavior
expose children to different viewpoints
debates: challenge/stimulate mental processes
opportunities for learning about how different cultural groups reason
be perceived as authentic, warm, curious person
affection, empathy
based on own moral development
based on own theory of mind
Moral reasoning/thinking > School decision making
schools mottos, values children without food homework other languages kitchen garden NAPLAN results bullying/friendship program
Kohlberg’s levels of moral reasoning
PRE-CONVENTIONAL preteens
punishment/obedience orientation
individualism/exchange - personal reward
CONVENTIONAL teens
good interpersonal relationships - be good
maintaining social order
POST CONVENTIONAL
social contract orientation
universal ethical principle orientation - justice
Morality
general set of standards about right or wrong
internal compass that guides choices of behaviors
immoral behavior is unfair, causes physical/emotional harm, violates others’ rights
Heteronomy
conformity to external rules, followed with question
outside of own reasoning, system of personal interests, values
Autonomy
following moral rules with feeling of personal necessity, internal convictions about respect for others
Moral Relativism
belief that morals are subject to person’s individual choice due to view that ethical standards, morality, positions of right/wrong are culturally based.
Kohlberg’s stages of moral development
avoiding punishment self-interest good boy attitude law and order morality social contract principle
Kohlberg limitations
moral reasoning vs behavior verbal responses limitations problems with stages cultural considerations gender roles
ethic of caring
modelling: shown how to care by competent others
dialogue: children involved in open-ended dialogue as opportunity to explore moral issues, connects us, helps maintain caring relationships
practice: learning how to take care takes practice, hard work and persistence; practice should be active, engaged, experientially based
confirmation: children are encouraged to affirm caring, empathetic and moral behavior in others
Theory of mind
early childhood (2-6)
limited meta-cognitive awareness
assume what they know is what other people know
middle childhood (6-10) more complex understandings of nature of thinking - people interpret
early adolescence (10-14) begin to appreciate people can have mixed feelings; more observant of subtle nuances; recursive thinking
