Task 9 - Help Flashcards
Piaget’s Theory of Moral Judgment
- Childs moral reasoning changes from rigid acceptance & rules –> appreciation that moral rules are product of social interactions
Morality of Constraint
- Moral Objectivism
<7 years
- Characteristic of children who have not reached concrete operations
- Justice = what authorities say is right
- Determinants of good/bad actions are consequences
- Believe rules are unchangeable as:
- -> SOCIAL FACTOR: rules set by adults are correct
- -> COGNITIVE FACTOR: immaturity makes them believe rules = real
Transitional Period
7/8 -10 years
- Children interact with peers more than before
Learn:
- Rules can be made/changed by groups
- To take another’s perspective and cooperate
- To value fairness + equality
Autonomous Morality
- Moral Subjectivism
11-12 years
- Doesn’t accept blind obedience to authority as basis of moral decision
- Rules = product of social agreement
- Fairness&Equality = important factors in constructing rules
- More about peers than parents
Criticisms of Piaget
- if told that someone had no prior knowledge of consequences –> child believes that consequence was done on purpose
- Young children don’t believe that some actions are right even when adults say they are
Kohlberg’s Theory - based on Heinz Dilemma
Moral development proceeds thru specific series of stages - discontinuous
- Children were given moral dilemmas and questioned about issues with dilemmas
Stages of Development of Moral Judgment
Level 1 - Preconventional Level (10 year olds)
SELF CENTRED - focus on getting rewards&avoiding punishment
Stage 1 - Punishment & Obedience Orientation:
- Right = obedience to authorities
- Conscience = fear of punishment
- Moral Action = motivated by avoidance of punishment
Stage 2 - Instrumental Exchange Orientation:
- Right = what is in someones best interest/ equal exchange
Level 2 - Conventional Moral Reasoning (14 < years)
Centred on social relationships - compliance with social duties + laws
Stage 3 - Mutual Interpersonal Expectations
- Right = doing what is expected of someone in a given role
- being good = important as it maintains relationships
Stage 4 - Social System& Conscience Orientation
- Right = fulfilling one’s duties, upholding laws
Level 3 - Post- Conventional Level
CENTRED on Ideals + moral principals
Stage 5 - Social Contract/ Individual Rights Orientation
- Right = upholding rules that are in best interest of group
- Difficult to construct reason for not stealing in Heinz Dilemma
Stage 6 - Universal Ethical Principals
- Right = commitment of self-chosen ethical principals & universal principals of justice
Criticism of Kohlberg Theory
- Does’nt differentiate between moral issues/issues of social convention
- Morality biased on Western Values
- Biased against females as only men were used
- Not clear that
development is discontinuous
Levels of Prosocial Moral Reasoning (Eisenberg)
1-3
- Hedonistic, Self-Focused Orientation (preschool + elementary)
- concern with own interests
- reason for assistance –> personal gain - Needs-Based Orientation (preschool + elementary)
- Concern for physical/mental/psychological needs of others
- Expression of sympathy, pride, guilt - Approval & Stereotyped Orientation (elementary + high school)
- Based on others approval/acceptance and stereotyped image of good/bad persons behaviour
Levels of Prosocial Moral Reasoning (Eisenberg)
4-5
4a. Self- reflective Empathic Orientation (elementary + high school)
- Self-reflective sympathetic responding of role taking
- Concern with others humanness
4b. Transitional Level (high school)
- Justification for behaviour = internalised values, norms, duties
- Concern for protecting right of others
- Strongly Internalised Stage (high school)
- internalised values, norms, responsibilities
- belief in rights, dignity & equality of all
Domains of Social Judgment
- Moral Judgment = right/wrong issues, fairness and justice
- Social Conventional Judgement = customs/regulations to ensure social organisation (how to dress, table manners, greeting)
- Personal Judgments
Prosocial Behaviour & Biological factors
- Capacity to feel empathy and sympathy
- Take perspectives of others
BIOLOGICAL FACTORS:
- Genetics = twins (identical twins)
- Oxytocin = hormone that plays a role in prosocial behaviour
Socialisation of Prosocial Behaviour
- Modelling and Communication of Values
- children tend to imitated others helping/sharing behaviour - Opportunities for Prosocial Activities
- Providing children with opportunities to engage in helping behaviour - increases willingness to take part in more prosocial behaviour - Discipline & Parenting Style
- Prosocial associated with AUTHORITATIVE
- Authoritarian parenting - lack of sympathy & prosocial behaviour
- Effective to reason = point out consequences of child’s behaviour to others = encourages perspective taking
