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A 6 page essay/research paper that discusses how children develop a sense of morality. For the most part, literature on the development of a moral sense in childhood and adolescence has bee dominated by the cognitive-developmental perspective espoused by Piaget's theory of moral judgment and Kohlberg's stage theory of moral development (Singer, 1999). The following discussion of how children develop a moral sense, first look specifically at these two theoretical models and then briefly describes the model formulated by James Rest. Bibliography lists 3 sources.
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of moral development (Singer, 1999). The following discussion of how children develop a moral sense, first look specifically at these two theoretical models and then briefly describes the model formulated
by James Rest. Piaget Piaget proposed that moral reasoning should be viewed as basic component in an individuals general way of thinking and functioning (Singer, 1999). According to Piaget,
a childs understanding of moral, as does all childhood development, evolves from interactions that occur within his or her environment. Piaget observed children at play and from their behavior hypothesized
that their moral judgments were based on the consequences of their actions (Singer, 1999). In other words, children tend to view the world in very concrete and basic terms. An
action in a game, such as marbles, is "wrong" because it breaks the rules. As they mature, their moral sense develops beyond this surface interpretation of morality to consider such
factors as intentionality, that is, the motivations behind an action. Basically, Piagets stages of moral judgment describe a two-stage theory (Crain, 2009). A child of who is younger than
around 10 or 11 sees right and wrong in very fixed, rigid fashion, while older children and adolescents are more flexible in their moral judgments as they come to understand
that rules, in and of themselves, are not sacred or absolute (Crain, 2009). For example, if a child hears a scenario in which one little boy broke several cups while
trying to help his mother, while another little boy broke a cup because he was trying to steal a cookie, a young child is like to judge that the little
boy who broke the most cups was the one who behaved the worst (Crain, 2009). This is because a child thinks in term of consequences. An older child is much
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