Psy 605 childhood 6-13years

​Running head: Development in Childhood ​ ​1

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

Charnea L. Brown PSY605: Developmental Psychology (PYB1713A)

Dr. Tracy Mallett January 16, 2018

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

According to Weiten (2008), Erikson partitioned the lifespan

into eight stages, each characterized by a psychosocial crisis involving transitions in critical social relationships (p. 313). According to Erikson, personality is formed by how individuals deal with these psychosocial crises (Weiten, 2008, p. 313). Principally we will be concerned with stages 2 through 4 as we are conversing about childhood from ages 3-12 years of age.

• Stage 2- Autonomy vs. shame and doubt (two-three yrs old); can I do things by myself or must I always depend on others?

​Running head: Development in Childhood ​ ​1

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

Charnea L. Brown PSY605: Developmental Psychology (PYB1713A)

Dr. Tracy Mallett January 16, 2018

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

According to Weiten (2008), Erikson partitioned the lifespan

into eight stages, each characterized by a psychosocial crisis involving transitions in critical social relationships (p. 313). According to Erikson, personality is formed by how individuals deal with these psychosocial crises (Weiten, 2008, p. 313). Principally we will be concerned with stages 2 through 4 as we are conversing about childhood from ages 3-12 years of age.

• Stage 2- Autonomy vs. shame and doubt (two-three yrs old); can I do things by myself or must I always depend on others?

​Running head: Development in Childhood ​ ​1

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

Charnea L. Brown PSY605: Developmental Psychology (PYB1713A)

Dr. Tracy Mallett January 16, 2018

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

According to Weiten (2008), Erikson partitioned the lifespan

into eight stages, each characterized by a psychosocial crisis involving transitions in critical social relationships (p. 313). According to Erikson, personality is formed by how individuals deal with these psychosocial crises (Weiten, 2008, p. 313). Principally we will be concerned with stages 2 through 4 as we are conversing about childhood from ages 3-12 years of age.

• Stage 2- Autonomy vs. shame and doubt (two-three yrs old); can I do things by myself or must I always depend on others?

​Running head: Development in Childhood ​ ​1

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

Charnea L. Brown PSY605: Developmental Psychology (PYB1713A)

Dr. Tracy Mallett January 16, 2018

The Significant of Physical, Emotional, Cognitive, and Social Features of Childhood

According to Weiten (2008), Erikson partitioned the lifespan

into eight stages, each characterized by a psychosocial crisis involving transitions in critical social relationships (p. 313). According to Erikson, personality is formed by how individuals deal with these psychosocial crises (Weiten, 2008, p. 313). Principally we will be concerned with stages 2 through 4 as we are conversing about childhood from ages 3-12 years of age.

• Stage 2- Autonomy vs. shame and doubt (two-three yrs old); can I do things by myself or must I always depend on others?

Char'sPSY605 Week2Assignment.docx.pdf Saved to Dropbox • Feb 14, 2018 at 10H33 PM

• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?

• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).

According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).

As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).

• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)

• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)

• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)

• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical

• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?

• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).

According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).

As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).

• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)

• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)

• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)

• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical

• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?

• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).

According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).

As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).

• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)

• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)

• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)

• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical

• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?

• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).

According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).

As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).

• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)

• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)

• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)

• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical

• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?

• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).

According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).

As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).

• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)

• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)

• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)

• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical

• Stage 3- Initiative vs. Guilt (4-6 yrs old); am I right or am I wrong?

• Stage 4- Industry vs. Inferiority (6- Puberty); Am I capable or am I worthless?

While a child’s personality is evolving their bodies are changing and growing. What are some physical changes can be expected during childhood? According to McCoy (2015), your child will experience enormous physical improvements amongst preschool and adolescence. During this time, children turn out to be stronger and more coordinated (McCoy, 2008). While preschoolers are just beginning to obtain a sense of physical independence, healthy 9-year-olds have typically developed the motor skills, balance, and coordination needed to perform most daily tasks without help (McCoy, 2008).

According to Melton (2013), a child amongst the ages of seven and twelve years is relatively independent when it comes to doing physical activities, and his or her coordination and stability continues to progress over time. Their figure is also going through many physical changes as they prepare to go in their teenage years. You may find yourself speculating what to expect from a child his age (Melton, 2013).

As our children grow physically and develop their distinctive personalities, their cognitive aptitudes are also evolving. Piaget’s Stage Theory talks about the development of thought and cognitive development. Piaget suggests that children’s thought progress go through sequences of four major stages: we will be most interested in stages 2-4 (Weiten, 2008, p.314-315).

• Stage 1- Sensorimotor Period (birth- two yrs old)- coordination of sensory input and motor responses; development of object stability (p. 315)

• Stage 2- Preoperational Period (2-7 yrs old)- development of symbolic thought marked by irreversibility, centration, and egocentrism (p. 315)

• Stage 3- Concrete Operational Period (7-11 yrs old)- mental operations applied to existing events; mastery of conservation, hierarchical classification (p. 315)

• Stage 4- Formal Operational Period (11- Adulthood)- mental processes applied to abstract ideas; logical, methodical

processes applied to abstract ideas; logical, methodical thinking (p. 315)

With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).

• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is

determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is

determined by what is rewarded • Conventional Level

o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval

o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly

• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong

is determined by society’s rules, which are viewed as fallible rather than absolute

o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice

Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any

processes applied to abstract ideas; logical, methodical thinking (p. 315)

With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).

• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is

determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is

determined by what is rewarded • Conventional Level

o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval

o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly

• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong

is determined by society’s rules, which are viewed as fallible rather than absolute

o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice

Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any

processes applied to abstract ideas; logical, methodical thinking (p. 315)

With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).

• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is

determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is

determined by what is rewarded • Conventional Level

o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval

o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly

• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong

is determined by society’s rules, which are viewed as fallible rather than absolute

o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice

Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any

processes applied to abstract ideas; logical, methodical thinking (p. 315)

With the combination of all the physical, emotional, and cognitive changes that occur throughout childhood there is the importance of knowing how a child develops moral cognitive. Kohlberg’s Stage Theory holds some merit when describing how a person develops moral cognitive over their lifespan. Kohlberg’s Model describes three levels of moral cognitive, each of which can be divided into two stages (Weiten, 2008, p.319).

• Pre-conventional Level o Stage 1- Punishment Orientation- right and wrong is

determined by what is punished o Stage 2- Naïve Reward Orientation- right and wrong is

determined by what is rewarded • Conventional Level

o Stage 3- Good boy/ right girl orientation- right and wrong is determined by close others’ approval or disapproval

o Stage 4- authority orientation- right and wrong is determined by society’s rules, and laws, which should be obeyed rigidly

• Post-conventional Level o Stage 5- Social Contract Orientation- right and wrong

is determined by society’s rules, which are viewed as fallible rather than absolute

o Stage 6- Individual values and conscience orientation- right and wrong is resolute by abstract ethical principles that emphasize equity and justice

Kohlberg wrote a paper in 1968 that evaluations the suggestions of the cognitive-developmental theories of Baldwin, Dewy, Piaget, and Vygotsky for preschool education (Kohlberg, 1968, p. 1013). According to Kohlberg (1968), devotees for early cognitive stimulation would often reference Piaget’s ideas but become accustomed to suit their diverse viewpoints, such as Bruner, Oliver, and Hunt just to name a few(p. 1013). Piaget’s ideas are interpreted as reliable with the view that intelligence is a set of acquired information-processing skills and that any

a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).

Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).

According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development

a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).

Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).

According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development

a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).

Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).

According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development

a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).

Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).

According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development

a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).

Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).

According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development

a set of acquired information-processing skills and that any intellectual content can be taught early in the teaching style is adapted to the specific child’s cognitive level (Kohlberg, 1968, p. 1014). Piaget’s ideas have been viewed as consistent with the notion that preschool educators should just let cognitive abilities grow and concentrate more on helping the child to adjust and develop emotionally (Kohlberg, 1968, p. 1014).

Bergman wrote a review of John C. Gibb’s Moral Development and Reality in 2006 for the European Journal of Developmental Psychology. He contends that Gibb’s book is the only sustained scholarly attempt to synthesize the major traditions in cognitive and affective developmental research and theory (Bergman, 2006, p. 300). According to Bergman (2006), this book articulates the critical synthesis of Kohlberg and Hoffman, reason and empathy, with proper attention to the parallel philosophical distinctions, respectively, of the right and the good, of justice and caring or beneficence (p. 300-301). Bergman believes that the book presents a persuasive case for treating moral agents as possessing both mind and heart, as whole persons increasingly responsible for their moral integrity (Bergman, 2006, p. 301).

According to Sullivan, McCullough, and Stager (1970), classical development theories have defined concepts of personality structure and structural development that distinguish them from alternative approaches (p. 399). Every one of the theories involves the proposition that individuals pass through an invariant sequence of qualitatively different stages or levels of structural development (Sullivan, McCullough, & Stager, 1970, p. 399). Sullivan, McCullough, and Stager (1970) discuss three specific theories in their article; Loevinger’s ego development, Harvey, Hunt, and Schroder’s conceptual-systems development, and Kohlberg’s development of moral judgment (p. 399). The theory we are interested in here is Kohlberg’s development if moral judgments.

Kohlberg’s theory, which includes three levels and six stages of moral development, is also a hierarchical ordered- sequence model which is similar in metatheoretical assumptions to ego development and conceptual-systems development

to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).

There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.

References

Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs's Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549

to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).

There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.

References

Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs's Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549

to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).

There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.

References

Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs's Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549

to ego development and conceptual-systems development (Sullivan, McCullough, & Stager, 1970, p. 400). Sullivan, McCullough, and Stager (1970) decided to do a comparative study of these three theories for three reasons (p. 400). This study represents the first attempt to derive age-developmental norms for Loevinger’s stages of ego development and is an attempt to make clear the relationships among the areas of personality treated by each theorist. It was hoped that the process of comparison might be useful in generating transition rules for each theory development (Sullivan, McCullough, & Stager, 1970, p. 400-401). The study was able to indicate specific areas of promise for a fruitful interchange between the theorists concerning the transition rules for changes in stages (Sullivan, McCullough, & Stager, 1970, p. 410).

There is particular merit to Kohlberg’s Theory, and as a mother, I have found it to very interesting to watch my children grow physically, develop emotionally, cultivate their personality, and struggle through learning the differences between right and wrong. The theorist revealed here all had something remarkable to bring to the table. When reading Kohlberg’s theory, I found it to be the most thought-provoking. We see so much confusion in the world today concerning morals and how we as a culture seem to have lost the capacity to stress with our fellow man. The critical question should be how do we develop morals and what effects the way we understand them? The following question is what interested me the most.

References

Bergman, R. (2006). Gibbs on Kohlberg on Dewey: An essay review of John C. Gibbs's Moral Development and Reality. European Journal of Developmental Psychology, 3(3), 300- 315. doi:10.1080/17405620600789549

Sullivan, E. V., McCullough, G., & Stager, M. (1970). A

developmental study of the The relationship between conceptual, ego, and moral

development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-

developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development

Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/" http://www.livestrong.com/article/177239-physical-

development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-

Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-

development-7-12-year-olds/

Sullivan, E. V., McCullough, G., & Stager, M. (1970). A

developmental study of the The relationship between conceptual, ego, and moral

development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-

developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development

Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/" http://www.livestrong.com/article/177239-physical-

development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-

Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-

development-7-12-year-olds/

Sullivan, E. V., McCullough, G., & Stager, M. (1970). A

developmental study of the The relationship between conceptual, ego, and moral

development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-

developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development

Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/" http://www.livestrong.com/article/177239-physical-

development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-

Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-

development-7-12-year-olds/

Sullivan, E. V., McCullough, G., & Stager, M. (1970). A

developmental study of the The relationship between conceptual, ego, and moral

development. Child Development, 41(2), 399-411. doi:10.2307/1127040 Kohlberg, L. (1968). Early education: A cognitive-

developmental view. Child Development, 39(4), 1013-1062. doi:10.2307/1127272 McCoy, M. K. (2015, November 23). Physical Development

Between Ages 4 and 9. Retrieved April 05, 2017, from 4-9-years/" http://www.livestrong.com/article/177239-physical-

development-between 4-9-years/ Weiten, W. (2008). Psychology Themes and Variations (7th ed., Briefer Version). Mason, OH: Cengage Learning. Welton, R. (2013, August 16). Physical Development of 7 to 12-

Year-Olds. Retrieved April 05, 2017, from http://www.livestrong.com/article/144118-physical-

development-7-12-year-olds/